Bringing together the experiences of professionals from around the world, this essential text explores the intersections between pedagogy and leadership to consider how effective Pedagogical Leadership can be used to foster the collaborative engagement of children and their families, staff and practitioners, and ensure high quality provision in early years settings and services.
Pedagogies for Leading Practice showcases a vast range of experiences and ideas which are at the heart of professional practice. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection, and editorial provocations will help students, policy-makers and others engage critically with wide-ranging approaches to leadership in early years practice. Considering varied forms of collaborative working, the challenges involved in becoming a pedagogical leader, and the role of management in meeting insitutional demands and the needs of the wider community, chapters are divided into four key sections which reflect major influences on practice and pedagogy:
- Being alongside children
- Those who educate
- Embedding families and communities
- Working with systems
Offering insight, examples and challenges, this text will enhance understanding, support self-directed learning, and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care.
About the Series Editors and Contributors
Preface : Finding purpose and direction, Michael Reed and Alma Fleet
SECTION ONE: Being alongside children
Chapter 1: Engaging with data to foster children’s learning: From population data to local projects, Sandra Cheeseman
Chapter 2: Leading pedagogical practice: Co-constructing knowledge between educators and children, Rebecca Dalgleish
Chapter 3: Leadership for all - Learning for all: Making this visible by writing Learning Stories that enable children, families and teachers to have a voice, Lorraine Sands and Wendy Lee
Editorial provocations: Engaging readers and extending thinking, Rosie Walker
SECTION TWO: Those who educate
Chapter 4: Pedagogical leadership: Interrogating self in order to lead others, Anthony Semann
Chapter 5: Pedagogical leadership: Challenges and opportunities, Gaynor Corrick and Michael Reed
Chapter 6: Pedagogical leadership as ethical collaborative behavior, Andrew J. Stremmel
Editorial provocations: Engaging readers and extending thinking, Sandra Cheeseman
SECTION THREE: Embedding families and communities
Chapter 7: Walking with families in an Indigenous early childhood community, Jacqui Tapau and Alma Fleet
Chapter 8: Transformative pedagogical encounters: Leading and learning in/as a collective movement, B. Denise Hodgins and Kathleen Kummen
Chapter 9: Utilising strengths in families and communities to support children’s learning and wellbeing, Alison Prowle and Jackie Musgrave
Editorial provocations: Engaging readers and extending thinking, Rosie Walker
SECTION FOUR: Working with systems
Chapter 10: Enacting pedagogical leadership within small teams in early childhood settings in Finland – Reflections on system-wide considerations, Manjula Waniganayake, Johanna Heikka and Leena Halttunen
Chapter 11: Pedagogical leadership and conflict of motives in commercial ECCE environments, Sirene May-Yin Lim & Lasse Lipponen
Chapter 12: Pedagogic leadership within complex and changing ECEC systems, Christine Pascal and Tony Bertram with Delia Goodman, Ali Irvine and Judith Parr
Editorial provocations: Engaging readers and extending thinking, Sandra Cheeseman
Coda: Thinking forward, Alma Fleet and Michael Reed
Biography
Sandra Cheeseman is Senior Lecturer in early childhood policy, leadership and professional experience at Macquarie University, Sydney, Australia.
Rosie Walker is Senior Lecturer at the Department for Children and Families, School of Education, University of Worcester, UK.
