Search results
31 sty 2019 · Early childhood leaders are change agents who can build capability and raise the quality of early childhood education (McDowall Clark and Murray, 2012; Rodd, 2013). Given the need to expand and deepen the knowledge base, this book contributes by linking theory and research to inform practice.
20 paź 2021 · Educator reflective practice is fundamental to quality early childhood education with robust practice benefitting pedagogy and improving outcomes for children. Yet, examination of individual and collaborative reflective practice in experienced professional early childhood teams is scarce.
5 kwi 2018 · This review of leadership in early childhood educational contexts between 1995 and 2015 examines the epistemological assumptions embedded in the literature (and those advantaged and...
7 lut 2024 · For example, Hazen et al. (Citation 2020) evaluated the effect of the Facilitated Attuned Interaction (FAN) approach to reflective practice on child welfare social workers, child welfare attorneys, and EC educators working with children experiencing trauma.
(2014), effective early childhood leaders have shown key models and characteristics such as: 1) distributed pedagogy: collaborative and shared, and 2) pedagogical leadership: professional knowledge and reflective learning.
24 lip 2024 · The research presented in this paper focuses on leadership in early childhood education and care (ECEC), the initial stage of the Finnish educational system (FNAE 2022). In Finland, ECEC is delivered through ECEC centres, which arrange education and care for children aged 0–7.
Leadership in early education is crucial for enhancing pedagogical quality. Task profiles and role models for leaders as well as requirements for the leaders qualifications and
