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Effective Leadership and Management in the Early Years

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IntroductionrnrnAbout ELMS – the Effective Leadership andrnManagement Scheme for the Early YearsrnrnrnrnrnrnrnThere has been an unprecedented focus recently on the early years of children’s lives and the impact of the various adults who work and play with children in the birth to 5–6 years age range. Staff in early years settings have had to adapt to many changes and demands from local authorities and national government, none more so than those who suddenly found themselves in a leadership and management role in increasingly complex small early years businesses and settings often without formal training or qualifications. For example, con- sider the playgroup leader, a mother of young children, who suddenly found herself re- sponsible for, amongst other things, sums of government money for 3- and 4-year-olds, accountability for paperwork returns in relation to these children, having to justify the educational experiences provided for these children, and ensuring that staff within the setting received opportunities for professional development. In addition, competition from other providers in the area meant that she also needed to learn how to market the setting to its best possible advantage and learn to communicate effectively with parents in a new leadership capacity and also to work in partnership with a new managing body.rnUntil recently, little training was offered to those who lead and manage early years settings, and it is credit to all involved that many of these people have worked really hard to enhance their own skills with whatever resources (albeit limited) were available at the time, often against a raft of pressures. As Ebbeck and Waninganayake (2002) suggest, ‘there are few publicly acknowledged leaders and no set of common expectations for leaders in early childhood’. Yet there is significant evidence from several research and theoretical sources to suggest that the quality of a setting can depend heavily upon the quality, skills and effec- tiveness of those in charge. For example, Solley (2003), in a paper given at the Institute of Education, asserted that enthusiasm, passion, inspiration and advocacy rate as the great strengths of a leader. In the Effective Provision of Pre-School Education project (Sylva et al.rn2004), it was found that the higher the qualifications of managers, the higher the quality of children’s curriculum experiences, the more effective the programme structure and the better the relations with, and between, staff and parents (Taggart et al. 2000). The importance of leaders and managers cannot be underestimated.rnThe Effective Leadership and Management Scheme (ELMS) is just what the title suggestsrn– a tool for all those who lead and manage early years settings which they can use for evaluating their effectiveness in the role of leader/manager. Its purpose is to ensure that children and practitioners in those settings receive the best possible experiences and di- rection in their work and play and that parents and carers can have confidence in the particular setting attended by their children.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

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Penerbit

YOGYAKARRTA : nasya expanding management., 2006

Deskripsi Fisik

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Bahasa

English

ISBN/ISSN

9780 335 221 011

Klasifikasi

NONE

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

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Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

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