Exploring Leadership in Early Childhood: A Literature Review for Developing a New Leadership Model for Policy Advocacy and Professional Growth
Beckee Everitt: The University of Northampton
Abstract
This paper explores early childhood leadership practices, aiming to challenge hierarchical leadership models in the Early Childhood Education and Care (ECEC) sector. It proposes a collaborative, participatory leadership framework, empowering early years educators to influence policy-making and decision-making processes, thereby improving outcomes for children and professionalising practitioners. The study highlights the gap in leadership research within the UK’s Private, Voluntary,
and Independent (PVI) settings, particularly regarding the absence of practitioner agency. The literature review emphasises the importance of empathy, collaboration, and professional identity in shaping effective leadership. It also underscores the low status and visibility of ECEC practitioners in the broader educational landscape. By involving educators in policy advocacy and enhancing their leadership capabilities through professional development, the paper argues that practitioners can become agents of change, advocating for children and families while improving the overall ECEC
leadership landscape.
Key words:
Early Years Leadership, Practitioner Autonomy, Practitioner Voice, Practitioner Agency, Early Childhood Leadership
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