Full Title Leadership and Advocacy in the Early Years Sector

Short Title Leadership and Advocacy in the Early Years Sector

Code EDUC09004
Level 09
Credit 10

Author Scott, Deirdre
Department Social Sciences

Subject Area Education
Attendence N/A%
Fee

Description
This module examines leadership within the context of early year's services which are diverse in terms of focus, size, facilities and staffing. Through comparing and contrasting leadership theories and in particular those which are emerging from the early years sector, learners will gain insight into their own behaviour and if applicable their service. The ability of the leader to be an effective communicator within the setting is considered crucial to creating an environment where there is a shared vision of purpose, policies and practice , therefore learners will, through group discussion, reflective conversations and reflective writing examine their communication style/ability. The support and supervision of staff is examined along with the contribution of reflective practice to improving personal and organisational standards. The principles and practice of advocacy which are central to the promotion of the rights of the child, the family along with professionalism of the early years sector will be addressed


Indicative Syllabus
Leadership

History of research into early years services leadership and the emergence of 'new' styles. Challenges of leadership in the early years service. Gender and leadership in the early years sector.

Definition of leadership and leadership styles. Leadership and outcomes for the child, the family, the service and the sector. Personal leadership style and consideration of change.

Reflection

Models of reflection, reflective writing and reflective conversations as a means to increase self awareness. Use of diagnostic and profiling tools to assist in uncovering transferable skills and competencies and insight into personal communication style and abilities. Use of reflection to improve the services to children and families.

pervision

Definition and function of supervision. Provision of supervision with a focus on the individual and supervision with a focus on the organisation or service. Appropriateness of individual and group supervision. Supervision in response to challenging events in a service, eg allegations against staff members, child protection enquiry or a traumatic event in a family using the service. Record keeping in supervision. Supervision of students on professional placement.



Advocacy

Principles of advocacy, personal advocacy, policy advocacy, advocacy for the rights of the child and advocacy for the rights of the family, advocacy for the community and advocacy for the early years sector. How to advocate for the individual, for the service and profession.

Learning Outcomes
On completion of this module the learner will/should be able to
  1. Discuss the historical context of leadership within the early years sector and how 'new' models of leadership are emerging.

  2. Compare and contrast leadership theories and styles and their effect on self, staff, the child, the family and the early years service

  3. Apply models of reflection to provide insight into their performance as, communicators, learners and practitioners.

  4. Conduct supervision sessions, group and individual, to support staff and improve services for children and their families.

  5. Discuss the principles and practice of advocacy as applicable to the child, service and the early years sector.


Assessment Strategies
Written assignments.

Students will critique journal articles related to the leadership and advocacy areas.

Reflection will include a reflection on a supervision session with a staff member or members.

Assessment Facilitites
Technical assistance.

Module Dependencies
Pre Requisite Modules
None
Co Requisite Modules
None
Incompatible Modules
None

Coursework Assessment Breakdown %
Course Work / Continuous Assessment 100 %

Coursework Assessment Breakdown

Description Outcome Assessed % of Total Assessment Week
Essay 1,2 50 OnGoing
Workbook of structured reflective activities 3,4,5 50 OnGoing


End Exam Assessment Breakdown

Description Outcome Assessed % of Total Assessment Week


Distance Learning Mode Workload

Type Location Description Hours Frequency Avg Weekly Workload

Total Average Weekly Learner Workload 0.00 Hours

Part Time Mode Workload

Type Location Description Hours Frequency Avg Weekly Workload
Lecture Not Specified Online Learning 3 Fortnightly 1.50

Total Average Weekly Learner Workload 1.50 Hours

Full Time Mode Workload

Type Location Description Hours Frequency Avg Weekly Workload

Total Average Weekly Learner Workload 0.00 Hours

Online Learning Mode Workload

Type Location Description Hours Frequency Avg Weekly Workload

Total Average Weekly Learner Workload 0.00 Hours

Resources
Book Resources
Aubrey C. (2011) Leading and managing in early years London: Sage.

Aubrey, C., R. Godfrey & A. Harris (2013) 'How do they manage? An investigation into early childhood leadership'. Educational Management Administration and Leadership 41 (1), pp. 5-29.

Browne, N. (2008) Gender equity in the early years. Maidenhead: Open University Press

Carroll. S. & P. Flood (2010) The persuasive leader: Lessons from the arts. Jossey-Bass.

Caruso, J, & M. Temple Fawcett (2007) Supervision in early childhood education: A developmental perspective. Teachers College, Columbia University.

Camerson, C., P. Moss & C. Owens (1999) Men in the nursery: Gender and caring work, London: Chapman.

Cohen. W. (2009) Drucker on leadership: New lessons from the father of modern management. Jossey Bass

Cook J. (2013) Leadership and management in early years. London: MA Education.

Dunlop, A. (2008) A literature review on leadership in the early years. [www.educationscotland.gov.uk/publications/a/leadershipreview.asp]

Egan. G., (2014) The skilled helper: A client centred approach. Cengage.

Hadfield. M. et al (2011) Longitudinal study of early years professional status: An exploration of progress, leadership and impact. Final Report. CeDARE< University of Wolverhampton. Department of Education, Research report DFE-RR239c [www.gov.uk/government/uploads/system/uploads/attachment_data/file/183418/DfE-RR239c_report.pdf]

Hujala. E., M. Vaniganayuake and J. Rodd (2013) Researching leadership in early childhood education. Tampere: Tampere University Press.

Jensen. M. & M. Hannibal (1999) Issues, advocacy and leadership in early education. London: Pearson.

Jones C., and Pound. L. (2008) Leadership and management in the early years: Principles and practice. Maidenhead: Open University Press.

Lalor K. & P. Share (eds) (2013) Applied social care: An introduction for students in Ireland. Dublin: Gill and Macmillan.

Lee, J. & J. Catagnus (1999) What we learned (the hard way) about supervising volunteers: An action guide for making your job easier. Philadelphia:Energize.

Lindon. J. & L. Lindon (2012) Leadership and early years professionalism: Linking theory and practice. London: Hodder.

McPartland, E. (2012) Supervision and leadership in childcare. Dublin: Gill and Macmillan.

Mhic Mhathuna. M. & M. Taylor (eds) (2012) Early childhood education and care. An introduction for students in Ireland. Dublin: Gill and Macmillan.

Miller. L & C. Cable (2011) Professionalization, leadership and management in the early years. London: Sage.

Mistry, M. & K. Sood (2013) 'Under-representation of males in the early years: The challenges leaders face'. Management in Education27(2), pp. 63-66.

McDowall Clark. R. & J. Clarke (2012) Reconceptualising leadership in the early years. Maidenhead: Open University Press.

NCCA (National Council for Curriculum and Assessment) (2009) Aistear: the early childhood curriculum framework. Dublin, National Council for Curriculum and Assessment.

Nelson-Jones, R. (2008) Basic counselling skills: A helper's manual. London: Sage.

Children's Workforce Development Council (2011) Early years professional status. [www.cwdcouncil.org.uk/eyps]

Osgood, J. (2004) 'Time to get down to business? The response of early years practitioners to enterpreneurial approaches to professionalism' Journal of Early Childhood Research 2(1), pp. 5-24.

Robbins. S., and M. Coulter. M (2013) Management. Harlow: Pearson.

Roberts-Holmes, G. (2003) 'Gender issues in education' in C. Alfrey Understanding children's learning: A text for teaching assistants. London: Fulton.

Rodd. J. (2013) Leadership in early childhood. Maidenhead: Open University Press.

Scrivens, C. (2002) 'Constructions of leadership: Does gender make a difference? - Perspectives from an English speaking country' , in V. Nivala & E. Jujala (eds) Leadership in early childhood education: Cross-cultural perspectives. Oulu: Oulun Yliopisto. [herkules.oulu.fi/isbn9514268539/isbn9514268539.pdf]

Síolta (2006) The national quality framework for early childhood education. Dublin: Centre for Early Childhood Development and Education. [www.siolta.ie]

Siraj-Blatchform.I. & L. Manni (2007) Effective leadership in the early years sector (ELEYS) Study. London: Institute of Education, University of London.

Waniganayake M., S,. Cheeseman, M. French, F. Hadley & W. Shepherd (2012) Leadership contexts and complexities in early childhood education. Melbourne: Oxford University Press.
Other Resources
Url Resources
www.dalecarnegie.com/onlinetraining/‎

www.centerforleadershipinnovation.org/resources‎

www.ascd.org/publications/educational-leadership.aspx‎

www.ecornell.com/‎

www.harvardbusiness.org/‎
Additional Info