Author Identifier
Amie Fabry: https://orcid.org/0000-0002-5533-2622
Document Type
Journal Article
Publication Title
Australasian Journal of Early Childhood
Volume
49
Issue
4
First Page
315
Last Page
328
Publisher
Sage
School
School of Education
RAS ID
77400
Abstract
Early childhood pedagogical leadership has been found to enhance program quality by assisting educators to reach deeper understanding of pedagogical practices. In the early years of school where pedagogical tension resides, research on early childhood pedagogical leadership is scarce. Furthermore, there are few models of early childhood pedagogical leadership that describe how early childhood pedagogical leadership might be enacted in practice. This paper presents a relational model of early childhood pedagogical leadership that was developed from the findings of an investigation into early childhood pedagogical leadership enactment in school settings. The practical elements of pedagogical leadership outlined in this model may assist educators to understand how they can lead continuous improvement while empowering their colleagues and building leadership capability of their team.
DOI
10.1177/18369391241274803
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Comments
Fabry, A. (2024). Leading the early years of school: A relational and responsive model of early childhood pedagogical leadership. Australasian Journal of Early Childhood, 49(4), 315-328. https://doi.org/10.1177/18369391241274803