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.
RAS ID
77400
Document Type
Journal Article
Date of Publication
12-1-2024
Volume
49
Issue
4
School
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Publisher
Sage
Identifier
Amie Fabry: https://orcid.org/0000-0002-5533-2622
Recommended Citation
Fabry, A. (2024). Leading the early years of school: A relational and responsive model of early childhood pedagogical leadership. DOI: https://doi.org/10.1177/18369391241274803
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