Leadership Practice Complexity And Challenges

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In this essay, I will explain, examine the leadership complexity and challenges while promoting the practice quality requirement in Early Years.

I will also further, represent, interpret legislation of social policies, and the early year’s research related to the partnership between young children (0-6), parents, and professionals.

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I am working in a day nursery setting in London. The nursery follows the Reggio Emilia pedagogy approach. Edwards et al. (2011) state that the Regio Emilia approach is ‘a a philosophy’ of learning and teaching children and maintaining their learning and teaching and wellbeing promotion for children and their families. The setting works with other professionals. Currently works alongside other early year’s professionals, giving additional support to the early year’s practitioners such as, with children that have, Speech and language therapist and Family support worker.

As I am going to represent a reflective essay about my setting, I need to consider ethical considerations. My position is a room leader in a baby room and a teacher based in the preschool room supporting a four-year-old and seven-month-old child with Autism and speech-language difficulties.

The manager and deputy manager manage the setting however is governed by parents as each payment that comes into the setting has a role to play, who setting is not part of the chain as it is a community nursery.

The nursery does offer places and time for children on benefits like a two-year-old scheme. Everything parents and carers often say that they choose the setting because it is an excellent location, and it is the staff which results for them to enrol two or more children in the setting because they feel comfortable and they know the staff and the management are adequately able of looking after their children and providing a safe environment for children to learn and achieve.

My responsibilities, as a room leader, influencing my team to deliver the best provision to support children and parents. Also, I make sure every individual delivers high-quality standards to have a high score in the Ofsted EPPE. Melhuish et al. 2004:p31 state that ‘The Effective Provision of Preschool Education (EPPE) is a major project to support a five-year study funded by the DfES’.

Melhuish, et.al( 2004) that The EPPE research would possible without the support and co-op five-year the six Local Authorities (LAs) and the many preschool centres, primary schools, children, parents, and multi-professional teams.

The Leadership’s role Rodd (2006:p.g9) quotes that ‘Leaders engages fellow professionals in the best ways of supporting a process in working with children and families’ needs’ adding on to that leadership roles are those who can inspire the team which can lead the organisation by creating a high-quality practice at all times and able to resolve problems. For instance, Davies (2005) argues that leadership influences in building a model to create a strategic, transformational, ethical, learning-centres, constructivists, and emotional. However, Rood (2005) cites in Moyles and Yates (2004) ‘leadership and managing skills engaging and involving others in offering ideas, innovations, goals, and visions. Rodd (2006) leaders and managers can be useful. The journal states (2-03-2020) ‘It took me a while to settle and get used to the challenges. In ttermsof changes from baby room to preschool tow. The experience’s transitions as children move through stages’

Brooker, L. (2008) states that for children to have a smooth transition; keeping the group of children together during transition makes them feel resilient. We all know that every path children’s development stage of learning is significate. To solve the challenging problem, I relate the practical experience to this learning style. I used visual aids with children in order to find out what kind of learning style they have. For example, a Given or by repeating action of learning. Journal extract 5-03-2020 ‘I managed to manipulate the task as a piece of evidence I use a reflex cycle Piaget reflective cycle. Journal extract 11-2-2020′ I took four years and three-month-year-old children from baby room to toddler one. I repeated that action to make them feel familiar to the people and the environment and to have a smooth transition’.

Journal extract 12-2-2020 ‘I love operating with children, but I realised something was holding me back. It was my lack of knowledge working with babies at that event.

But when I had a chance to lead children and practitioners, I feel I have a responsibility to provide the best quality provision for the practice and for an opportunity to climb a career ladder’.

Effective leadership Rodd (2006:p.g9) states that ‘Leadership is a process of commitment, involves professionals team in the best ways of meeting the needs of children their families, in leaders to be consultative approach and committed to being involved with the team. For example, when working, I am working a child with speech-language difficulties I inform that experience the team needs to work together to share their knowledge and experiences with families the best to support the children and their families. The early years are expected to be consultative in their approach. However, Davies argues (2005, cited in Rodd 2006) refers to different perspectives that influence the style of Leadership appropriate for early childhood contexts. For instance, Rodd 2006:9 quotes ‘the leadership following models; strategic, forming, transforming, ethical, learning-centres, constructivists’ a journal extract strategic model leader being transforming journal extract

10-02-2020 at preschool, the leader adept in finding a standard plan and achieving provocative communication, trust-building, and frequent emotional, distributed and sustainable relationships with team and another transforming professional characteristic team’. Journal extracts 14-02-2020′ Leadership. On the other hand, Moley& Yates (2004 cited n Rodd 2006) states that effective leaders and managers have leadership skills, visionary, responsible, accountability, charismatic, and integrity. The characteristics of an effective or team can be either forming or transforming. At the setting, we are concerned to be transforming as a team we are at, and we are in the storming stage, which can change and develop. However, last year were forming they were a cosy team comfortable with no changing. Now we have the new staff we consider to be being turbulent team characteristics of the capable team developing practical communication

journal extract 15/02/2020 ‘in my experience I have autonomy about the team because I have a confidence about what the team is doing even if I am studying at university. I know if a child has an accident, they will apply the procedure and put the information in the accent book assessment’ According to Safeguarding and child Act 2004. why is it paramount, one can be a more capable accountable rigorous and challenging team. LAW and Glover (200:13) quote ‘effective teamwork is the foundation of effective leadership that supports the model of shared responsibilities that are favoured by early childhood practitioners’. In practice, I could refer this to my journal extract 20-02-2020 ‘I organised a meeting to empower the staff where the authority and obligations are to increase the responsibilities and accountability for the team’.

The characteristics of our team is a positive and healthy challenging each other to remove any obstacles of being a cosy team that comfortable with challenging challenges that emerge in the policies and legislation of EYFS. Some of the team do not want to change; they are happy about the current climate—non-challenging turbulent team.

A common challenge on change in the practice is a confrontation to change. Change is a challenge to many early year’s practitioner’s daily routines because the impact of change can have on the practitioners allow them to find the new experience. Aubrey (2011) change is an integral part of a person’s life in order to grow and progress in their career and life experience.

Change has allowed me to have new expectations regarding my career as an early year practitioner and face new situations and problems that have solutions. McCall Lawlor (2000, cited in Rodd 2006) highlights that the answers to change can rely on a majority. Jones and Pound (2008) highlight some of the challenges that leaders face in their roles and practice. For example, new leaders that have joined a nursery setting and the ‘the team established many causes of hesitation and anxiety. Even though team leadership is an essential aspect of quality practice, it is the one that receives less funding, support, and limited training. Challenge Leadership in a team not only includes the knowledge of legislation but demands specific social and emotional characteristics. Which includes personal qualities that allow the development o to be positive and successful relationships to maintain in long run.

The difference between Leadership and management Rodd (2006) designates that management plans to set objectives, forecast analyse queries, and make decisions. However, leadership roles gave direction to find the way forward, information and clear directions, to identify the goals, services, and instruction.

The EYFS policy framework (DfE, 2017) states that every child is a unique child, who is continually learning and can be resilient, capable, confident, and self-assured. Children learn to be healthy and independent within positive relationships. Functional enabling environments support their learning where they encounter to work on their individual to build a good partnership between practitioners and parents and carers KOTER 1989 fostering a culture of trust, developing encouraging learning and communication.

Models & Yates (2004 cited in Rodd 2006) states that effective leaders and managers have leadership skills, visionary, responsible, accountability, charismatic and integrity. Oberhuemer, (2000, cited in Rodd 2006), states that leaderships have different individual roles and responsibility that include specific skills which are different from those of management. A leadership role involves more than routine management skills, which focuses on the present and is subject by issues of continuity and stability

However, Waniganayake et al., (2000 cited in Rodd 2006) express that manager’s roles are a more active involvement in ‘pedagogy, positive relationships, effective communication and expectation in increasing professionalism. Moyles and Yates (2004) also express that management skills involve engaging and involving others in ideas, innovations, goals and visions, offering respect and motivating staff.  


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