The aspiration for a transformed early childhood education and care (ECEC) sector, providing vital development for children before school in England, characterised by effective leadership and professional confidence is long-standing. This objective has found support in academic literature, exemplified by Simpson (2011), advocating for collaborative professional practices that can enhance the quality of ECEC. It has also been championed anecdotally by groups such as TACTYC (Together and committed to young children) in England and PEMI (Professional Educators and Managers Ireland) in the Republic of Ireland, who promote collaboration and professional development within the ECEC sector. In this blog post, I offer an alternative perspective on leadership in ECEC, rooted in my doctoral research, and present strategies to incorporate these findings into your practice, with the aim of contributing to a positive transformation within the sector.
My doctoral research encompassed two phases of interviews with 15 individuals working across diverse ECEC provisions, from home-based educators to maintained nursery schools, spanning various roles from nursery owner and headteacher to apprentice. This participatory research allowed me to gain insights into the nuances of ECEC’s purpose, the challenges faced by leaders, and the attributes of good leadership. The participants in my research identified good leadership as having personal qualities such as empathy, open-mindedness and a solution-oriented approach. Effective leaders consistently draw upon up-to-date knowledge to navigate conflicts and meet the needs of all stakeholders. They actively promote professional confidence and support contextually relevant development.
