In my setting the leader is our nursery manager and she is the ‘boss’. She takes on a lot of responsibility for the day-to-day running of the setting such as planning and setting up activities. Then she tells us what is happening that day. I think this is more management than leadership. It doesn’t feel very effective as we are not often asked as a team to contribute and sometimes we are not told what is going on, such as when we are having a visitor. It is always the nursery manager who shows parents around and I think other members of staff should be allowed to take on more responsibility if they are willing. One thing that is good, though, is that she encourages us to go on courses, and this helps to improve outcomes for children in our key person groups.
I think I have some leadership skills and qualities because I get on well with people, especially parents. My communication skills are good and I do accept other people’s viewpoints. I think I am patient and a good listener. However, I am not very good at telling people what to do, as I don’t like conflict or confrontation. I like being given responsibility and making decisions about things, but sometimes I find it hard to put my ideas forward in case they are criticised. Sometimes I bury my head in the sand rather than try to solve a problem. I am beginning to help others in the team who have just started working with us, and this has made me more confident. I am a trustworthy person and honest, plus I don’t mind working hard, which is important as I think it is good to lead by example. I want to learn more and be able to make changes in my setting.
Leadership must be visionary. Leaders must hold some idea of the future, the distant horizon and full game plan and they need the capacity to maintain personal and team momentum on the journey towards securing the desired goal. They must also show rich human qualities such as an allegiance to a mission, curiosity, daring, a sense of adventure and strong interpersonal skills, including fair and sensitive management of those who work with them. They must be able to motivate themselves and others, demonstrate a commitment to what they espouse, release the talents and energies of others, have strength of character, yet remain flexible in attitude and be willing to learn new techniques and new skills. (McCall and Lawlor, 2000, cited in Jones and Pound, 2008, p. 1)
Instances of leadership | Primary evidence | Secondary evidence |
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Instances of leadership | Primary evidence | Secondary evidence |
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Giving children responsibility | An observation noting what the practitioners said/did and how the children responded | Reflective journal entry discussing activity |
Responding to parent over future changes to the parents’ evening | Agenda for evening showing ‘opportunities for questions’ Jotted notes from the meeting outlining parents’/carers’ suggestions | A witness testimony from staff member in attendance outlining how the request was handled |
'With leadership…the ability to build and maintain effective relationships is pivotal… the relationships early childhood professionals build with the children, their families, the immediate and wider staff teams and with professionals from other disciplines. The (early childhood) leader seeks to act with others rather than assert power over others’ (Whalley, 2019, p. 406)
In early years childcare, a team is a group of people who work together to meet the aims of their establishment or setting. Because most early years workers are required to work alongside colleagues in a team, effective professionals working in the field of early years therefore need to be skilled in, and to understand the nature of, collaborative practice – the ability to work with others from different professions and perspectives. Early years work is people- based, highly dependent on interpersonal relationships and shared value. (p. 51)