MGMT08031 2016 Management and Leadership for the ECCE sector
Developing and supporting quality childcare are the key aspects of the role of the professional manager and leader in ECCE , this module aims to provide an overview of a variety of management and leadership theories and explore how these can be applied to early years settings. Increasingly, the complex requirements and challenges of the evolving Early Childhood Care and Education sector require very specific skills, knowledge and competencies for those responsible for ensuring the highest standards of regulation and support for those providing and working in the Early years services and settings
On completion of this module the learner will/should be able to;
Discuss paradigms of Leadership in Early Childhood Care and Education and development practice in the context of an emerging profession.
Demonstrate an understanding and apply enhanced practice-oriented contemporary management skills to a range of ECCE organisations
Synthesise the regulatory framework and formulate a range of quality systems appropriate for the Early Years sector.
Analyse appropriate Human Resource Management and Leadership strategies, in the context of contemporary early childhood care and education work environments.
Critically appraise a range of projects, to analyse, evaluate a range of financial/funding mechanisms and programmes (grants, budgets, applications) and the importance of the strategic business planning process to effect alignment with organisational objectives
Teaching and Learning Strategies
Lecture and tutorial
Module Assessment Strategies
Continous Assessment Preparation and Presentation of Business Plan
1.Discuss paradigms of Leadership in Early Childhood Care and Education and development practice in the context of an emerging profession.
Learners will be expected to actively contribute to knowledge acquisition, sharing, interpretation, re-purposing and dissemination in relation to specific paradigms of leadership in national ECCE environments within a community of practice model. The ability of the leader to be an effective communicator within the setting is considered crucial to creating an environment where there is a shared vision of purpose, policies and practice , therefore learners will, through group discussion, reflective conversations and reflective writing examine their leadership style/ability. The support and supervision of staff is examined along with the contribution of reflective practice to improving personal and organisational standards.
2. Demonstrate an understanding and apply enhanced practice-oriented contemporary management skills to a range of ECCE organisations.
Learners synthesise current concepts of management practice , reflect on their own experience of management while on placement, identifying models of best practice appropriate to the profile of staff in the ECCE sector. Learners will be expected to explore the theory and application of strategic marketing management and develop appropriate strategies and communication mechanisms for their organisation and community of practice.
3 Synthesise the regulatory framework and formulate a range of quality systems appropriate for the Early Years sector.
Learners will develop an in depth understanding of quality, regulation, inspection, organisational structures and systems required to ensure the effective compliance with and the ethical strategic management of sustainable Early Years organisations. Comprehensive knowledge of Siolta and the National Standards for Early Years Inspections will form the basis for this learning outcome.
4.Analyse appropriate Human Resource Management and Leadership strategies, in the context of contemporary early childhood care and education work environments.
Learners will be equipped with the ability to critically evaluate key areas of Human Resource Management with reflection on leading, managing, resourcing, and developing people skills for Leadership and effective interagency working. Learners will engage with management approaches to mentor and support early childhood professionals in continuous professional development. The support and supervision of staff is examined along with the contribution of reflective practice to improving personal and organisational standards.
5. Critically appraise a range of projects, to analyse, evaluate a range of financial/funding mechanisms and programmes (grants, budgets, applications) and the importance of the strategic business planning process to effect alignment with organisational objectives.
Learners will be supported to develop a systematic understanding of the range of financial and childcare funding programmes available in the Irish early years sector and the importance of incorporating sustainable objectives and systems to ensure the financial viability of the organisation.
Coursework & Assessment Breakdown
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||CA||Continuous Assessment||Assessment||100 %||Week 13||1,2,3,4,5|
Full Time Mode Workload
Required & Recommended Book List
2013-12-20 Effective and Caring Leadership in the Early Years SAGE Publications Ltd
ISBN 1446255352 ISBN-13 9781446255353
'This book introduces an intriguing juxtaposition of "caring" alongside "effective", and it is a thought-provoking book. Including examples of early years leaders on their own reflective learning journeys, it provides a rich source of ideas for relational leadership that are firmly based in research and professional experience.'
- Professor Margaret Carr, University of Waikato, New Zealand
Effective and caring leadership is an essential part of raising standards and increasing the quality of learning in early childhood settings. This book explains leadership practices that can make a positive difference to the provision offered and improve outcomes for both children and families.
With theoretical, practical and research-informed perspectives, this book:
- Uses case studies to provide examples of effective leadership
- Integrates education and care with key practices in effective leadership
- Explores directional, collaborative, empowering and pedagogical leadership
- Offers readers opportunity to reflect upon their own leadership practices
This is a key text for anyone studying Early Childhood, existing and aspiring leaders, graduate Early Years Leaders and those training to work in settings, schools and childrens services.
Professor Iram Siraj is Professor of Early Childhood Education at the Institute of Education, University of London.
Dr. Elaine Hallet is a Lecturer in Early Childhood Education at the Institute of Education, University of London.
2015-04-20 Assessing Quality in Early Childhood Education and Care: Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale for 2-5 Year-olds Provision Trentham Books
ISBN 1858566584 ISBN-13 9781858566580
The sustained shared thinking and emotional well-being (SSTEW) scale is designed to consider some of the intentional and relational pedagogical strategies strongly associated with child outcomes. It considers practice that supports children aged between two and five years of age in developing skills in sustained shared thinking and emotional well-being, as well as developing strong relationships, effective communication and aspects of self-regulation. It is designed to be used for research, self-evaluation and improvement, audit and regulation.
Using the SSTEW scale alongside other environment scales (including ECERS-E, ECERS-R or ITERS-R) gives users a more complete picture of what high-quality early childhood education and care can look like. It is aspirational in that it considers high quality pedagogy and practice. It can be used by researchers, heads of centers, managers, teaching staff and practitioners, as well as advisory staff and in professional development.
2013-01-01 Developing Mentoring and Coaching Relationships in Early Care and Education: A Reflective Approach (Practical Resources in ECE) Pearson
ISBN 0132658232 ISBN-13 9780132658232
Developing Mentoring and Coaching Relationships in Early Care and Education is the ideal resource for anyone charged with guiding teachers as they encounter real world challenges in todays early childhood programs and can turn to this practical new resource as they work with supervisors and teacher-leaders to achieve greater professional effectiveness while bridging the gap between the vision for quality and actual practice. The book is packed with helpful reflective questions, illustrative mentoring and coaching scenarios, and ready-to-implement planning tools. The focus is on encouraging reflection on current practices in order to achieve quality programs, meet teaching standards, and promote positive outcomes for children in these times of rising standards and, in many cases, lower levels of support.