Leading today’s kindergartens

2017 ◽  
Vol 46 (4) ◽  
pp. 679-691 ◽  
Author(s):  
Chi Wai Chan
Keyword(s):  
Early Childhood ◽  
Hong Kong ◽  
Early Childhood Education ◽  
School Leadership ◽  
Systems Thinking ◽  
Leadership Practices ◽  
School Leaders ◽  
Strategic Leadership ◽  
Network Development ◽  
Childhood Education

Studies on school leadership in Hong Kong have mainly focused on primary and secondary schools, with only a handful of studies looking at leadership in early childhood education. This paper aims to report the findings of a study on strategic leadership in Hong Kong’s kindergartens. It discusses the challenges that Hong Kong kindergarten leaders are facing and the need for practising strategic leadership. It then reports the findings of practices valued by the leaders of Hong Kong kindergartens. The findings of this study reveal, that apart from the abilities to exercise sound planning and management in school, leaders’ reflective, flexible and systems thinking and their willingness in continuous professional and network development are crucial to leading today’s kindergartens. This study also indicates that leaders’ contextual intelligence is important for exercising strategic leadership. The significance of this study lies in its contribution to the investigation of leadership practices in early childhood education, the need to further explore how well kindergarten leaders are practising strategic leadership and the implications for the development of principal preparation programmes.

scholarly journals Exemplary leadership practices in early childhood education in preparing the golden generations for Indonesia

2021 ◽  
Vol 1 (4) ◽  
pp. 253-268
Author(s):  
Usnul Umi Miftahurrohmah ◽  
◽  
Hasan Hariri ◽  
Riswanti Rini ◽  
Rohmatillah Rohmatillah ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Leadership Style ◽  
Leadership Practices ◽  
Empirical Studies ◽  
Government School ◽  
Childhood Education ◽  
Exemplary Leadership ◽  
Five Practices ◽  
Inclusive Early Childhood

Abstract Purpose: This study aimed to investigate the ideal quality of inclusive early childhood education, an effective leadership style and five practices of exemplary leadership. Research methodology: This is a review article. The review process began with a search engine (Google Scholar) to search and review early childhood education and leadership articles. Results: The results suggest that it is important to hold quality inclusive early childhood educations since, in this level of education, six developmental areas are well stimulated. The key success of maintaining quality inclusive early childhood education is a collaboration among education parties (government, school, parents and community). A school needs a principal who can perform five exemplary leadership practices to help “Golden Indonesia 2045” become true. Limitations: First, the scope of articles reviewed is still very limited to the literature review in the Indonesian context. This and other limitations will be opportunities for further empirical studies about five practices of exemplary leadership in the Indonesian education area. Contribution: This study can be useful for the early childhood education level.

scholarly journals Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany

2019 ◽  
Vol 11 (5) ◽  
pp. 1478 ◽  
Author(s):  
Şebnem Feriver ◽  
Refika Olgan ◽  
Gaye Teksöz ◽  
Matthias Barth
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Systems Thinking ◽  
Case Study Research ◽  
Thinking Skills ◽  
Unintended Consequences ◽  
Childhood Education

This study presents an attempt to contribute to the field of Education for Sustainable Development (ESD) by conceptualizing systems thinking skills of four- to six-year-old preschool children with the role of age in this particular skill. For this purpose, we developed and tested a method and instruments to assess and conceptualize systems thinking skills of 52 preschool children in early childhood education contexts from Turkey and Germany. By employing qualitative case study research, we concluded that the young children showed some signs of complex understanding regarding systems thinking in terms of detecting obvious gradual changes and two-step domino and/or multiple one-way causalities, as well as describing behavior of a balancing loop. However, their capacity was found to be limited when it comes to detecting a reinforcing loop, understanding system mechanisms by acknowledging the unintended consequences, detecting hidden components and processes, demonstrating multi-dimensional perspective, solving problems through high-leverage interventions, and predicting the future behavior of the system. Age had a notable effect on the total systems thinking mean scores of the participants.

scholarly journals Distributed leadership for professional learning: Effective leadership practices in early childhood education

2021 ◽  
Author(s):  
◽  
Rachel Denee
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Distributed Leadership ◽  
Leadership Practices ◽  
Effective Leadership ◽  
Learning Context ◽  
Childhood Education ◽  
Aotearoa New Zealand

<p>In Aotearoa New Zealand, leadership within the early childhood education (ECE) sector is both positionally assigned and a required practice of all teachers. Within this context, distributed leadership – where all team members have the opportunity to lead – is increasingly seen as an effective leadership model (Thornton, 2010). The purported benefits of distributed leadership have significant overlap with professional learning: increased engagement, deeper learning, context-specific learning and improved pedagogical practices among teachers (Poekert, 2012). This study considers the relationship between distributed leadership and professional learning in ECE settings, and seeks to discover practices of effective positional leaders in facilitating both. A nationwide survey was carried out in Aotearoa New Zealand to capture a picture of current perceptions of ECE teachers and positional leaders about professional learning communities and, in particular, distributed leadership for professional learning. Subsequently, the leadership practices for distributed leadership and professional learning in three previously-identified high quality ECE services were investigated through individual and group interviews. The analysis of literature, survey and interview findings from this study led to a framework of effective leadership practice, consisting of six elements: inquiry and articulation of thinking; teachers enacting leadership; collaboration and dialogue; mentoring and coaching; fostering relational trust; and, creating vision and designing supportive structures.</p>

Play in Asian preschools? Mapping a landscape of hindering factors

2021 ◽  
pp. 146394912110580
Author(s):  
Alfredo Bautista ◽  
Jimmy Yu ◽  
Kerry Lee ◽  
Jin Sun
Keyword(s):  
Early Childhood ◽  
Hong Kong ◽  
Early Childhood Education ◽  
Mainland China ◽  
Academic Learning ◽  
Structural Factors ◽  
Theoretical Frameworks ◽  
Policy Borrowing ◽  
Childhood Education ◽  
Lack Of Information

This article investigates the variety of factors that hinder the implementation of play (as defined by western scholars) in Asian preschools. Drawing on the theoretical frameworks of policy borrowing, enactment and glocalisation, we analyse three jurisdictions that illustrate distinctive problematics: India, Mainland China and Hong Kong. The methodology involves a bibliographic review. Each jurisdiction is presented as a narrative portrait, including key sociocultural characteristics, features of early childhood education system, role of play in government policies, and teachers’ beliefs and practices pertaining to play. The findings show that the distinctive factors hindering play relate to societal mindsets in India, a lack of curriculum clarity in China, and structural factors and parental pressures in Hong Kong. Common hurdles include a high societal emphasis on academic learning, lack of information on how play should contribute to achieve curriculum outcomes, and insufficient teacher preparation. The authors show that play is neither adequately defined nor justified in some Asian policy frameworks, and argue that play might not be viable in certain preschools (especially in half-day programmes). An alternative glocal notion is proposed – child-led activities – which would be less conceptually problematic and more culturally appropriate. The study highlights the need for the glocalisation of Asian early childhood education systems.

scholarly journals Parents' Choice of Early Childhood Education Services in Hong Kong: A Pilot Study about Vouchers

2009 ◽  
Vol 10 (3) ◽  
pp. 263-279 ◽  
Author(s):  
Gail Yuen ◽  
Susan Grieshaber
Keyword(s):  
Early Childhood ◽  
Hong Kong ◽  
Pilot Study ◽  
Early Childhood Education ◽  
Voucher Scheme ◽  
Public And Private ◽  
Non Profit ◽  
Childhood Education ◽  
School Year ◽  
The Impact

The introduction of a voucher scheme for early childhood education in Hong Kong has resulted in significant changes in the field. This article reports data from a pilot study that aimed at understanding better how parents chose an early childhood education service following the introduction of a voucher scheme in Hong Kong. Eighty-six Chinese parents with children aged three participated in interviews and focus group discussions. This group of parents had just undergone the process of selecting a kindergarten or nursery for their children for the school year 2007–2008. The participants were from a range of socioeconomic circumstances and educational levels who had selected non-profit-making kindergartens and nurseries in public and private housing estates. The results showed that what parents looked for in their choice of service closely matched how they defined quality. Moreover, their views on quality greatly resembled the specific notion of quality that the recent reform policy has been heavily promoting. The findings point to the complex interactions among policy, choice, and practices of early childhood education. The new voucher scheme is intensifying the governing of both the self and the field, the impact of which is worrisome.

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