A Study on Ksitigarbha scripturesfor Early Childhood Servant Leadership Education

2018 ◽  
Vol 22 (1) ◽  
pp. 1-23
Author(s):  
Eungyung Kim ◽  
Keyword(s):  
Early Childhood ◽  
Servant Leadership ◽  
Leadership Education

scholarly journals Servant Leadership

2013 ◽  
Vol 7 ◽  
pp. 23-32
Author(s):  
Digvijaysinh Thakore
Keyword(s):  
Human Resources ◽  
Servant Leadership ◽  
Risk Taking ◽  
Leadership Education ◽  
Servant Leaders ◽  
The People ◽  
Self Interest ◽  
Process And Outcome ◽  
Uncertain Future ◽  
Unique Style

The philosophical foundation of servant leadership existed thousands of years ago. Servant leadership is a unique style of leadership ideology which flows against the grain of self-interest human behavior. The nature of both work and the workplace has changed drastically (Billett, 2006). The focus of leadership needs to be shifted from process and outcome to people and the future. The new challenge for management and leadership education is threefold: (a) How to develop workers and unleash their creative potentials, (b) How to create a positive workplace that will attract and retain talented knowledge workers, and (c) How to reinforce innovations and risk-taking to adapt to an uncertain future. In today's thinking about effective, productive, and enduring organizations, we can reorganize, restructure, or reengineer our organization to be more effective but it will not be successful for very long, unless change is first built on the preeminence of human resources. People and process will always be more important than tasks and organizational structure in accomplishing goals and productivity. Effective systems and processes are only effective if the people who make them work are effective. Highly motivated and well-trained human resources provide the only assurance that any organization will be effective in accomplishing its goals. Servant-leaders motivate followers through investing in them and empowering them to do their best. In this paper, servant leadership is characterized by listening, empathy, healing, awareness, persuasion, conceptualizing, foresight, stewardship, commitment to growth, and community building (Spears, 2004).

Early childhood centre directors coping with stress: firefighters and oracles

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Elsa Kristiansen ◽  
Kristin Rydjord Tholin ◽  
Marit Bøe
Keyword(s):  
Early Childhood ◽  
Well Being ◽  
Leadership Education ◽  
Coping With Stress ◽  
Content Type ◽  
Work Related ◽  
Part Time ◽  
Related Stress ◽  
Group Interviews ◽  
Unexpected Findings

PurposeEarly childhood education (ECE) centre directors have to meet various leadership demands at present, and this has become even more important in a time of extensive policy changes. There is little research on work-related stress from the perspective of ECE directors. The purpose of this study was therefore to enhance one’s knowledge of (a) what ECE centre directors perceive to be work-related stressors; (b) what causes stressful situations; and (c) how they cope with the identified stressors.Design/methodology/approachEighty directors from three groups in part-time leadership education programmes participated between 2017 and 2020. Data was collected through class discussions and whiteboard notes, focus group interviews with 24 directors and student role-play scenarios that were acted out in class.FindingsThe findings illustrated three main categories of stressors: an overwhelming number of administrative tasks, leading others and lack of social support. Unexpected findings were a lack of knowledge about coping strategies and a need for more resources so that directors can focus on pedagogical leadership.Research limitations/implicationsThe study has been done in the Norwegian educational context with Norwegian ECE centre directors participating in a leadership programme. Several qualitative methods were used on three groups of centre directors. These limitations must be considered when generalizing.Practical implicationsThe results can be used as guidance for supporting ECE centre directors, owners and policymakers in how to develop and sustain leadership and increase well-being and work satisfaction.Originality/valueThe current study is among the few ones focussing on perceived stressors among centre directors and the consequent coping in the early childhood setting.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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