Leading a Culture of Data Use in Early Childhood Education

In this chapter, the authors present evidence-based strategies for effective data use in early childhood education. These strategies are presented in a table where they are aligned with the credo from All I Ever Needed to Know I Learned in Kindergarten by Robert Fulghum. The various roles of early childhood educational leaders are described along with how these leaders can more effectively fulfill their roles via effective data leadership. Background information is provided for two areas: overall early childhood educational leadership and leading a culture of data use for any educational context.

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Moving Beyond Inclusion to Participation: Essential Elements

EDUCATION SCIENCES AND SOCIETY ◽

10.3280/ess1-2019oa7604 ◽

2019 ◽

pp. 54-67

Author(s):

Toby Long

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Education System ◽

Children With Disabilities ◽

Essential Elements ◽

Evidence Based ◽

Childhood Education ◽

Everyday Activities ◽

Meaningful Participation ◽

Full Participation

This paper discusses the evolution of the early childhood education system from excluding children with disabilities to fully including them in a manner emphasizing full participation.  Evidence indicates meaningful participation in everyday activities is necessary for development to occur. The essential elements needed to bring about participation will be presented as well as specific evidence-based strategies used to promote inclusion and participation.

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Why the evidence-based paradigm in early childhood education and care is anything but evident

European Early Childhood Education Research Journal ◽

10.1080/1350293x.2012.737238 ◽

2012 ◽

Vol 20 (4) ◽

pp. 537-552 ◽

Cited By ~ 11

Author(s):

Michel Vandenbroeck ◽

Griet Roets ◽

Rudi Roose

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Evidence Based ◽

Childhood Education ◽

Education And Care

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Prioritising scalability during the evaluation of a web‐based intervention to improve the implementation of evidence‐based nutrition practices in Early Childhood Education and Care

Health Promotion Journal of Australia ◽

10.1002/hpja.558 ◽

2021 ◽

Author(s):

Courtney Barnes ◽

Alice Grady ◽

Sze Lin Yoong

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Evidence Based ◽

Web Based ◽

Childhood Education ◽

Nutrition Practices ◽

Education And Care

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Communing to re-imagine figured worlds

Contemporary Issues in Early Childhood ◽

10.1177/1463949120941290 ◽

2020 ◽

pp. 146394912094129

Author(s):

Jamie Huff Sisson ◽

Victoria Whitington ◽

Anne-Marie Shin ◽

Jaye Johnson Thiel ◽

Barbara Comber

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Learning Communities ◽

Power Relations ◽

Cultural Models ◽

Educational Leaders ◽

Figured Worlds ◽

Childhood Education

The importance of community has been widely recognised in the field of early childhood education. However, the various ways it has been conceived, together with taken-for-granted notions of education, have made it difficult to actualise the processes involved in contextually meaningful ways. This article draws on cultural models theory to explore educational leaders’ re-imagining and redesigning of early childhood educational learning communities in a range of diverse settings. The examination of the processes and artefacts used to promote democratic identities and agency highlights the significance of establishing shared principles, sociality and challenging power relations to engage in processes of communing that are contextually meaningful, sustainable and democratic.

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