New leaders in Early Years: making a difference for children in England

Catherine Carroll-Meehan*, Polly Bolshaw, Eleanor Hadfield

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

This paper examines the extent by which the four domains of the sustainable early childhood leadership model were evident in the experiences of New Leaders in Early Years (NLEY) participants. This original piece of research explores the impact of pedagogical leadership and focuses on participants recruited to a national pilot to make a difference for children in areas of social disadvantage in England. The significance of this paper is timely given the continued focus on leadership, evidenced in the ‘Early Years Workforce Strategy’ [Department for Education. (2017). Retrieved March 30, 2017, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/596884/Workforce:strategy_02-03-2017.pdf]. This paper contributes a conceptual framework for early childhood leadership as a methodological tool to make sense of the data. The findings suggest that NLEY did have an impact on the settings and the families they were working with and that the conceptual framework for early childhood leadership was an effective tool for making sense of their journey from novice to leader.

Original languageEnglish
Number of pages14
JournalEarly Child Development and Care
Early online date12 May 2017
DOIs
Publication statusEarly online - 12 May 2017

Keywords

  • Early childhood
  • impact
  • leadership
  • pedagogical leadership
  • qualifications
  • social justice
  • sustainability

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