Leading and Managing in the Early Years

Carol Aubrey is Emeritus Professor of Early Childhood in the Institute of Education at the University of Warwick. She trained as a primary school teacher and then as an educational psychologist. Later, she spent a number of years in primary teacher education with a particular focus on the early years, first at University College Cardiff and then at the University of Durham where she directed the Postgraduate Certificate of Education (Primary) and for a time was Deputy Director of the School. Thereafter, from 2001, she worked at Canterbury Christ Church University where she led the Centre for International Studies in Early Childhood (CISEC). Her research interests lie in the area of the policy to practice context of early childhood care and education in national and international contexts, early learning and development, with a particular interest in early mathematics and inclusion/special educational needs. She has been convener of the British Educational Research Association (BERA) Special Interest Group for Early Childhood Care and Education and a member of the BERA Executive Council from 2004 to 2007. She was UK editor for Journal of Early Childhood Research from 2003–2009.

′…a major contribution to the limited literature and research on leadership in childhood education′ - Professor Tony Bush, Editor of Educational Management, Administration and Leadership ′This important book focuses clearly on evidence, describing the realities of leading and managing settings in times of rapid policy changes. Carol Aubrey manages to combine theory, research and practice in a book that will be invaluable to a new generation of early years professionals′ - Angela Anning, Emeritus Professor of Early Childhood Education, University of Leeds, UK ′..skilfully draws on sound empirical research to present a grounded theory model for leadership in early years education. ….of interest to researchers, students and practitioners internationally′ - Professor Nithi Muthukrishna, University of KwaZulu-Natal, South Africa

• Introduction: Theorizing Leadership in Early ChildhoodThe Early Childhood Leaders′ AgendaContextWhat Do We Know Already?What Leadership Research Applies?What Do We Need to Know?Leadership in English Early Childhood Education and CareIntroductionOur ObjectivesWhat We Asked Our Early Childhood Professionals about LeadershipWhat We Found OutWhat We Made of the FindingsPractitioners′ Understandings of Early Childhood Leadership IntroductionCharacteristics of the Leaders and Staff That We Talked toDefinitions and Perceptions of LeadershipRoles, Responsibilities and Functions of LeadersDecision-MakingInternal and External Influences on LeadershipTrainingLeadership in a Changing WorldEarly Childhood Leaders′ WorkIntroductionA Typical DayRoles, Responsibilities and FunctionsDecision-MakingInfluences on LeadershipTrainingCollective Views on the Video Highlights′I Don′t Like the Idea of Making a Profit... Exploiting Those on Low Wages′IntroductionEarly Childhood Education and Care PolicyEarly Childhood Profession and Workplace IssuesMaking a Profit: The Role of the Private SectorPreschool Care and Education plc?Journeys into LeadershipIntroductionA journey?Career Paths of Early Childhood LeadersSupport through the Career CycleMentoring as a Leadership StrategyIntroductionLearning from ExperienceThe Nature of MentoringEstablishing Appropriate Ground RulesWhat Does Learning from Day-to-Day Experience Really Mean?A Framework for Staff Development Mentoring for the LeaderFuture PossibilitiesThe Challenge of Leading Multi-Agency TeamsIntroductionChallenges to CollaborationQuestions to AskWhat Do We know about Effective Multi-Agency Working?Models of Multi-Agency WorkingOrganization of Professional GroupsViews on Multi-Agency Working from Four Integrated CentresWhat we found outA closer look at the challenges of multi-agency workingCase StudiesLeadership by the ManyLeading in a Time of ChangeIntroductionA Need for Interprofessional EducationStaff Resistance to ChangeA Model for Improving the Early Childhood Integrated CentreUnderstanding ChangeReflective Practice and Action LearningIntroductionReflective Process of Progressive Problem-SolvingPlanning an Action Research Cycle with Integrated Centre LeadersDoing Action Research in the Early Childhood FieldConclusionsReflectionsRevisiting Our Initial ObjectivesConclusions