Leadership And Management Of The Early Years Context

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Leadership and management in the early years context. In early years education there has been an increase in government spending and extensive changes through children 's centres programmes and Sure Start. This has led to increased pressure and accountability to provide and achieve excellent childcare provision (Lindon and Lindon, 2012). Many within the literature express the view that good leadership is critical to the quality of the provision. Up until recently, leadership in the early years has been virtually ignored. Urban (2010:16) believes: `A wide range of skills and knowledge is required for leadership in early years settings as the context in which it operates are unique. The care and education of young children has become the specialised task of the early years practitioner '. Some teams within the early years sector operate without an obvious person in charge. This distributed leadership has become central to the rising achievement in schools, nevertheless there is no evidence that distributed leadership improves outcomes for children. It is anticipated this model is appropriate for early years sectors. However, distributed leadership is not a single, coherent model that means the same to everyone ' (Lindon and Lindon, 2012: 6). Many early years practitioners shy away from management aspects of their job as this may take them away from educating and caring for the children. Armstrong and Stevens (2006:5) believe that 'management is concerned with achieving
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