The everyday advocacy work of the baby room leader

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Contemporary Issues in Early Childhood Pub Date : 2023-04-20 DOI:10.1177/14639491231168942

M. Sakr

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引用次数: 0

Abstract

There is a growing body of literature on leadership and leadership development across the early years sector. Early years leadership research has so far tended to focus on positional leadership demonstrated by setting managers or preschool room leaders. There is a notable gap in the understanding of the role of the baby room leader, leading practice for children from birth to two, and how leadership can be developed in this specific context. Drawing on a design workshop with baby room leaders and nursery managers, as well as five follow-up semi-structured interviews with baby room leaders, this article offers an insight into the role of the baby room leader, with a particular focus on everyday advocacy. It presents four advocacy themes in baby room leadership: (1) highlighting and understanding the impact of baby room practice; (2) sharing a passion for working with babies; (3) advocating professional development specific to the baby room; and (4) challenging the discourses and stereotypes surrounding those who work in the baby room. These themes represent both current realities in baby room leadership and opportunities for future development and mobilisation.

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婴童室负责人的日常倡导工作

在整个早期教育领域，关于领导力和领导力发展的文献越来越多。到目前为止，早期领导力研究倾向于关注情境管理者或幼儿园领导所表现出的位置领导力。在理解婴儿房领导者的角色，从出生到两岁的孩子的领导实践以及如何在这种特定背景下发展领导力方面存在显着差距。通过与婴儿室负责人和托儿所经理的设计研讨会，以及对婴儿室负责人的五次后续半结构化访谈，本文深入了解了婴儿室负责人的角色，并特别关注日常宣传。它提出了婴儿房领导的四个倡导主题:(1)强调和理解婴儿房实践的影响;(2)热爱与宝宝一起工作;(3)倡导针对婴童房的专业化发展;(4)挑战围绕在婴儿房工作的人的话语和刻板印象。这些主题既代表了目前婴儿房领导的现实，也代表了未来发展和动员的机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Contemporary Issues in Early Childhood EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： Contemporary Issues in Early Childhood (CIEC) is a peer-reviewed international research journal. The journal provides a forum for researchers and professionals who are exploring new and alternative perspectives in their work with young children (from birth to eight years of age) and their families. CIEC aims to present opportunities for scholars to highlight the ways in which the boundaries of early childhood studies and practice are expanding, and for readers to participate in the discussion of emerging issues, contradictions and possibilities.