Leadership and advocacy in early childhood education

Posted: June 6th, 2021

Assessment Brief
TCHR3004 Leadership and advocacy in Early childhood
ASSESSMENT BRIEF: Assessment 1
Summary
Title Assessment 1: Report
Due Date 15th September 2023 (End of week 3)
Length 1500-word
Referencing APA Style 7 SCU Library referencing guides
Weighting 50%
Submission Via the Turnitin link on the Assessment and Submission section on the unit
site.
Unit Learning
Outcomes
You will demonstrate the following Unit Learning Outcomes on the
successful completion of this task:
1. Demonstrate knowledge of the key principles of leadership and
management in practice in early childhood education and care services
and settings underpinned by theoretical and practical perspectives on
administration, management and leadership.
2. Demonstrate an understanding of how to build supportive and
collaborative environments for children, parents, community and staff.
3. Critically reflect on the role that advocacy plays in early childhood
education (locally, nationally and internationally) and identify the skills
that a strong advocate for the ECEC profession should display.
4. Critically analyse and understand the role of the educational
leader: including relationships, responsibilities, expectations,
ethical practice and transition to an educational leader.
Task Description
For this assessment, you are required to write a report of 1500 words. The report can include tables,
charts, figures, and/or graphs to illustrate your findings where necessary.
Rationale
As an early childhood educator, it is important you have an understanding about leadership and your
role as a leader.
Task Instructions
Write a report that responds to the following three tasks.
1. Identify and explain the key principles of a (one) leadership style that you aspire to follow and
justify how it aligns with your professional philosophy on leadership in the early childhood setting.
2. Demonstrate your knowledge of the theoretical underpinnings of this leadership style.
3. Critically review how this leadership style influences management in an early childhood setting in
relation to children, families and staff.
The report must include:
2
Assessment Brief
1. A brief introduction of no more than 100 words outlining the purpose and content if
the report.
2. A body of no more than 1320 words and broken into sections with short, appropriate
headings (based upon the 3 tasks listed above).
3. A conclusion of no more than 80 words, highlighting the key findings.
4. A reference list that includes all sources of information used.
Referencing Style
Referencing should conform to the APA 7th style. It is recommended that you refer to the
referencing guide available through the SCU library.
Task Submission
Report should be submitted using the Turnitin submission link titled “Assessment 1: Report” in the
Assessments Tasks & Submission section on the Blackboard TCHR3004 site. Only a word document
submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission
with your surname and initials and the assessment task’s name, e.g: “JonesA_report.docx”
Special Consideration
As per Southern Cross University policy: Students wishing to request special consideration to extend
the due date of an assessment task must submit a Request for Special Consideration form via their
MyEnrolment page as early as possible and prior to the original due date for that assessment task,
along with any accompanying documents, such as medical certificates.
Late Submissions & Penalties
As per Southern Cross University policy, except when special consideration is awarded, late
submission of assessment tasks will lead automatically to the imposition of a penalty.
Penalties will be incurred as soon as the deadline is reached.
1. a penalty of 5% of the available marks will be deducted from the actual mark at one
minute after the time listed in the due date
2. a further penalty of 5% of the available mark will be deducted from the actual mark
achieved on each subsequent calendar day until the mark reaches zero.”
3. If student upload their paper to the incorrect submission point e.g. Draft Checker and NOT
the assessment submission point – academic penalty will be applied.
4. If students upload their draft paper to the final submission point – this paper will be
accepted as the final paper and marked.
3
Assessment Brief
Assessment Rubric – Buy ‎Custom College Essays Online: Pay for essay online
Marking Criteria and %

Description of SCU Grades
High Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in
researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate
knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in
researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate
knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.
Credit:
5
Assessment Brief
The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in
researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the
learning requirements specified.
Pass:
The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level
studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The student’s performance fails to satisfy the learning requirements specified.

Leadership and advocacy in early childhood education in response to your request:
Introduction
Leadership and advocacy are crucial aspects of the early childhood profession. Effective leaders advocate for young children, families, and the early learning workforce. This article will examine key principles of transformational leadership and how it aligns with advocacy in early childhood education and care settings. Transformational leadership focuses on inspiring and motivating followers through exemplary behavior and shared vision or goals (Northouse, 2019). It emphasizes relationships, vision, ethics and empowerment which align well with advocacy. The article will demonstrate knowledge of the theoretical underpinnings of transformational leadership and critically review how it influences management and builds supportive environments.
Transformational Leadership in Early Childhood
Transformational leadership aligns well with my professional philosophy of empowering early childhood educators to advocate for children and the profession. Transformational leaders inspire followers and motivate them to do more than expected by raising levels of consciousness about the importance of specified and idealized goals (Burns, 1978). In early childhood, these goals center around children’s rights, wellbeing, learning and development. Transformational leaders achieve this through idealized influence, inspirational motivation, intellectual stimulation and individualized consideration (Bass & Riggio, 2006).
Idealized influence involves leaders acting as strong role models who display high standards of ethical and moral conduct. In early learning, this means demonstrating a child-centered approach, respecting diversity and inclusion. Inspirational motivation involves leaders articulating an appealing vision of the future and expressing optimism that the vision can be achieved. For early childhood, the vision centers on ensuring all children have access to high quality early education experiences that support their holistic development and learning. Intellectual stimulation involves leaders encouraging innovation, creativity and an openness to new ideas and approaches. This aligns well with the learning through play philosophy of early learning which emphasizes exploring ideas freely. Individualized consideration involves giving personal attention, coaching and mentoring to followers to help them reach their full potential. In early childhood, this means supporting educators’ ongoing professional learning and wellbeing so they can best support children.
These four components of transformational leadership align well with advocacy. Leaders act as advocates by inspiring and motivating educators, families and the community to advocate for children. They articulate a vision of children’s rights and stimulate new ideas to achieve this vision. Individualized consideration empowers educators to advocate confidently for their own professional learning and development. Transformational leadership aligns with my philosophy of empowering early childhood professionals to advocate for children through exemplary behavior, shared vision, intellectual stimulation and individual attention.
Theoretical Underpinnings of Transformational Leadership
Transformational leadership has its theoretical foundations in the work of Burns (1978) and further developed by Bass (1985). Burns distinguished between transformational and transactional leadership. Transactional leadership focuses on supervision and organizational processes like monitoring and problem solving. In contrast, transformational leadership involves an exceptional form of influence that moves followers to accomplish more than what is usually expected of them and often involves assessing followers’ motives, satisfying their needs, and treating them as full human beings (Northouse, 2019).
Bass (1985) built on Burns’ work and proposed four dimensions of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation and individualized consideration. Idealized influence refers to leaders acting as strong role models for ethical conduct which inspires followers. Inspirational motivation involves leaders clearly communicating high expectations to followers and inspiring them through motivation. Intellectual stimulation refers to leaders stimulating innovation and creativity by questioning assumptions and approaches. Individualized consideration means giving personal attention to each follower’s needs for achievement and growth by acting as a coach or mentor.
These dimensions align with advocacy in early childhood. Leaders act as role models who inspire and motivate educators to advocate for children through their own ethical and exemplary conduct. They articulate a compelling vision and expectations that children deserve quality early learning experiences. Leaders stimulate new ideas on advocacy approaches through intellectual discussion. They also empower educators to reach their full potential as advocates through coaching and mentoring. The theoretical underpinnings of transformational leadership therefore support its influence on management and advocacy in early learning settings.
Influence on Management and Supportive Environments
Transformational leadership influences management approaches and builds supportive environments in early childhood settings in relation to children, families and staff. Leaders who display idealized influence, inspirational motivation, intellectual stimulation and individualized consideration are more likely to create collaborative and empowering cultures. This supports advocacy efforts.
In relation to children, transformational leaders inspire a shared vision that high quality early education is a right for all children (Cunningham, 2014). They motivate educators to advocate confidently for children’s interests. Leaders stimulate new perspectives and creativity in curriculum, pedagogy and inclusion. Through individualized consideration, they empower educators to meet children’s diverse needs and advocate on their behalf confidently to external stakeholders like families and the community.
For families, transformational leaders articulate a compelling vision of family-centered practice and two-way communication (Kagan & Hallmark, 2001). They motivate open parent partnerships through respect and motivation rather than compliance. Intellectual discussion stimulates new ideas to engage and include all families meaningfully. Individualized attention empowers educators to understand and support each family’s unique circumstances and advocate confidently on their behalf if needed.
Regarding staff, transformational leaders act as role models who inspire shared organizational values through their own conduct (McCarley et al., 2014). They motivate educators and self-advocacy through articulating an appealing vision for the profession. Intellectual discussion stimulates critical reflection and new perspectives. Individualized coaching and mentoring empowers educators to reach their full potential and advocate confidently for their own professional learning and wellbeing (Waniganayake et al., 2012).
In summary, transformational leadership aligns well with advocacy through its influence on building supportive environments and relationships with children, families and staff in early learning settings. The approach empowers stakeholders to advocate confidently for their own needs and rights through exemplary leadership practices.
Conclusion
This article has examined key principles of transformational leadership and how it aligns with advocacy approaches in early childhood education. Transformational leadership emphasizes relationships, vision, ethics and empowerment which support advocacy efforts for young children, families and the early learning profession. The theoretical underpinnings of this leadership style were demonstrated along with critical analysis of its influence on creating supportive environments and relationships in early learning settings. Overall, transformational leadership aligns well with my professional philosophy and positively influences management approaches and advocacy in early childhood education and care.
References
Bass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press.

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates custom dissertation writing service.
Burns, J. M. (1978). Leadership. New York: Harper & Row.
Cunningham, A. E. (2014). Building relationships with families. Young Children, 69(1), 84-87.
Kagan, S. L., & Hallmark, L. G. (2001). Cultivating leadership in early care and education. Child Care Information Exchange, (140), 7-11.
McCarley, T. A., Peters, M. L., & Decman, J. M. (2014). Transformational leadership related to school climate: A multi-level analysis. Educational Management Administration & Leadership, 44(2), 322–342. https://doi.org/10.1177/1741143214549966
Northouse, P. G. (2019). Leadership: Theory and practice. Sage publications.
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2012). Leadership: Contexts and complexities in early childhood education. Oxford University Press.