Describe, analyze and constructively critique legislation: Leading practice with chidren, families and professionals in early years setting and professionals in early years setting Essay, UCC, Ireland

LO3: Describe, analyze and constructively critique legislation, social policies, and research related to the partnership between young children (0-6), parents, and professionals

LO4: Describe, analyse and constructively critique the theory and practice of leadership when supporting teams in promoting high quality provision

The following section will explore how important strong leadership is in providing high-quality care in early childhood settings.   In Ireland, quality is measured by two main bodies the Child and Family Agency (Tusla) against the Quality Regulatory Framework (QRF) (Tusla, 2018) and by the Department of Education and Skills using the Early Years Education Inspection Guide (EYEI) (DES, 2018). As previously discussed, we have two national practice frameworks in Ireland for early-year education, Siolta: (DES, 2017), which is based on 12 principles and 16 standards measuring all areas of quality, and Aistear (NCCA, 2009), which guides the development of challenging, enjoyable learning experiences for children. As a leader of quality practice, we regularly have staff meeting to discuss, evaluation, and reviewing legislation and guidelines. These interactions provide the opportunity to communicate openly and honestly with staff which ensures transparency which according to Rodd (2006) is vital for successful leadership.

According to Manning-Morton (2014) it is vital to understand why and how we do things in practice. In leading quality practice, we must consider what the terms ‘vision’, ‘values’ and ‘principles’ mean. Siraj-Blatchford and Hallet (2014) argue that developing and implementing a shared vision is central to directional leadership. This can be achieved by articulating a vision to the team by sharing with them why we are doing what we are doing (Rodd, 2013). The policies that are developed in a setting and the needs of the setting will support a leadership vision. It must be noted that the vision must display an understanding of the needs of the children and families it serves and be connected to the issues of learning and teaching (Siraj-Blatchford and Hallet, 2014). According to Whalley (2008) personal values determine how we lead the team and how the team performs. Therefore, how our values are shaped must be reflected on, as when values are shared, the team becomes more effective (Megget et al., 2016).  As a leader ensuring that effective practice is developed and supported, I am committed to discussing, evaluating and articulating my values. Whalley (2008) further emphasises that this is the first step in developing anti discriminatory practice.

In leading quality practice, I endeavour to discover the skills, knowledge and abilities of my team members. In doing so, my distributed leadership approach is promoted, responsibilities are delegated and targets are achieved making staff feel empowered and respected (Rodd, 2013).  When team members take on different roles, it provides a more flexible way of working, promotes individuality and boosts confidence (Rodd, 2006). This leadership approach is very successful in my team and has resulted in higher quality practice and greater job satisfaction. We continue to be committed to high quality through regular team reflection and evaluation (Hayes, 2019). Completion of the Aistear ‘self-evaluation kit’ (NCCA, 2009) is promoted for all team members including myself.