Investigate the complexities of leading practice in the implementation of high-quality early childhood provision: Leading Practice with Families Essay, UOG, Ireland

This is my Leading Practice with Children, Families, and Professionals essay. The purpose of this paper is to investigate the complexities of leading practice in the implementation of high-quality early childhood provision. Leading is a multidisciplinary field with several definitions to comprehend the concept of leadership and being a leader. In Ireland, legislation, rules, and policies influence the quality and attempt to improve children’s lives.

The early years sector has seen a sustained period of intense pressure toward change, so the skills of leadership have become a necessity. By reviewing my practice and within the context, in the areas related to law, theory, and research, this essay will define, analyze, and constructively critique legislation, social policies, and research that are significant to collaboration with parents, partnership with children, leading an inclusive setting, and teamwork. I will also discuss leadership practices and leadership styles.

Reflective practice is a crucial part of my daily routine, and I will underline the need of reflecting not only to comprehend but also to be productive (Whalley, 2008). Reflective practice involves practitioners thinking about how and the way they collaborate and relate to children, their families, and other staff members. These are the fundamental elements of reflective practice. An emergent curriculum is a way of planning and implementing the learning to best support the children’s interests and strengths through observation and listening, and documentation and requires staff flexibility (Meggitt, 2020).

I hold a leadership role in a rural preschool with four full-time staff and three part-time relief staff and a position sanctioned through the Access and Inclusion Model. The preschool is managed by the proprietor, who also serves as the designated liaison person for child protection (Tusla, 2019). The facility serves 35 children and complies with the Tusla Quality Regulatory Framework (Tusla, 2018), Early Years Inspections (DES, 2017), and is part of the government-funded Early Childhood Education and Care scheme (DCYA, 2019).

A staff member has been accepted to partake in the Linc program (LINC Consortium, 2020), which promotes inclusion for all children; when she completes the program, she will take on the role of inclusion coordinator. This assignment adheres to all data protection requirements, maintains confidentiality throughout, and uses pseudonyms in accordance with the Department of Children and Youth Affairs (DCYA, 2012). Activities are child-led, and we promote the Reggio Emilia philosophy of child-centeredness. Aistear guides practice the (National Curriculum Framework (NCCA, 2009), and delivered through the standards described in Siolta the National Quality Framework (Department of Education and Skills.