a cultural-historical theory of practice development Nuttall, Joce creator author. Henderson, Linda authir. Wood, ELizabeth author. Martin, Jenny author. text bibliography au 2024 monographic eng

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xiii, 187 pages : illustrations ; 24 cm. This book outlines a new theorization of leadership for the field of early childhood education. Proposing a 'new' theorization perhaps implies there are 'old' theorization of leadership for the sector, but it would be more accurate to say that we are responding to persistent calls for theorization of this important aspect of early childhood education practice. There has been continuous (albeit modest) research into leadership that result positive outcomes for children, families, and colleagues remain limited. at the same time, leaders in early childhood education services now find themselves caught between old formulations of leadership practice and new internal and external demands on their work. Introduction -- The research context: leadership policy in early childhood education in England and Australia -- Project theory and methods -- Constructing and communicating local accounts of changing professional participations -- Imagining practice otherwise: the role of epistemic objects and collective creativity in changing professional participation -- Quality of both conceptual tool and outcome in learning-rich leadership -- The limits of policy as a mediating cultural tool in leadership for quality improvement -- Conclusion -- Appendix A: initial brainstorm of sensitizing concepts -- Appendix B: Phase 1 interview protocol -- Appendix C: case account, dale side childcare center. Joce Nuttall, [and 3 others]. Includes bibliographical references Early childhood education Educational leadership Leadership in early childhood education 372.21 N963l 9783031519840 CSPC 260922 20260923090340.0 eng