Formative interventions in leadership development in early childhood education: the potential of double stimulation

Journal article

Nuttall, Joce, Thomas, Louise and Henderson, Linda. (2018). Formative interventions in leadership development in early childhood education: the potential of double stimulation. Journal of Early Childhood Research. 16(1), pp. 80 - 91. https://doi.org/10.1177/1476718X16664555
AuthorsNuttall, Joce, Thomas, Louise and Henderson, Linda
Abstract

This article critiques the usefulness of double stimulation, a key concept in Vygotskian analyses of human development, with leaders in early childhood services in Australia. A series of formative interventions was conducted to identify and address systemic tensions that were confounding leaders’ attempts to realise a central object of activity in their work: the development of their staff in order to enhance children’s learning. An example of double stimulation is drawn from workshop comments and interviews with one of the participating leaders. The article elaborates on a tension identified between explicit cultural expectations of professionalism and an implicit division of labour that position leaders as having the primary responsibility for solving problems of practice. The article concludes by reflecting on the usefulness of double stimulation in fostering sustainable leadership practices in early childhood education.

Year2018
JournalJournal of Early Childhood Research
Journal citation16 (1), pp. 80 - 91
PublisherSAGE Publications
ISSN1476-718X
Digital Object Identifier (DOI)https://doi.org/10.1177/1476718X16664555
Scopus EID2-s2.0-85042871946
Page range80 - 91
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
EditorsC. Nutbrown
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