Leadership in early childhood education : A cultural-historical theory of practice development

Book

Nuttall, Joce, Henderson, Linda, Wood, Elizabeth and Martin, Jenny. (2024). Leadership in early childhood education : A cultural-historical theory of practice development Springer Nature. https://doi.org/10.1007/978-3-031-51985-7

Publication dates
Authors	Nuttall, Joce, Henderson, Linda, Wood, Elizabeth and Martin, Jenny
Abstract	The book presents a conceptual framework for understanding leadership for effective educator learning in early childhood settings. The book describes how leaders can move centre practices from crisis to stabilization. It argues that a core component of leaders' work in early childhood settings is to construct and enact epistemological accounts of practice change. The book includes case examples that bring to life the contexts early childhood services and services leaders who participated in the research. The book also describes the application of cultural-historical activity theory to the development of practice in early childhood education. It describes how background theory, literature, and data can be synthesized to create new focal theory in education.
Keywords	leadership in early childhood education ; cultural-historical activity theory ; Developmental Work Research ; Change Laboratory ; early childhood education policy Australia ; early childhood education policy England ; practice development in early childhood education ; leading practice change in education
ISBN	9783031519840
Digital Object Identifier (DOI)	https://doi.org/10.1007/978-3-031-51985-7
Web address (URL)	https://link.springer.com/book/10.1007/978-3-031-51985-7
Open access	Published as non-open access
Research or scholarly	Research
Page range	1 - 191
Output status	Published
Online	2024
Publication process dates
Deposited	19 Sep 2024
Additional information	Fulltext available via ACU Ebscohost eBook collection.
Year	01 Jan 2024
Publisher	Springer Nature
Place of publication	Switzerland
Series	Educational Leadership Theory

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Co-operating teachers' perspectives under scrutiny: A comparative analysis of Australia and Canada

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