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Formative interventions in leadership development in early childhood education: the potential of double stimulation
Nuttall, Joce Thomas, Louise Henderson, Linda
Nuttall, Joce
Thomas, Louise
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.
Keywords
Date
2018
Type
Journal article
Journal
Journal of Early Childhood Research
Book
Volume
16
Issue
1
Page Range
80-91
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled