New leaders in early years: making a difference for children in England

Journal article

Meehan, C., Bolshaw, P. and Hadfield, E. 2017. New leaders in early years: making a difference for children in England. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1324436
AuthorsMeehan, C., Bolshaw, P. and Hadfield, E.
Abstract

This paper examines the extent by which the four domains of the sustainable early childhood leadership model were evident in the experiences of New Leaders in Early Years (NLEY) participants. This original piece of research explores the impact of pedagogical leadership and focuses on participants recruited to a national pilot to make a difference for children in areas of social disadvantage in England. The significance of this paper is timely given the continued focus on leadership, evidenced in the ‘Early Years Workforce Strategy’ (2017). This paper contributes a conceptual framework for early childhood leadership as a methodological tool to make sense of the data. The findings suggest that NLEY did have an impact on the settings and the families they were working with and that the conceptual framework for early childhood leadership was an effective tool for making sense of their journey from novice to leader.

Year2017
JournalEarly Child Development and Care
PublisherTaylor & Francis
ISSN0300-4430
Digital Object Identifier (DOI)https://doi.org/10.1080/03004430.2017.1324436
Publication dates
Online12 May 2017
Publication process dates
Deposited27 Apr 2017
Accepted25 Apr 2017
Accepted author manuscript
Output statusPublished
Permalink -

https://repository.canterbury.ac.uk/item/88257/new-leaders-in-early-years-making-a-difference-for-children-in-england

Download files

Accepted author manuscript
15792.pdf

  • 138
    total views
  • 184
    total downloads
  • 3
    views this month
  • 1
    downloads this month

Export as

Related outputs

From weeds to tiny flowers: Rethinking the place of the youngest children outdoors
Kemp, N., Josephidou, J. and Bolshaw, P. 2023. From weeds to tiny flowers: Rethinking the place of the youngest children outdoors. Canterbury Canterbury Christ Church University.
Understanding the media in young children’s lives: An introduction to the key debates
Bolshaw, P. and Josephidou, J. 2022. Understanding the media in young children’s lives: An introduction to the key debates. Oxon Routledge.
Where measurement stops: A review of systematic reviews exploring international research evidence on the impact of staff qualification levels in ECEC on the experiences of, and outcomes for, children and families. A TACTYC funded report.
Josephidou, J., Rodriguez-Leon, L., Bennett, S., Bolshaw, P., Musgrave, J. and Rix, J. 2021. Where measurement stops: A review of systematic reviews exploring international research evidence on the impact of staff qualification levels in ECEC on the experiences of, and outcomes for, children and families. A TACTYC funded report. TACTYC.
Understanding gender and early childhood: an introduction to the key debates.
Josephidou, J. and Bolshaw, P. 2020. Understanding gender and early childhood: an introduction to the key debates. Oxon Routledge.
Education for sustainability in early childhood education: sustainability transformation through collaboration
Kemp, N. and Bolshaw, P. 2020. Education for sustainability in early childhood education: sustainability transformation through collaboration. in: Prioritizing Sustainability Education: A Comprehensive Approach Abingdon Routledge. pp. 161-175
In search of the feeling of ‘belonging’ in Higher Education: undergraduate students transition into Higher Education
Meehan, C. and Howells, K. 2018. In search of the feeling of ‘belonging’ in Higher Education: undergraduate students transition into Higher Education. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2018.1490702
Walk it, like you talk it.
Howells, K. and Meehan, C. 2016. Walk it, like you talk it.
Inclusive policy and practice
O'Connor, S. and Bolshaw, P. 2018. Inclusive policy and practice. in: Powell, S. and Smith, K. (ed.) An Introduction to Early Childhood Studies London SAGE. pp. 187-196
Introducing research in early childhood
Bolshaw, P. and Josephidou, J. 2018. Introducing research in early childhood. London SAGE.
Exploring the role of ‘RE’ in early childhood education and care as a response to the PREVENT agenda in England
Meehan, C. and Meehan, P. 2017. Exploring the role of ‘RE’ in early childhood education and care as a response to the PREVENT agenda in England. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1369978
Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children
Howells, K. and Meehan, C. 2017. Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1299146
Children's views on what matters in learning and life
Meehan, C. 2016. Children's views on what matters in learning and life. in: Ritchie, C. (ed.) Exploring Children’s Learning: 3-11 years David Fulton.
Exploring the transformational impact of international study visits on early childhood studies students
Josephidou, J. and Bolshaw, P. 2017. Exploring the transformational impact of international study visits on early childhood studies students.
Exploring the transformational impact of international study visits on early childhood studies students
Bolshaw, P. and Josephidou, J. 2017. Exploring the transformational impact of international study visits on early childhood studies students.
Exploring children's perceptions of the gendered nature of the early years workforce
Bolshaw, P., Josephidou, J. and O'Connor, S. 2017. Exploring children's perceptions of the gendered nature of the early years workforce.
Where shall we play? How shall we play?
Josephidou, J. and Bolshaw, P. 2017. Where shall we play? How shall we play?
Learning to be literate
Bolshaw, P. 2017. Learning to be literate. in: Ritchie, C. (ed.) Exploring Children’s Learning 3-11 Oxon Routledge. pp. 126-139
Where do I come from? Young children engaging with ‘big’ questions and the role of adults
Meehan, C. 2017. Where do I come from? Young children engaging with ‘big’ questions and the role of adults. School Science Review.
Inclusive educational provision for newly-arrived unaccompanied asylum-seeking and refugee children: a study in a single school in Kent
Peterson, A., Durrant, I., Meehan, C. and Ali, Z. 2017. Inclusive educational provision for newly-arrived unaccompanied asylum-seeking and refugee children: a study in a single school in Kent. Canterbury Canterbury Christ Church University.
What are the educational needs and experiences of asylum-seeking and refugee children, including those who are unaccompanied, with a particular focus on inclusion? - A literature review
Peterson, A., Meehan, C., Ali, Z. and Durrant, I. 2017. What are the educational needs and experiences of asylum-seeking and refugee children, including those who are unaccompanied, with a particular focus on inclusion? - A literature review. Canterbury Canterbury Christ Church University.
Trainee teachers’ perceptions about parent partnerships: are parents partners?
Meehan, P. and Meehan, C. 2017. Trainee teachers’ perceptions about parent partnerships: are parents partners? Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1286334
What really matters to freshers? An evaluation of first year student experience of transition into university
Meehan, C. and Howells, K. 2017. What really matters to freshers? An evaluation of first year student experience of transition into university. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2017.1323194
Inclusion and inclusive practice in Australia
Meehan, C. 2016. Inclusion and inclusive practice in Australia. in: Brown, Z. (ed.) Inclusive Education: Perspectives on Policy, Pedagogy and Practice Routledge. pp. 154-162
Walking the talk? Thinking and acting - teachers’ and practitioners’ perceptions about physical activity, health and well-being, Do they ‘walk the talk’
Howells, K. and Meehan, C. 2015. Walking the talk? Thinking and acting - teachers’ and practitioners’ perceptions about physical activity, health and well-being, Do they ‘walk the talk’.
Walking the talk? Thinking and acting – teachers' and practitioners' perceptions about physical activity, health and well-being, Do they 'walk the talk'?
Howells, K. and Meehan, C. 2015. Walking the talk? Thinking and acting – teachers' and practitioners' perceptions about physical activity, health and well-being, Do they 'walk the talk'? International Journal of Sport and Exercise Sciences. 2 (5), pp. 125-125.
Whole Earth? Developing an early childhood education response
Bolshaw, P. and Kemp, N. 2016. Whole Earth? Developing an early childhood education response.
Whole Earth? Developing an early childhood education response
Kemp, N. and Bolshaw, P. 2016. Whole Earth? Developing an early childhood education response.
Exploring male early childhood studies students’ perceptions of working with young children in terms of a viable career choice
Josephidou, J., Bolshaw, P. and O'Connor, S. 2016. Exploring male early childhood studies students’ perceptions of working with young children in terms of a viable career choice.
Whole Earth?: Developing an early childhood education response
Kemp, N. and Bolshaw, P. 2016. Whole Earth?: Developing an early childhood education response.
It’s time to decide our children’s futures
Meehan, C. 2016. It’s time to decide our children’s futures.
Toddlers need early years teachers
Meehan, C. 2016. Toddlers need early years teachers.
Every child mattered in England: but what matters to children?
Meehan, C. 2015. Every child mattered in England: but what matters to children? Early Child Development and Care. https://doi.org/10.1080/03004430.2015.1032957
New leaders in early years: Making a difference for children in England
Meehan, C., Bolshaw, P. and Hadfield, E. 2015. New leaders in early years: Making a difference for children in England.
Developing the professional identity of vocationally trained students in university - experiences with action research on the Foundation Degree 'Professional Studies in Early Years'
Bolshaw, P. 2015. Developing the professional identity of vocationally trained students in university - experiences with action research on the Foundation Degree 'Professional Studies in Early Years'. in: Maier-Hofer, C. (ed.) Angewandte Kindheitswissenschaften: Eine Einführung in das Paradigma Heidelberg, Germany Springer. pp. 107-132
Belonging, being and becoming: the importance of understanding beliefs and practices in the teaching of Religious Education in the Early Years
Meehan, C. 2011. Belonging, being and becoming: the importance of understanding beliefs and practices in the teaching of Religious Education in the Early Years. Journal of Religious Education. 59 (3), pp. 36-49.
New leaders in early years (NLEY): making a difference for children in England
Meehan, C. and Bolshaw, P. 2012. New leaders in early years (NLEY): making a difference for children in England.
Home is: Where my family is
Meehan, C. 2009. Home is: Where my family is.
White Other: Case study of an immigrant child
Meehan, C. 2009. White Other: Case study of an immigrant child.
Kent healthy early years pilot
Robinson, S., Meehan, C. and Powell, S. 2010. Kent healthy early years pilot.
Kent Healthy Early Years pilot: practitioners' and parents' views
Robinson, S., Meehan, C. and Powell, S. 2010. Kent Healthy Early Years pilot: practitioners' and parents' views. Kent County Council Extended Schools Service/East Kent Coastal and West Kent PCTs.
Healthy early years
Robinson, S., Meehan, C. and Powell, S. 2010. Healthy early years.
Supporting transitions from student to professional: a mentoring case study from early childhood education
Meehan, C., Ailwood, J., Black, A., Ewing, B., Heirdsfield, A., Thomas, L., Walker, S. and Walsh, K. 2006. Supporting transitions from student to professional: a mentoring case study from early childhood education. in: Rienstra, G. and Gonczi, A. (ed.) Entry to the Teaching Profession: Preparation, Practice, Pressure and Professionalism Australian College of Educators. pp. 48-55