Leadership, Management and Motivation in Early Years

1. Introduction: -Differentiation between leadership and management -Exploring the theme of motivation within Early Years

1.1. References: -"Managers do things right, Leaders do the right thing." Bennis (1998) -Siraj-Blatchford and Manni, Institute of Education (2007) 10 categories of effective leadership "Leadership is about motivating others to followship" law and glover

2. Paragraph 4: Appraisals -Highlights skills and individual needs of each practitioner -Enables access to support, training and additional qualifications for professional growth -Beliefs, motivations and feelings valued -Encourages best practice = job satisfaction -Facilitates discussion, staff can raise concerns and work together to deal with any issues -Unity established between leader and team

2.1. References: -Rodd (2006) Leadership in Early Childhood -The Nutbrown Review, DfE (2012) -Journal: Soni (2019) Opportunities for Development: The Practice of Supervision in Early Years Provision in England -Jones et al. (2008) Leadership and Management in the Early Years: From Principles to Practice

3. Paragraph 5: Distributed Leadership -Aspects of leadership can be shared with staff, creating a shared vision and understanding -Builds professionalism and skills within the team -A shared core vision, climate of trust and openness are integral to effective early childhood leadership -With a group struggling with change, a more directive style of leadership might be necessary

3.1. References: -Journal: Harris & Spillane (2008) Distributed Leadership Through the Looking Glass -Lindon and Lindon (2012) Leadership and Early Years Professionalism: Linking Theory and Practice -Aubrey (2007) Leading and Managing in the Early Years

4. Conclusion: -Conclude how effective leadership can achieve intrinsic motivation -The fundamental human qualities leaders must possess to be a positive role model

4.1. References: -Bernard Bass (1985) Transformational Leadership

5. Paragraph 1: Leadership styles -Comparing Transactional and Transformational styles -Tannenbaum + Schmidt models of leadership, what get results quickly and what forms relationships?

5.1. References: -Peter Moss (2008) The democratic and reflective professional: rethinking and reforming the early years workforce. Professionalism in the Early Years

6. Paragraph 2: Staff well-being -Maslow's Hierarchy of Needs, what is needed to fulfil ones potential -Emotional well-being must be supported to maintain motivation -Open door policy -Mental health specialist in the workplace -Safe and stimulating environment for practitioners as well as children

6.1. References: -Journal: Abraham Maslow (1954) Motivation and Personality -Peer review journal: Debra. J. Ackerman (2004) What do teachers need? Practitioners’ perspectives on early childhood professional development. Journal of Early Childhood Teacher Education

7. Paragraph 2: Leader's personality -The characteristics to motivate- charisma, trust and integrity -This supports the notion of intrinsic motivation where staff are driven to succeed -Agents of change -Leaders who can engage emotionally

7.1. References: -Bernard Bass (1985) Transformational Leadership -Denise Reardon (2013) Achieving Early Years Professional Status