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Running Head: LEADERSHIP THEORIES IN EARLY CHILDHOOD EDUCATION     1
LEADERSHIP THEORIES IN EARLY CHILDHOOD EDUCATION        11
CRITIQUE AND MANAGEMENT OF THE LEADERSHIP THEORIES IN EARLY CHILDHOOD SETTING
Table of Contents
Introduction    3
Brief Rationale and Overview of the Policies    3
Leadership Styles Analysis    5
Theories of Leadership    6
The Cu
ent Scenario and Selection of the Leadership Theory    7
Conclusion    9
References    9
Introduction
    In the context of early childhood, it can be stated here that the conceptual frameworks of management are confused with the theories of leadership. In fact, they both are understood as one; however, there are differences between the applications of the two in the practical aspect of early childhood setting (Rodd, 2013;Browining 2013). These are like two sides of the same picture and though they are relatable to each other, the functional objectives of the two are different. In other words, both can be reckoned as the compliments to each other. The management of early childhood education and care sources from the leadership styles that can be adopted and well implemented (Heikka, Waniganayake, & Hujala, 2012). In this way, the process of attaining desired outputs are projected through the leadership approach which is the best suitable especially in the modern context. This is the time when the inclusion of digital technology in education has changed how the setting of early childhood education should be viewed.
Brief Rationale and Overview of the Policies
    At first, it is important to note here that ECE has evolved in the past three decades to a significant extent. It has now fully grown into a strong and integrated organization in Australian context (ACECQA, 2018; Rodd, 2013).). The Australian ECE setting is guided by the global framework of excellence and quality education norms that are delivered with perfect management principles applied i.e. with a view to ca
y out the basic goals of ECE, the Australian government has implemented effective policies at frequent intervals (ACECQA, 2018). The Australian Children Education and Care Authority Council have embedded National Quality Frameworks (NQF) into the system. The main objective of this approach in 2017 is to ensure that the collective efforts are made to improve the skills of managing early childhood setting and at the same time, it has replaced the guiding norms of the staff on behalf of the directors (ACECQA, 2018).
    Previously before the inclusion of National Quality Framework into the system, the staff members were dependent over the directors of the Council to receive guidelines of educational operations. They were thoroughly accountable for their professional actions to the board of directors to the Council, whatever it may be. However, with this collective approach or rather by distribution of powers into the staff members and other concerned authorities, the ECE has seen a new phase, a kind of shift or evolution of the early childhood educational ideologies. The pedagogy of teaching norms has been vitalized by the regulation of the NQF in the system because there are now specific conditions and norms which these professionals are expected to follow (Thomas & Nuttall, 2013).
    Additionally, National Quality Framework has various quality criteria which are like the governing principles used for the assessment of the educational norms. Under quality criteria 7, there is governance and leadership which is used for the cu
ent analysis. There are three sub-standards of these quality criteria namely, 7:1 which entails the process of developing innovative leadership in the organizational culture to enhance the professional group learning development (ACECQA, 2018; Thomas & Nuttall, 2013). This is the criteria under which, the development of effective leadership style is expected in the early childhood education and this should be in accordance with the holistic development of the children obtaining early education. Under criteria 7:2, it is mentioned that the professionals are committed to provide quality education by sharing their professional skills and knowledge to the early learners Finally under criteria 7:3, it is the responsibility of the centre to produce interactive and positively engaging learning environment to the young learners by having high quality setting in early childhood education (ACECQA, 2018; Thomas & Nuttall, 2013).
    Further, the above mentioned quality criteria altogether complete the National Quality Framework in terms of managing the ECE by providing effective environment. It is implied by these rules that the educators are supposed to intervene in the best manner possible to make sure that the learning atmosphere for the early age learners is well created, as per their understanding of the environment and the cu
iculum. Here, the concept of leadership is intricate and complex in terms of steering the process of learning positively (Heikka, Waniganayake, & Hujala, 2012). A good leader, therefore, should be someone who looks at the
ight side of things and with his or her optimistic approach, he or she improvises the best management skills. It is...