Leadership Throughout the Early Childhood Profession:
Research, Policy and Practice
Leadership has many faces and plays many roles in early childhood education. Some leaders conduct research on best practice, while others share and apply research findings in the policy arena. Other leaders ensure great practice by overseeing child development programs and schools, educating future teachers, or taking part in program governance and administration—including as members of the NAEYC Governing Board, officers of state and local affiliates, and school and center program administrators. The 21st National Institute for Early Childhood Professional Development will present sessions that address leadership in these key areas—research, policy, and practice.
Leadership in Research is provided by individuals who articulate, pursue, and communicate high-quality studies that inform the best practices in early childhood education—those who identify themselves as academic researchers and those who engage in teacher research. Leadership is necessary to ensure that the diverse fields of inquiry that can inform early childhood practice—research on child development and learning, program administration and management, professional development, curriculum, assessment, teaching, and other areas—are mobilized to effectively guide and inform developmentally appropriate programs and practices. Leadership in research also addresses ways in which policymakers, advocates, and practitioners are assisted in their understanding of research and strategies for translating findings to practice. And, leadership in research includes policymakers, advocates, and program administrators and other practitioners guiding researchers in identifying needed areas of investigation.
Leadership in Policy has two fronts. Public policy advocates (including early childhood professionals, community leaders, and business leaders) work on legislation, regulation, and other avenues for creating the public resources and incentives for children to have well-financed, high-quality early childhood education. Other leaders in public policy work within government (such as governors offices; federal, state, and local agencies; and councils) to administer public programs and funds and to innovate policies and supports.
Leadership in Practice is an important component of high-quality education and refers to a broad range of characteristics and activities. Leaders who provide governance for and administer programs, as well as those who provide direct services to children and families, can articulate their programs’ missions, goals, and directions. Leadership in Practice also includes the ability to communicate effectively in writing and verbally and having excellent analytic and interpersonal skills. Practitioner leaders have the attitudes and dispositions that promote their openness to change and ability to accommodate divergent viewpoints.
Integration of research, policy, and practice is key to advancing the field of early childhood education—fostered by the work of leaders and others across these three areas.
Leadership Throughout the Early Childhood Profession is needed for early childhood professionals to enhance our field, develop policies that promote high-quality early childhood education, and execute all that needs to be done in preparation for the future. The leaders in our field are must be forward-looking— providing mentoring and other supports to the next generation of leaders for the field.
