8082 Assignment 2 Blog

  

Be sure to read through your peers’ blogs and note any resources that might inform your current and/or future early childhood practice and areas of possible research.

Response in 100 words or less

PEERS Blogs Posts

Posted by  Crystal Brewington 

Characteristics of Successful Early Childhood Educational Leaders

       Early childhood educational leaders are in charge of making choices, staff training, and guaranteeing the well-being of each child in their programs. Because the quality of early childhood settings differs, it's crucial to look at what makes a good educational leader. It's critical to determine whether these leaders possess specific characteristics which might lead to the development of effective early childhood programs.       

        The early childhood problem researched in this dissertation was to determine the significant disparity in leadership quality among early childhood education leaders for private early childhood institutions, as revealed by a voluntary quality rating improvement system (QRIS) in a Midwestern state. The percentage of children aged 3 to 6 years who attended center-based early childhood programs in the United States increased from 55% to 61 percent between 1995 and 2012. In the Midwestern state where I conducted this research, 65 percent of children aged 3-6 years old attended early childhood programs in 2012 (Tucker, 2019). Some of the services provided by the center-based early childhood programs are; daycare, prekindergarten, preschool, home childcare, schools based on faith, and private organizations.

        This study’s purpose was to explore more about the traits of highly qualified early childhood leaders in education by looking at successful early childhood programs outlined by the QRIS in a Midwestern state. The issue of leadership quality characteristics was investigated because of significant differences in early childhood leadership quality across organizations in a Midwestern community, as well as voluntary participation in the use of the QRIS.

        The methodology that was used to conduct the study was by conducting interviews. Questionnaires were also issued out to be filled by the different participants. The study involved 12 participants who were early childhood leaders from various counties and twelve different early childhood programs (Tucker, 2019). The participants were selected by sending letters of invitation to those leaders from programs that met the QRIS's criteria for high-quality status. The main source of data and information was from the parents and teachers to understand their views pertaining to early childhood leadership quality.

        From the study, the findings revealed that the successful early childhood education leaders who took part in this study shared both similarities and differences. The personalities of the leaders were found to differ (Tucker, 2019). One leader described herself as transactional, while another described herself as autocratic in her leadership style. The remaining eight leaders described themselves as nonauthoritarian, empowering, calm, and supportive. In conclusion, in order to promote social change, this study looked into the traits of effective early childhood educational leaders. Early childhood leaders make a difference in the program's value and the quality of education a child receives.

        The author used various resources which were relevant to the study. One of the resources was from the quality rating and improvement systems (QRIS). This resource was relevant because it contained a discussion about the alliance for early childhood finance. Another resource was an article about building leadership capacity in early childhood preservice teachers. The article was relevant because it concerned about the early childhood profession and creating leadership capacity (Tucker, 2019). The third resource that I found relevant was an article about child trends. The resource was relevant because it discussed how families utilize early care and education.

         This study reflects developmentally appropriate practice related to meaningful learning in supportive environments for young children. Early childhood leaders make a difference in the program's value and the quality of education a child receives. They understand the value of family and contribute significantly to the community. Investigating the traits that contribute to successful early childhood program leadership could contribute to a greater understanding of the attributes that lead to successful early childhood program leadership.

        The information gleaned from this desertification may be helpful in fostering supportive learning environments through positive classroom communities and cultures for young children and their families. As successful high-quality leaders start to work to help develop other leaders who recognize their efforts in the field of early childhood education, positive social change could be achieved through communication and cooperation (Tucker, 2019). They could team up to improve early childhood program professional development and enhance higher education to help early childhood leaders positively impact the lives of every child in their program.

References

Tucker, D. (2019). Characteristics of successful early childhood educational leaders. ScholarWorks. https://scholarworks.waldenu.edu/dissertations/7204/

 

Posted by   Michelle Hampton  

Blog: Module 2 Assignment 2

The title of the Dissertation

The title of the dissertation is Educator and Parent Perceptions about Parent Involvement in an Elementary School. The Project Study is Submitted by Jennifer Anne Cenatiempo in Fulfillment of the Requirements for the Degree of Doctor of Education.

The early childhood problem researched in the dissertation along with a brief explanation of the study—study purpose, population/participants, methodology, data sources, and conclusions.

Purpose: The dissertation investigated the perception of parents, administrators, and teachers on current parent involvement and collect data from them regarding the best way to improve parent involvement in the local school district.

Population/Participants: The study comprised a sample size of 15 individuals, including five administrators, five parents, and five teachers. All of the participants had a direct relationship with students a K-8 school within the district.

Methodology: The researcher used a basic qualitative study approach. To analyze data, she used qualitative design study analysis of a single bounded system which helped in providing an interpretation of the themes that emerged from interviews through integrating of thick descriptions culled from a range of complex socially belief systems.

Data Sources: data was obtained from the responses given by administrators, parents, and teachers regarding current parent involvement as well as options for improvement.

Conclusion: The study revealed a discrepancy in the perceptions of parent involvement among administrators, teachers, and parents regarding the reason for the lack of parent involvement. Three themes emerged from this study—constraints on parent involvement, barriers to parent involvement, and conflicting perception of parent involvement. The obtained results called for the creation of a new actionable plan to reinvent parent involvement.

Three resources used by the author, and why each was relevant to the study

1. Epstein, J. L. (2010). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 81

The researcher uses this article to introduce and define the Epstein’s conceptual framework. According to this framework, there are six types of parent involvement—parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. This is important because it is from this conceptual framework that the study explores the topic of increasing parent involvement at the local school district.

2. McNeal, R. J. (2014). Parent involvement, academic achievement and the role of student attitudes and behaviors as mediators. Universal journal of educational research, 2(8), 564-576.

The researcher uses this article to identify the link between parent involvement and academic achievement. Citing from McNeal (2014) the researcher states that studies indicate that parent interaction with the school directly influence the result on student achievement results for children. The article helps readers see the importance of parent involvement, thus, the significance of study.

3. Hindin, A., Steiner, L. M., & Dougherty, S. (2017). Building our capacity to forge successful home-school partnerships: Programs that support and honor the contributions of families. Childhood Education, 93(1), 10-19.

The article illustrates the importance of parent involvement and what a lack of it means to early childhood education. The researcher explains that the focus on developing parent partnerships that embed evidence of student growth within a supportive school atmosphere is critical to the success of parent empowerment.

How this study reflects developmentally appropriate practice related to meaningful learning in supportive environments for young children.

This study investigates the significance and provides viable options for improving parent involvement in classroom community. Getting information from the “front liners” such as administrators, teachers, and parents helps in ensuring that the strategies put in place are effective. The research shows the significance of yet another practice related to meaningful learning in supportive environments for young children—parent involvement in learning.

How the information gleaned from this dissertation may further your work related to fostering supportive learning environments through positive classroom cultures and classroom communities for young children and their families.

The study reveals that despite being an important practice related to meaningful learning, parent involvement is still met with various challenges and negative perceptions. As an early childhood educator, the study sends an important information home that there is a need to reconsider and implement new plans to improve parent involvement.