Leadership and management in early childhood education is an essential quotient mainly because of the trickle-down effect of the strategies. The efficacy scale of the leadership strategy encompasses the capacity to incorporate initiatives that enhance the development of learning approaches boosting learners’ cognitive development. Nurturing children to become leaders is an initiative that fosters a prominent effect in the management of distinctive resources. According to Rodd (2013), promoting leadership charisma from childhood to adulthood through the education system fosters the construction of a significant route to professionalism among the personnel. The main reason encapsulates the utilization of dynamic leadership styles to elevate the proficiency in sharing of values and amplification of the efficiency in the practice. Leadership and management foster the prominent advocacy for self-awareness while nurturing children based on orientalism essentials.
The role of the leader is team-oriented, while a manager focuses on the accomplishment of tasks. The disparity between the two renders the profound distinction in their duties and responsibilities in a firm. On the one hand, a manager mainly develops frameworks and targets for the relevant educational department to accomplish growth and development. On the other hand, a leader establishes the ideal variables to enhance the coordination among learners (Andersen & Jakobsen, 2017). Primarily, both entities provide platforms to foster positive change within an organization (Morsiani et al., 2017). A captain’s duties ensure compliance with the regulatory mainframe, setting up policies, and spearheading the transformation. The additional roles of an administrator include the scheduling of teams, assignment of duties to students, and career opportunities for the children. Although both positions dynamically contribute to professionalism, their coordination cultivates a significant outcome by boosting the interrelations among colleagues.
In a different spectrum, a child’s social identity and behavioral traits optimally rely on the leadership and personality. The key difference between the personal and leadership styles entails the scope of impact and individualism. According to Faizan et al. (2018), the male and female genders utilize contrasting leadership styles mainly because of their personality. The differential approach between leadership and personal lies in relationship and task-oriented objectives. On the one hand, the personal style entails the individual preference regarding a particular issue. Therefore, the impact of scope for personal style gets confined to the self-realization perspective. On the other hand, leadership style enshrines the resolution to apply certain approaches to attaining certain objectives. Leadership significantly influences an individual’s attitude about a conceptual framework. Although the two mainframes feature a profound difference, there is an interdependent relationship. Personal and leadership styles contribute to self-realization and the development of an individual’s social identity in the community. A personal style highly affects the type of leadership style utilized in the social setting.
Primarily, leadership and personal styles dynamically contribute to society’s growth and development mainly because of the coherence on the charismatic elements steering effective early childhood education. The main difference between leadership and personal style enshrines the orientations. The personal style focuses on relationship building and interdependence between inner satisfaction and the attitudes of other people. The leadership style is task-oriented, mainly because of the concentration on achieving certain objectives such as teamwork (Faizan et al., 2018). Both styles enhance the self-actualization of individuals while inspiring attitudes about certain perspectives. An excellent example is the importance of teamwork in a workstation. Although the workers’ personal style disregards working in teams, good leadership initiatives enhance team-building and optimal efficiency. Therefore, relationship and task leadership significantly contribute to the positive work attitude hence the prominence in exploring the theories and models of leadership.
Theories and Models of Leadership
Childhood history is a multidimensional phenomenon that relies on environmental properties and the efficacy of the leadership influence. A poorly constructed social structure negatively impacts the personality of a child and psychological growth. Although an individual seeks security and love from the mother in infancy, it is contrary to early and middle childhood. At the early and middle childhood stages, an individual’s growth and learning curve stray based on the environment’s nature. An environment that involves domestic violence negatively affects the child’s mental, cognitive, and psychological growth. The childhood development history entails a healthy birth and socially enriched development phase at the early and middle stages. The incorporation of distinctive leadership styles in the management of the early childhood education attributes to an elevation in the creation of a sustainable and healthy environment for the children.
Early childhood is a crucial stage for a child mainly because of the significant influence of environmental factors and behavior. The element of prosociality encapsulates three distinct levels: micro, mezzo, a macro, that shape a child’s behavior. A child’s personality depends on integrating environmental factors with the ability to learn effectively. McCrea (2015) indicates that the child gets exposed to prosociality under the spectrum of micro, mezzo, and macro levels during childhood development. The researchers further define prosociality as a phenomenon encompassing an individual’s cognitive, social, motivational, and behavioral constructs under the individualized, interpersonal, and socio-organizational ideologies (McCrea, 2015). In early childhood, the major elements that foster the learning process involve cognitive, social, and behavioral constructs in understanding needs and engaging with other people.
In middle childhood, the key factor entails the liberation of the child to explore the social phenomenon and cognitively learn behavioral responses among peers and adults. There is a significant influence from the micro, mezzo, and macro elements during this development stage, mainly because it is the peak of learning language and interactive practices (Waniganayake et al., 2012). In a different spectrum, brain development during middle childhood depends on exposure to dynamic sociological influences. Therefore, the response at this stage is communicating and learning the best practices. While in the learning institution, the milestones enshrine the academics’ comprehension and reflection during the examination grading.
Communication is an essential factor that facilitates the exchange of information among individuals and advancement in transactional and transformational leadership. One of the critical factors for effective communication is fluency and comprehension of language utilization and the grammatical essence. Bilingualism and monolingualism among children are core elements that foster a prominent impact of interdependent relationships. Research shows a significant difference and similarity between bilingualism and monolingualism (Paradis et al., 2021). It is essential to distinguish the effect of the distinct approaches as a platform advocating for the essence of cognitive development. In the research, Paradis et al. (2021) indicate that bilingualism enshrines an infant growing up while learning two different languages. Therefore, there is minimal distinction between the different languages until three years old, when the child learns speech and grammatical differentiation. On the other hand, monolingualism focuses on the attainment of different languages during childhood as one entity and embodiment during the growth phase among individuals. Nevertheless, monolingualism and bilingualism address effectiveness in learning communication skills and personal expression among dynamic parties.
Over the decades, different approaches fostered the determination of bilingualism towards children’s cognitive development. Research by Paradis et al. (2021) establishes that bilingualism significantly affects cognitive development among children despite the ability to converse in two different languages optimally. The toddlers face the challenge of distinguishing between effective grammatical and speech engagement with personalities due to proficiency in intersecting vocabularies to complete a sentence from the various languages. As a result, it becomes difficult to express their opinions to monolingual students about topical issues. Although monolingualism fosters the hindrance on expression among individuals from different linguistic backgrounds, the children efficiently express themselves using a single language. Essentially, it is the responsibility of parents to ensure the profound re-construction of the natural environment to enhance learning among toddlers and boost social interaction skills.
Language fluency mainly depends on the nature of the environmental exposure and the distinctive domains regarding the leadership and managerial learning strategies. According to Paradis et al. (2021), the critical aspect in appreciating interdependence involves establishing specific measures on phonological production. The researchers postulate that a bilingual child of French and English shows the difficulty in pronunciation of different word syllables. However, the difficulties vary between French and English mainly because of the distinction in utterances and sequences of word syllables. In this case, an individual’s proficiency in self-expression using distinct languages learned from childhood enshrines perfecting utterances of disparate syllables. A different domain is an environmental exposure of a child to parents speaking in other tongues. The toddler encounters the challenge in uttering certain syllables due to the parent’s use of accents within the Spanish language and the counterpart using English. The child experiences hurdle during the learning process mainly because of disparate exploitation of speeches by the parents. Therefore, it is essential to determine the effective governance and management structures on the learning process.
Governance and Management Structures
Classroom management is an essential factor mainly because it affects the concentration span among learners and the efficacy scale to understand concepts. The primary purpose of teaching involves the students’ learning as a formative aspect boosting cognitive growth and development (Abarca Alulema, 2019). On the one hand, it is the responsibility of the instructor to implement functional policies elevating a suitable learning environment. On the other hand, it is the student’s mandate to adhere to the rules and conditions to amplify the effective learning process. Ideally, there is an interdependent relationship between students and instructors. The core foundation of classroom management through behavior techniques is the discipline level among counterparts.
Human behavior is a vital concept that influences cognitive growth and development among teenagers and youths. According to research, different behavioral techniques and managerial approaches elevate the concentration span among students (Abarca Alulema, 2019). These aspects include enlightening counterparts on the significance of the lesson, development of routines, establishment of rules, and utilization of creative teaching methodologies (Abarca Alulema, 2019). Different students learn concepts under dynamic frameworks. Therefore, it is critical to identify the students’ diversity and effective learning process as the foundation for improving the study process. It is impossible for an instructor the student’s behavior, but the professional utilizes knowledge and skills to develop classroom management practices boosting prosocial behavioral contexts and positive decision-making.
Distinctive socio-cultural values and practices influence behavioral responses among individuals. Research indicates that the choice theory postulates an interdependent relationship between choice and behavioral reaction (Walker & Barry, 2020). Primarily, behavior is an outcome of a choice by a person. The context further indicates that the internal control system optimally influences the nature of choices by an individual. The various behavioral responses attributable to the internal control system engulf freedom, love, power, a sense of belonging, and fun. The dynamic components contribute to a person’s decision-making. As a result, it is the instructor’s responsibility to develop behavioral techniques, such as creative learning approaches and evidence-based practice, to boost positive decision-making among learners concerning the study process and commitment.
As a leader, it is crucial to enhance optimal inclusivity among counterparts. The primary purpose of a leader enshrines providing a solution to an issue to improve intensified performance. In this case, the core initiative among instructors and students involves understanding the functional rules and regulations, promoting an effective learning environment. An effective learning environment features safety and equality among the students due to profound disciplinary conduct (Walker & Barry, 2020). Misbehavior, such as harassment and discrimination, negatively affects an individual’s self-esteem, thus trickling down to poor concentration during lecture sessions. The outcome of discipline among students and instructors entails the emergence of a healthy institutional culture. Notably, instructors and learners develop transformative-based relationships under the gradient of value exchange. The study contributes to analyzing the classroom management approaches through behavioral techniques.
Leadership is a framework that prominently influences the nature of relationship-building among counterparts in a particular setting. Research indicates that one factor that improves teamwork coordination efficiency is optimal communication (Boyer, 2018). The sufficient flow of information among individuals intensifies understanding among employees towards achieving the primary goal, that is, customer satisfaction. In this case, managerial institutions’ responsibility is to plan and implement dynamics that enhance leadership and followership as a formative spectrum of exchanging professional values. Transactional and transformational principality foster effective interchange of morals, ethics, and strategic bureaucratic domains. Organizational leadership is a multidimensional phenomenon that encapsulates prominent correspondence among the stakeholders to advance the functional service delivery system.
Excellence in performance art requires the integration of personal interests with the activities. In this case, it is important to integrate the interests of children with the stage plays as motivational outliers. An excellent example is the use of music from a drama theatrical perspective. The initiation empowers the study activity with an associative character based on the kids’ hobbies and talents. Another strategy that boosts confidence among the learners includes the use of practice lessons. The frequent exposure of the participants to the platform boosts their self-esteem and expertise in the show. Childhood education heavily depends on the aspect of integrating entertainment features with the curriculum program thus elevating the balance between tuition and engaging in hobbies and talents among the youngsters. The integral value of art is innovation and creativity. The participants utilize inspiration and individualism to showcase the beauty of the skill. The schooling depends on the integration of the academics such as communication with the interests of the youngsters.
Consequently, exploring the classroom management approaches through behavioral techniques boosts expertise in managerial and psychological analysis of behavioral response. Human behavior is a multidimensional phenomenon influenced by the socio-cultural, economic, and political domains. Leadership and management in early childhood education fosters prominent impact into the cognitive development among the learners while enhancing the charisma of vital ethical and social values. It is the responsibility of key stakeholders to integrate learning strategies that enhance nurturing of the children as future leaders through the governance structure and the utilized leadership styles.
Abarca Alulema, V. A. (2019). Analysis of the classroom management techniques applied for teaching English language to students of tenth year of basic education, Class “A” at Unidad Educativa Cristiana “Nazareno”, in Riobamba City, Chimborazo Province, during the academic year 2018-2019.
Andersen, S. C., & Jakobsen, M. (2017). Policy positions of bureaucrats at the front lines: Are they susceptible to strategic communication?. Public Administration Review, 77(1), 57-66.
Boyer, S. W. (2018). Biblical leadership development: Principles for developing organizational leaders at every level. Springer.
Faizan, R., Nair, S. L. S., & Haque, A. U. (2018). The effectiveness of feminine and masculine leadership styles in relation to contrasting gender’s performances. Polish Journal of Management Studies, 17.
McCrea, N. L. (2015). Leading and managing early childhood settings. Cambridge University Press.
Morsiani, G., Bagnasco, A., & Sasso, L. (2017). How staff nurses perceive the impact of nurse managers’ leadership style in terms of job satisfaction: A mixed method study. Journal of Nursing Management, 25(2), 119-128.
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Rodd, J. (2013). Leadership in Early Childhood: The pathway to professionalism 4th ed.
Walker, J. D., & Barry, C. (2020). Behavior management: Systems, classrooms, and individuals. Plural Publishing.
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2012). Leadership: Contexts and complexities in early childhood education. Oxford University Press.