Underpinning Management and Management of Change in the Early Years - Essay Example

Management in the Early Years Setting Introduction This essay is based upon an interview I carried out in a private nursery school capacitating 30 children of ages four years and below. I presented questions to the manager of the nursery school of which she provided answers. The objective of this interview was to examine and critically analyze factors influencing early years settings management provisions. Relevant texts and theories will be considered in this discussion to examine management issues in early years setup. Managers of early years settings are people who primarily play the role of constructing services of high standards for parents and children through a vision translation. They develop and acquire a wide assortment of management skills. Early years management is a crucial aspect in which children, staff, and parents lay the best foundation for their outcomes (Bruce 1987, p. 23). A nursery school manager has policies, regulations and builds a framework for operations in order to achieve the set goals (See appendix, questions and answers on policies and framework) Appendix Questions and answers of the interview conducted 1. How many children are in the nursery? Is it a private or public? There are 30 children, of ages 4 years and the school is private 2. What roles and responsibilities do you perform? Room leader, ensure that rooms are in good condition, assess the risks of the room, in charge of room activities and observing the children, incase of complain about hygiene and safety, I take the responsibility. 3. Do you incorporate policies and procedures in your setting? Could you mention some policies? Yes, the nursery has procedures for child abuse, child protection, medicine policy to check doctor’s prescription and parent sign before and after a child takes medication, parents with children of special need complete the policies form for special needs, and no discrimination among children regardless of their color, religion and culture 4. What is the procedure of reporting child abuse in the setting? I speak to the social services and report child abuse then the social services call the parents and have a meeting to discuss the matter 5. Who writes the policies in the nursery? The manager takes the responsibility and offset policies guidelines and ensures they are followed. 6. What kind of framework do you follow? EYFS, emotional, personal and social development framework is followed at the foundation stage, communication, language and literacy, Math and problem solving. KUWU: knowledge and understanding of the world, physical development, creative development, Themes; under 2 years old, positive relation, unique child, enabling environment, and learning and development. 7. Are there any children with special needs in your setting? NO. 8. What did you find more challenging in managing your staff? Conflicts/ some people in the setting don’t follow the required procedures and this is unacceptable. 9. Who takes the responsibility in the setting incase of delegations? Manager takes the responsibility or delegates to those who have more experience like the deputy managers and senior nursery nurse 10. What qualifications and experiences are required to be a manager? A management course to teach the management staff, conflict experience and love the children 11. What should managers do if parents don’t speak English? Ask parents to give their words they can understand, teachers use pictures to indicate events like meal time, play time for multilingual children and teachers who are Russian and Indians in the school. 12. Do you work in partnership with parents? Yes. Parents bring activities to school that a child would prefer to play with. Teachers and parents meet to discuss the progress of the child. 13. How often do you send your staff to take courses? It depends if the staff needs a course then the manager decides the course to follow in the early years books courses. This course is offered by early years government for one or two weeks. 14. How many people work in your setting? 11 people plus the manager work in the organization. 15. What is the difference between level 2 and 3? Level 2 are never in charge of a room while level 3 include teachers and their remuneration is higher. 16. What are the procedures for confidentiality and anonymity? There is a contract between parents and school which protects confidentiality and anonymity. Only manager and deputy manager can access the book containing parent’s names. 17. Are there different procedures you follow about the background and cultural setting ones? Yes. There are different celebrations for Christian/Muslim/Indian children. These celebrations are done on the same day so that children learn different cultures. 18. Do you have any clubs in your setting? Yes. The school has clubs for 10-15 children of age 3-5 years old and literacy activities offered by teachers from 4pm to 7pm. 19. Is there any man working in your setting? No. Only women work in the setting. Description and analysis of early years settings management According to Hurst (August-November 1997), early years setting managers have typical responsibilities and roles to play within an organization. They carry out good planning and organizing by ensuring that projects are seen to completion in an efficient methodological and structural way Strategic thinking and evaluation skills enable them to initiatively analyze the big picture in the setting which comes along with delivering the institutions general visualization (Hurst 1997, p. 76). According to Miller & Cable (March 2010), managers endorse an effective communication system for providing information to diverse audiences in understandable and a clear manner. Delegation roles underpin their performance. They pass responsibilities to the appropriate team members and supervise the tasks assigned in a more efficient and sensible way. Effective managers in the early years setting perform and understand technicalities of budget management and financial probity requirements. This is a financial awareness aspect. Managers perform leadership roles and strike a balance between the two. They articulate and identify collective vision, committed to the continued professional development, assess and monitor practice, and building a team culture for every practitioner (Miller & Cable 2010, p. 97). Moyles (2006) addresses that, in early years set up, one qualifies to be a manager if he or she can be innovative and creative. A nursery manager is required to actively create and implement policies and understand a child’s development with regard to parenting. They are people who have skills and knowledge. Skills and knowledge helps a manager to plan for the school resources, manage and supervise people in the set up. In addition, he or she should be a straight forward person of visionary and ability to hold responsibilities within the institution. By maintaining contacts with external and internal people ensures good will of those people inside and outside the organization (Moyles 2006, p. 67). In my study, the interview analyzed the manager’s roles and responsibilities in the nursery school. The manager provides proper working conditions for both children and staff. Incase of reported hygienic conditions problems; control measures are taken into account to rectify the situation. She conducts delegation duties as expected through liaising with the respective senior persons and departments involved (see appendix, questions and answers on roles and responsibilities, qualities and delegation). She is therefore a room leader. It is also observed that, an effective communication system has been set in this nursery school to provide understanding to children, parents and teachers. For example, the multilingual children are provided with pictures that communicate events taking place in the school In addition, teachers who speak Indian and Nubian are in the school hence effective communication is the key role for this manager. The manager in this set up qualifies to be one since she has ability to manage staff and solve conflicts more so, has love for the children (Donaldson 1978, p. 105). Various policies have been laid by a variety of governments to improve quality and raise standards of education in the institutions of early childhood. Many policy makers focus on developing curriculum, early childhood experts, and school effectiveness. Government policies emphasize on direct teaching and formal approaches. According to Moon (January-March 1994), managers in early years settings have crucial tasks in their provisions to promote standards within their centers. They make up policies to meet the curriculum goals, employ children specialists for preschool effectiveness. In addition, governments develop a funding policy for preschools to facilitate their operations and smooth running. This policy is provided directly to schools registered on such schemes. It is a policy that assures managers of resources to enhance effective operations within the school. In this case, managers take an extra mile in budgeting through financial strategies. These policies foster managers to practically develop legislative requirements to cater for childcare, premises and employment. To meet the curriculum goals, managers in early years setup develop a framework for inclusion and equality for parents, children and staff. The government provides procedures and local guidelines policies to legitimately promote child protection. Managers are to implement such policies through safety and health legislations (Moon 1994, p. 69). Following the interview I conducted (See appendix, questions and answers on policies and child abuse). It was quite evident that policies on child protection are well structured. In this nursery school, children are not prone to child abuse due to the strategies and policies involved to guard them. The manager takes the first hand in reporting to parents and other social services incase of child abuse. Health issues are ascertained by doctor’s involvement in prescribing proper medicines and medication. The non-discriminative and equality policy has also taken a center stage where children are not allowed to discriminate others regardless of their; culture, color, religion, and background (Robins & Callan 2009, p. 87). The manager plays a crucial role in writing such policies with proper guidelines to steer every party in the school to pursue them. The funding policy in this nursery school did not apply since the school was a non governmental one. Theoretical perspective on management issues Early years management has been analyzed pertinent with underlying theories and texts. Managers are leaders who should depict leadership roles in a wide perspective. Concerning the interview I carried out in the nursery school, it came out clearly that, no men work within the school. Leadership and management roles in the early years do not exclusively but very often revolve around female supervisors of centre. In early childhood, gender in management is set aside from other education sectors. According to Rodd (January-May 2005), women encounter problems in identifying the essence of leadership and precisely the management concepts. They may fail to understand leadership in early years setups. He asserts that, management concepts involve a number of reciprocal relationships commonly related to pedagogical approaches rather than business leadership concepts. Conclusively leadership styles defer depending on masculinity or feminist (Rodd 2005, p. 105). Osgood on the other hand studied an exclusively women sample. His voiced concerns were basically about perceptions created by the government. These were commercial models which favored masculanised in child care management over an ethic concern. The emphasis on management caring in early years was paramount. Osgood (February-September 2000) established that managers in early years were to remain committed to parents and community through embracing commercial approaches. This was a provision by feminized who took into account commitment to management and their emotional investments. They enhanced ethic of care, whilst maintaining professionalism that would be detrimental to provision in their view over masculinised. Practitioners in Osgood’s theory of study contemplated business approaches as insufficient to childcare management (Osgood 2000, p. 34). In my study, it is quite evident that most women in early years education feel that, masculinised leadership is not proper (See appendix, questions and answers on people working in the school). Only women worked in the nursery school which portrays a collaborative and a recognized form of leadership roles. An ample research carried out to prop up the claim that, the elevated quality of early years and education, the higher the contribution to affirmative knowledge outcomes for children. These are evidences that rope schooling and training initiatives whose main objective is to hike the levels of practitioners of education with some form of leadership training. The ecological systems theory developed by Bronfenbrenner (August-December 1979) advocated managers to undergo leadership training. His ecological theory pointed out that, development in children is successful following forms of interrelationships between various environmental levels, and other interactions with those who constitute an element of their environment. It is probable to reflect upon unless the folks outside the home surroundings are directed by credentials or formal leadership trained practitioners, excellence is less expected to be sustained Management issues require training in leadership roles to provide a crucial variable that attains high standard levels of services sustained in early childhood education (Bronfenbrenner 1979, p. 27). Theories on leadership roles for managers are also developed. These theories are built upon contextual, transformational, distributive, and shared forms of leadership. Moss and Penn (1996) find out that, distributed and transformational leadership concepts are based on contexts in early childhood. Managers with transformational leadership qualities recognize that, individuals are more motivated by effective factors rather than cognitive factors. Such managers motivate workers to take responsibilities and form their own decisions. Shared leadership approach embeds supervision within a social system where group and teamwork dominates decisions and implementation of key aspects Concerning my interview in this nursery school, (See Appendix, questions and answers on taking courses) it is clear enough that, the manager had challenges in decision roles since she took the center stage in giving instructions and assigning duties to concerned parties. For instance, she decided in taking the due courses for her staff in early years books. I recommend a shared leadership which involves every partisan to take responsibilities and embrace teamwork in decision making and implementing the institution’s policies (Moss & Penn 1996, p. 36). Few individuals would oppose that a child’s education in early years is primarily formative. Educators and governments throughout the globe are investing their relevant resources in augmentation and developing of young children’s learning opportunities. The comparatively prescribed curriculum of listening, reading, numeracy, and writing has raised a going concern that not only detracts children’s first schooling experiences enjoyment but also from their childhood experiences. Most resources are provided by early years managers to exhibit social and motor skills necessary for the child’s development These resources range from primitive to high integrated. They cater for every child’s needs. Special need students need special attendants. Financial resources are required to higher such specialists. Interpreter resources are required for children who are multilingual. Such resources embrace and appreciate diversity of the set up (Meadows & Cashdan 1998, p. 46). Since the government endorses a curriculum to facilitate early literacy in children, writing materials and early years books for reading should be provisions by managers in childhood set ups. Play based resources are required to enhance children’s learning through environmental interactions. Children learn unsurpassed when all areas are carefully planned, integrated, and an informally implemented curriculum using interactive, enjoyable and practical methodologies (Miller & Cable 2010, p. 123). Managers in this private nursery school provide early years books and literacy activities in clubs where children play and learn through interactions. The school has no special needs student which relieves the manager from relevant burdens. (See Appendix, questions and answers on challenges facing the manager and activities within the school). Conflict issues arise in management of these resources. The leader followers may misuse resources without considering and analyzing the consequences concerned with such misuse. Some staff use resources without consulting the manager. In my study, it is observed that the manager faces conflict among staff. Such conflicts may arise due to misappropriation of resources. Regulatory and fiscal framework of early years settings Early years settings operate within comprehensively laid frameworks to offer guidance on school regulations and implemented policies. Early Years Foundation Stage (EYFS) is a complete framework which situates standards for learning, early years development, and wellbeing from birth to ages of five years. It endorses a structure to direct practitioners to effectively resource and plan for children development. Themes in this framework ensure publications and guidance, EYFS materials, service support materials in tender ages and questions asked regularly. These themes are; positive relationships, enabling environment, development and learning, and a unique child. Early Learning and Child Care (ELCC) is a multilateral framework that underpins the quality of early childhood learning, care, and development. According to Moyles (May 2006), managers use this framework to promote children’s success and smooth transition to the institution (Moyles 2006, p. 134). Early Childhood Development (ECD) is a governmental framework that aims at giving children a basic foundation of life to access their full potential and opportunities in their forthcoming future (Drury & Miller 2000, p. 74). Frameworks operating the nursery school I carried the interview include; EYFS and KUWU which enables children to participate in literacy activities to enable them analyze the world at large. In this case clubs are established within the school to promote children’s learning and early development. Also celebrations for Muslim, Christian, and Indian child religions are organized on the same day to enhance their learning for diverse cultures (See appendix, questions and answers on the framework and activities in the school). Most of these frameworks and policies underpin management in early years. Various texts and theories have strengthened early years managers to implement frameworks, procedures and regulations in their pre schools. Jerome Bruner (March-August 1974) thinking stirred his research on education. He emphasized the necessity for vigorous learning and why the subject structure should be understood. Active learning is the basis for factual understanding. In early years his principles stimulate children discovery through exploration Ausubel on the other hand recommended an advance organizer technique. This is a strategy for conceptual analysis between a child’s knowledge and materials represented for learning. These initiate managers to acquire resources according to the child’s knowledge (Bruner 1974, p. 165). According to Miller & Cable (January-August 2010), early years provisions in management are monitored through methodologies as discussed below. Managers in early years improve children’s learning through mixed ability grouping. This method calls for a mixing children of at least 2 year span age. These children are under instructions of the same education team for one and above years of tutoring. This program helps children to fully interact with others of varying abilities, interests, backgrounds and personalities. Managers in nursery schools should implement teaching strategies through practices that are developmental. These are curriculum components and teaching methods that basically target the developmental abilities of a child. It is a theoretical approach that outlines practices in education which is knowledge based. Such practices include varied educational strategies, active learning instructions, and equalizing child and teacher directed activities. Miller & Cable (2010) assert that, professional team work is a strategy and method managers should critically analyze and put into action (Miller & Cable 2010, p. 79). The needs of a child are met when there is oneness and collaboration among the staff. Qualitative reporting is enhanced by managers through regular communication to respective children’s parents at home informing them what and how the child is accomplishing tasks and interests, and individual learning. Mullins (January 2002) addresses that; another key to a successful program is parental involvement. Managers in early years should encourage parents to collaboratively support fund raising, assist children learning at home, and participating in the school meetings (Mullins 2002, p. 56). Manager in the nursery school uses procedure of close monitoring the parents through signing a contract with them. This is a strategy she uses to actively involve parents in running the institution (See Appendix, partnership with parents and confidential procedures). Issues and assumptions about management of change Early years settings require managers to implement strategies, procedures frameworks, and manage resources to promote early childhood development through learning. Theoretical assumptions about learning have motivated such managers to carry out their roles and duties. For instance, most psychologists have developed assumptions of learning through studying human abilities measurements, individual differences, cognition, motivation, just to mention a few. Behavioral assumptions by skinner can be implemented by managers in early years to set rules that govern their objectives. He demonstrated that, consequences of an action may reinforce, reprimand or punish. This ensures that teachers use appropriate methods to motivate learning through incentives. As highlighted by Dewy (August-December 1999) in a review at Chicago University Press, Managers are also informed in appreciating good work of the staff (Dewey 1999, p. 138). A literature on management developed by large scale studies, case studies and researchers focuses more on beliefs, skills, values and knowledge perceived to be vital to management and good leadership. The assumptions on leadership styles used by managers are based on skills, knowledge and dispositions that necessitate effective management. As highlighted by, leadership in management qualify as engagements driven by democratic values and philosophy than non-traditional sources believed to be practiced by school managers. Everyone is a leader hence can manage any setup (Curtis 1998, p. 98). Alan McLean (August 2003) saw the essence of establishing a motivating school as depicted in his literature book the motivated school. He wrote on how managers download mindset to staff. His principles are to be initiated by managers in incorporating parents and motivating staff. In this case, managers sway from a control culture to instill self-motivation in staff which encourages learning in an optimistic view. He recommends a resonant and flexible style of leadership to be used by managers in early years settings where they engage structure, feedback and stimulation to construct change basis. Engaging staff and parents successfully becomes transformational (Moss & Penn 1996, p. 54). Conclusion Basing on the interview I carried out in a nursery school where the manager of the setting was involved, this paper has tackled issues revolving management in the early years. It has discussed frameworks, policies and regulations governing the school. Roles of managers and resources involved have been deeply examined. Literature texts and theories have been analyzed concerning issues underpinning management and management of change in the early years. Care and early childhood education has inward bound unparalleled attention of government policy. It is accompanied by the procedures to assess effectiveness of expenditure and such attention. The interview in this case provides a clear view of relationship between suitable management roles in services of early years and efficacy of those services. Reference List Bruce, T 1987, Early childhood education, Hodder and Stoughton, London. Bruner, J 1974, The relevance of education, Penguin, Harmondsworth. Bronfenbrenner, U 1979, The ecology of human development: experiments by nature and design, SAGE Publications Ltd, London. Curtis, A 1998, A curriculum for the preschool child, Routledge, London. Dewey, J 1999, School and society, University of Chicago Press, Chicago. Donaldson, M 1978, Children’s minds, Fontana, Glaslow, Scotland. Drury, R, & Miller, L 2000, Looking at early years education and care, David Fulton, London. Hurst, V 1997, Planning for early learning: Educating young children, Paul Chapman, London. Meadows, S, & Cashdan, A 1998, Helping children learn, David, London. Moon, B 1994, A guide to the national curriculum, Oxford University Press, Oxford. Moss, P, & Penn, H 1996, Transforming nursery education, Paul Chapman, London. Osgood, J 2000, Developing early education and child care services for the 21st century, NFER, Slough. Miller, L, & Cable, C 2010, Professionalization, leadership and management in early years, Sage, London. Moyles, J 2006, Effective leadership and management in the early years, Open University press, London. Mullins, L J 2002, Management and organizational behavior, Prentice Hall, 6/E Harlow. Robins A, & Callan, S, (Eds) 2009, Managing early years settings, Sage, London. Rodd, J 2005, Leadership in early childhood ( 3rd edition), Open University Press, Maidenhead. Read More