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roles and responsibilities of the early years’ practitioners are identified and discussed in relation to the leadership and management theory (Bullock & Brownhill 2011.p.201-207). The government, educators, teachers, parents, and other education practitioners in the field of early education and care have over the past years been faced with the question of realization of quality formal education in the early years setting. Therefore, in consideration of these necessity factors, this study has been organized in the context of evaluating two early years setting education scenarios in reference to the leadership and management theory. This is through the search for the understanding of the roles and responsibilities that various practitioners play in relation to the same. The two scenarios are the support for a child who has a significant medical condition and the support for a child who has additional educational needs (Jones & Pound 2008). The successful critique and evaluation of the leadership and management concepts in relation to the early years setting involved the conducting of a wide-ranging research from detailing sources such as electronic databases, government legislations, search engines like Google Scholar and ERIC.
In the recent past, there has been an increasing concern for embracing leadership in the management of schools and attainment of the set goals and visions for a particular institution. For effective practice in the early years setting of early education and care, it is important for the practitioners to recognise the link that exists between effective management, development of leadership in early education centers and the success of children in such centers (Jones & Pound 2008). By equipping practitioners in early education sector with requisite knowledge and skills that can be used to lead and manage quality practice in the early education years setting will enable them to develop the capacities of children under their care successfully;
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