49 research outputs found
Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England
Leadership has been under-researched in the Early Years (EY) sector of primary schools in England, especially in leading change for professional development. The aim of this paper is to theorise what the leadership culture for EY practitioners looks like, and how Initial Teacher Training providers and schools are preparing practitioners for leadership. Using case studies of EY practitioners in different stages of their career in primary schools, we offer an insight into their preparedness for leadership in EY, the implication being that leadership training requires an understanding and embedding of the EY culture and context. Interviews with both sample groups allowed for deeper insight into the lived world. Interviews were also conducted with the head teachers to gain an overview of the leadership preparation they provided. The main findings suggest that newer EY practitioners are better prepared for leadership from their university training in comparison to more experienced EY practitioners
‘Scarcity amidst plenty’- A rare combination of enterococcal pulmonary valve endocarditis in a young girl: A case report
Isolated pulmonary valve infective endocarditis (IE) with Enterococcus faecalis in a child with an underlying ventricular septal defect (VSD) is rare. A ten year old girl with a VSD with moderate to severe right ventricular mid cavity obstruction presented with fever and loose stools. Examination did not reveal any peripheral stigmata of IE. Five of six blood cultures sent in two sets 12 hours apart, grew E. faecalis sensitive to β-lactams. 2D echocardiography revealed a 7×4 mm vegetation on the pulmonary valve. She was treated with intravenous antibiotics for 6 weeks. Inflammatory markers normalized by 6 weeks and the vegetation cleared by the 7th week. Amongst the aetiological agents, isolation of Enterococcus faecalis is rare in children and drug resistance is an emerging problem. Enterococcus species related native valve IE needs a prolonged course of therapy with penicillin G/ampicillin together with gentamicin for 4-6 weeks. Heart failure and cerebral embolization are the most commonly encountered complications.</p
Evaluating a strategic approach to professional development through guided reflection
Research on quality in early childhood has consistently shown that staff are the cornerstone of excellence, and that staff training makes a difference to services provided to children and families. There is also a growing awareness of the importance of adopting a planned approach to career development and that this begins with self-assessment, and can be enhanced through the use of guided reflection with a mentor. The Early Childhood Consortium Victoria (ECCV) at The University of Melbourne, has developed a self-assessment manual (SAM) designed as a tool for early childhood practitioners to explore their work in a strategic way. It serves the dual purposes of assisting practitioners to address issues of service quality, as well as promoting individual professional development through reflective practice. SAM has now been piloted in a number of early childhood settings in Australia and this paper presents a formative evaluation of this work and discusses its potential for professional development planning
Cross Cultural understandings about parent-professional partnerships in early childhood
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Maintaining culture and supporting cultural identity in foster care placements
© The Author(s) 2019. This article reports on an exploratory study about maintaining and supporting the cultural identity of children from culturally and linguistically diverse family backgrounds in foster care placements. In this study, we spoke with foster carers and caseworkers who respectively live and work with children from culturally and linguistically diverse backgrounds in the state of New South Wales. Foster care is one of the most common placement types in out-of-home care where a child or young person is placed with an alternative caregiver on a temporary or long-term basis, usually due to neglect or abuse. The importance of nurturing a sense of belonging through cultural, linguistic and religious affiliations is recognised in Australian curriculum policies that guide teachers in early childhood and school settings. Teachers, however, may not be fully aware of their potential contribution in supporting these children to maintain their connections with their cultural heritage. Our findings provide evidence for extending the public discourse on cultural responsiveness and supporting cultural maintenance in foster care placements. We consider implications for foster care practice and future research involving key stakeholders such as children and young people in care, as well as teachers in early childhood and school settings