Leading and Managing Early Childhood Settings

• • Introduction to the Unit
  • The socio-political context of early childhood settings
  • Leading for quality
  • Theorising leadership & management in early childhood
  • Leading and managing in different early childhood management structures
  • Evaluation and strategic planning
  • Business planning and financial management
  • Policy development
  • Communication and decision-making as early childhood leaders
  • Building and leading staff
  • Networking and working with other professionals
  • Leading intentionally through advocacy and activism
  • Professional growth and career planning

Equivalent subjects

You cannot enrol in this subject if you have successfully completed any of the following subject(s) because they are considered academically equivalent:

• MAQ-ECEX826
• MAQ-ECHX826-Leading and Managing Early Childhood Settings

Others

[Admission to MTeach(0-5) and (40cp from ECEX or ECHX units at 6000 level) and (ECEX820 or ECHX820 or ECHX8200) and (ECEX823 or ECHX823 or ECHX8230) and (ECEX824 or ECHX824 or ECHX8240) and (ECEX827 or ECHX827 or ECHX8270)]

Special requirements

• OtherDetails -

  Students who have an Academic Standing of Suspension or Exclusion under Macquarie University's Academic Progression Policy are not permitted to enrol in OUA units offered by Macquarie University. Students with an Academic Standing of Suspension or Exclusion who have enrolled in units through OUA will be withdrawn.

This subject was previously known as ECHX826 Leading and Managing Early Childhood Settings.

This subject aims to build students’ capacity to lead and manage quality early childhood education settings. The subject critically examines the social, political and legal contexts within which early childhood education settings in Australia operate, and explores early childhood leadership theory. Students will investigate diverse management structures, regulatory and legislative frameworks, and the ethical and professional roles and responsibilities of early childhood teachers as leaders and managers.

• Leadership in action-Report (50%)
• Leadership & the NQF (30%)
• Reflective journal (20%)