Titlebook: Quality in Early Childhood Education and Care through Leadership and Organizational Learning; Organizational and P Line Skov Hansen,Charlot

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Facilitating Cultures of Reflection Through Professional Development for Sustainable Advancement in re new knowledge through reflection in and on practice, analyze the implications of these insights, and apply them to develop work-related practices, encouraging engagement with new approaches in their workplace. Furthermore, the chapter considers PD from a sustainability perspective, where ongoing

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Reconceptualising Pedagogical Leadership for Quality in Early Childhood Education: From Individual Dng-rich leadership for quality improvement in early childhood education’, which employed a formative intervention informed by cultural-historical activity theory to develop new practices and theorisation of leadership in early childhood education. Key elements of the new theory are presented, suppor

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Book 2023ms can support this. It builds on the knowledge that quality early environments shape the wellbeing and development of the child, and explores how communities of professional practice that support quality development are built. Acknowledging that the conditions for providing high quality pedagogical

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Quality in Early Childhood Education and Care Through Leadership and Organizational Learning,hildren. We use quality improvement in Danish ECECs as an example on these tendencies, which also?can be identified in other countries. After addressing these themes, the final sections of the chapter provide an overview of the major concerns and foci contained within each section of the book.

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What Do We Know About Professional Learning in Early Years Education? Findings from a Systematic Revively children’s outcomes in ECEC centres. At the same time, to achieve positive change across settings, we argue that Professional Learning Networks may be a way to achieve professional development and improve children’s outcomes at scale.

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