澳洲墨尔本论文代写 幼儿教育
Keywords:澳洲墨尔本论文代写 幼儿教育
在幼儿教育环境中，领导者应该使用分布式的、指导式的和真实的领导风格，因为这些是在幼儿教育环境中最常见和有效的方法，包括在员工发展环境中。分布式领导在儿童早期环境中扮演着重要的角色，因为大量的工作人员和责任是共同承担的(Clarkin-Phillips, 2007)。分布式领导被描述为多个人承担多个不同的任务(Spillane, 2012)。这种类型的领导的好处是，由于多个工作人员同时在一个房间，他们可以一起工作，计划和分享任务，这为学生提供了更多深入和有效的学习经验的机会。研究表明，分布式领导允许员工承担新的角色，这最终加强了工作环境，因为员工更有动力，更有挑战，更敬业(Clarkin-Phillips, 2007)。分布式领导的使用将有利于教师的发展，因为它为教师提供了更多的机会来参与他们分配的角色，并通过共同的实践贡献他们的力量。“指导”的领导风格被定义为一个在某一领域有经验的人，与另一个缺乏经验的人建立关系，以扩展他们的技能和知识(Ebbeck & Waniganayake, 2002)。指导是一种有用的领导策略，因为它允许员工可能需要的进一步支持、指导和信息。在早期的儿童环境中，作为领导者的指导者和拥有一个辅导小组的好处，建立了一个更全面和有效的工作环境，最终建立了沟通和良好的倾听技能(Aubrey, 2011)。指导可以通过非正式和正式的培训来支持员工的发展，在这些培训中，他们发展并学习理解需要他们的角色和职责(Rodd, 2013)，同时与同事建立有意义的、富有成效的关系。
澳洲墨尔本论文代写 幼儿教育
A leader in an early childhood setting should use distributed, mentoring and authentic leadership styles as these are the most common and effective approaches to implement in early childhood settings, including in staff development situations. Distributed leadership has a significant role in early childhood settings due to the high number of staff and responsibilities that are shared (Clarkin-Phillips, 2007). Distributed leadership is described as multiple people taking responsibility for multiple different tasks (Spillane, 2012). The benefits of this type of leadership are, due to multiple staff members being in a room at once, they can work together to plan and share tasks, which provides more opportunities for in-depth and effective learning experiences for students. Research has suggested that distributed leadership allows staff to take on new roles, which ultimately strengthens the working environment as staff are more motivated, challenged and engaged (Clarkin-Phillips, 2007). Staff development would benefit as a result of the use of distributed leadership as it provides opportunities for teachers to have greater participation in their allocated roles and contribute their strengths through common practices.The leadership style ‘mentoring’ is defined as an individual who is experienced in a field, building a relationship with another less experienced individual to extend on their skills and knowledge (Ebbeck & Waniganayake, 2002). Mentoring is a useful leadership strategy as it allows for further support, guidance and information that may be required by staff members. The benefits of taking on the mentor role as a leader and having a mentoring group within an early childhood setting, builds a more comprehensive and effective working environment where ultimately communication and good listening skills are established (Aubrey, 2011). Mentoring can support staff development through informal and formal training, where they develop and learn to understand the roles and responsibilities that are required of them (Rodd, 2013) while also building meaningful, productive relationships with co-workers.
