The first five years of a child’s life represent critical windows in physiological, social-emotional, and cognitive development. Administrators of early childhood (EC) programs play a pivotal role in determining the quality of experiences that unfold for young children in center-based care. Using photovoice, semi-structured administrator interviews, and participant-observation, we aimed to identify the factors contributing to one center’s atypically excellent outcomes with diverse children and families. Our textual and photographic analyses revealed three findings. First, administrators saw themselves as embedded within a larger system of barriers characterized by low positionality within an educational caste system that is marked by pervasive resource scarcity. Second, with external supports marginal at best, they leveraged multiple internal supports and resources, including agency, interdependence, and advocacy. Third, administrators operationalized literacy leadership by building and sustaining a climate of professional support for teachers within a “25 Books a Day” guiding philosophy.
Early Childhood Education, Leadership, Photovoice, Equitable Access, Poverty, Literacy, ECE Leadership
We would like to thank DELC’s teachers, administrators, children, and families, for their willingness to participate in this project. Also, special thanks to curator, Charlie Cummings, MFA (Lecturer, Innovation Academy at the University of Florida) for his technical and artistic assistance.
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Recommended APA Citation
Cheyney-Collante, K., & Cheyney, M. (2018). Early Childhood Leadership: A Photovoice Exploration. The Qualitative Report, 23(9), 2151-2180. Retrieved from https://nsuworks.nova.edu/tqr/vol23/iss9/9
Early Childhood Education Commons, Educational Sociology Commons, Inequality and Stratification Commons, Other Educational Administration and Supervision Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons