Open AccessEarly Childhood Leadership: A Photovoice Exploration
Author(s) -
Kristi Cheyney-Collante,
Melissa Cheyney
Publication year - 2018
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2018.3009
Subject(s) - photovoice , operationalization , early childhood education , agency (philosophy) , early childhood , sociology , pedagogy , psychology , public relations , developmental psychology , political science , social science , economic growth , philosophy , epistemology , economics
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.