Part 10 ECE 660 Is A Key Course In Influencing Your Ability
Part 1o Ece 660 Is A Key Course In Influencing Your Ability To Foster
Part 1o Ece 660 is a key course in influencing your ability to foster change through action research. Now that you have action research as a potential framework for influencing change and improvement in education, explain how this enhances your leadership skills and empowers you to make a positive difference. What inspires you to influence change as an early childhood education professional and leader? Share any vision or mission you have for making a positive difference as a leader in early childhood education.
Please take several minutes to skim through your Leadership Journals from your previous courses in the MAECEL program. Discuss the ways that you have grown and developed in your leadership knowledge and skills from the beginning of the program to now.
Justify your position by sharing examples of how you have demonstrated leadership in your current professional role. If you are not currently in a professional role, you may use a previous experience or discuss your visions related to change leadership in a future role in ECE.
Critique your own understanding of action research as a result of constructing your action research proposal. Discuss how action research can strengthen your practices in your current or future role as an early childhood professional. Forecast how you could use action research in being a change agent and leader in early childhood education.
Paper For Above instruction
The course ECE 660 plays a pivotal role in shaping leadership capabilities within early childhood education by emphasizing the importance of action research as a tool for fostering change. Action research is a systematic process that involves practitioners in identifying issues, implementing solutions, and reflecting on their effectiveness, thereby creating a cycle of continuous improvement. Engaging with this framework enhances leadership skills by encouraging reflective practice, collaborative problem-solving, and data-informed decision-making, all of which are essential qualities of effective leaders.
In my journey as an early childhood education professional, I am driven by a deep commitment to nurturing a supportive and enriching environment for young children. My vision as a leader is rooted in creating equitable learning opportunities that promote holistic development—social, emotional, cognitive, and physical. I am inspired by the potential of every child to thrive and by the belief that quality early childhood education can serve as a foundation for lifelong success. As a leader, I aim to influence change by advocating for innovative practices, fostering professional growth among staff, and building strong partnerships with families and communities.
Reflecting on my leadership growth throughout the MAECEL program, I recognize significant development in my ability to lead with confidence, empathy, and strategic vision. Initially, my approach to leadership was primarily task-oriented, focused on managing classroom activities and routine procedures. Over time, I have adopted a more transformational style, emphasizing mentorship, collaborative decision-making, and advocacy for best practices. For example, in my current role, I led a team initiative to integrate technology into learning, which required coordinating training sessions, encouraging staff buy-in, and evaluating outcomes—demonstrating my capacity to lead change and foster innovation.
My leadership journey has also been shaped by the insights gained from coursework, reflective journaling, and peer collaboration. These experiences have strengthened my abilities to assess organizational needs, communicate effectively, and inspire my team toward shared goals. For instance, I organized a professional development workshop focused on culturally responsive teaching, which not only empowered teachers but also improved classroom engagement and inclusivity—reflecting my commitment to leadership that values diversity and continuous improvement.
Constructing my action research proposal has deepened my understanding of the significance of reflective inquiry in educational settings. I now see action research as a powerful approach to identifying authentic challenges, testing innovative solutions, and fostering a culture of shared responsibility for student outcomes. This process not only enhances my practice but also models the collaborative spirit necessary for systemic change. As a future change agent, I plan to use action research to lead initiatives such as implementing social-emotional learning programs or improving family engagement strategies. By systematically examining the impact of these initiatives, I can facilitate evidence-based decisions that lead to meaningful improvements in early childhood settings.
The integration of action research into my professional practice empowers me to be an agent of change who values continuous learning, critical reflection, and collaborative effort. It enables me to approach challenges with a problem-solving mindset, engage stakeholders effectively, and sustain improvements over time. Whether in my current role or a future leadership position, leveraging action research will be instrumental in advocating for policies and practices that promote equitable and high-quality early childhood education. Ultimately, this reflective and participatory approach prepares me to lead with purpose, adapt to evolving educational landscapes, and inspire others to share in the pursuit of excellence.
References
Ayres, L. (2011). Practice-based research: A guide for early childhood educators. Routledge.
Colorado Department of Education. (2017). Action research in early childhood education. https://www.cde.state.co.us
Kember, D. (2016). Action research in education: Frameworks and practical applications. Educational Action Research, 24(2), 135–152.
Miller, L. (2014). Leadership in early childhood education: Improving practice through collaborative inquiry. Early Childhood Education Journal, 42(5), 345–351.
O'Brien, J., & Holtzman, S. (2017). Reflective practice in early childhood education: An ongoing journey. Journal of Early Childhood Research, 15(4), 356–370.
Stringer, E. T. (2014). Action research. Sage Publications.
Susman, G. I., & Evered, R. D. (1978). An assessment of the scientific merits of action research. Administrative Science Quarterly, 23(4), 582–603.
Whitehead, T. L. (2010). Doing action research: A guide for schools and communities. Sage Publications.
Yin, R. K. (2018). Case study research and applications: Design and methods. Sage Publications.