This article reports on an Australian study of the emergence and development of leadership that supports children’s rights and their access to high-quality early childhood education (ECE). The qualitative study contributes to a growing body of research on ECE leadership practice; specifically, the area of site-based leadership cultivation and development. Complexity leadership theory was used to situate leadership within the Australian ECE context; accounting for the competing purposes of high-quality education programs and for the complex array of practices required for leadership to be effective. Additionally, the theory of practice architectures was employed as an analytical tool. The theory of practice architectures helped to identify socially-just leadership practices that uphold children’s rights, and to understand the organisational arrangements that enabled and constrained those practices within each site. Study findings illuminate how leadership can be cultivated and developed in ECE. As a result of the study, organisations are encouraged to create the cultural-discursive, material-economic and social-political arrangements that shape leadership within ECE sites. The paper argues for the development of ECE leadership as a socially-just practice, that upholds the rights of children and their access to high-quality early childhood education.

本文报道了一项有关领导力的出现和发展的澳大利亚研究，该领导力支持儿童的权利及其获得高质量的幼儿教育（ECE）的机会。定性研究有助于欧洲经委会领导实践研究的增长；特别是现场领导能力的培养和发展。复杂性领导理论被用来在澳大利亚的欧洲经委会范围内确定领导地位。考虑到高质量教育计划的相互竞争目的，以及领导才能有效所需要的复杂实践。此外，实践体系结构理论被用作分析工具。实践架构理论有助于确定维护儿童权利的社会公正领导实践，并了解在每个站点内启用和限制这些做法的组织安排。研究结果阐明了如何在欧洲经委会中培养和发展领导才能。这项研究的结果是，鼓励组织建立文化，文化，物质经济和社会政治安排，以塑造欧洲经委会所在地的领导地位。该论文主张将ECE领导能力发展为一种社会公正的做法，它维护儿童的权利以及他们获得高质量的幼儿教育的机会。决定欧洲经委会所在地领导地位的物质经济和社会政治安排。该论文主张将ECE领导能力发展为一种社会公正的做法，它维护儿童的权利以及他们获得高质量的幼儿教育的机会。决定欧洲经委会所在地领导地位的物质经济和社会政治安排。该论文主张将ECE领导能力发展为一种社会公正的做法，它维护儿童的权利以及他们获得高质量的幼儿教育的机会。