Evaluate a critical choice that you have made, considering the process and how practice was subsequently modified. The summative essay will demonstrate critical analysis and reflection. You may also draw on evidence arising from any of the formative tasks that support the theme of your choice. Throughout, ensure that you refer to the learning outcomes for this module.
Please note: You will only draw on tasks that are relevant to the choice that you explore within your summative essay.
Throughout the assignment you are required to follow and implement the Harvard referencing method. You must include a full reference list and present the essay in double-spaced, Arial font, size 12.
RELEVANT LEARNING OUTCOMES.
1) critically analyse national strategies, setting policies and procedures to develop an enquiring approach to early years pedagogy recognising the complexities that can arise.
2) demonstrate the ability to make informed ethical choices, including children and families within the decision making process.
3) take a creative and constructive critical approach towards innovation and change modifying practice where appropriate.
GETTING STARTED
• Explore the different types of critical choices you make within your work setting, consider how/why it is a critical choice
• Familiarise yourself with the module learning outcomes
• Read and draw on a wide range relevant literature (including journal articles) to support the development of both the tasks and your summative essay
• Consider your role as a leader within the setting
CRITICAL CHOICE IS BEST OUTCOMES FOR CHILDREN –
SAFEGUARDING, WELFARE AND BEST OUTCOMES FOR CHILDREN

Bibliography:
Core Texts:
Raelin, J. (2016) Leadership as Practice: Theory and Application. Abingdon: Routledge.
Rodd, J. (2013) Leadership in Early Childhood. The pathway to professionalism. 4th edition. Maidenhead: Open University Press

Recommended Reading:
Campbell-Barr, V. and Leeson, C. (2016) Quality leadership in the early years: research, theory and practice. Los Angeles: Sage.
Henderson, L. (2016) ‘Someone had to have faith in them as professionals’: an evaluation of an action research project to develop educational leadership across the early years’, Educational Action Research, pp.1-13.
Rose, J. and Norwich, B. (2014) ‘Collective commitment and collective efficacy: a theoretical model for understanding the motivational dynamics of dilemma resolution in inter-professional work’. Cambridge Journal of Education. 44 (1) pp. 59–74.