Yoon-Joo Lee

Understanding early childhood leadership : Emerging competencies in the context of relationships

In this qualitative study, multidimensional characteristics of the emerging leadership behavior of six young children were examined within their early childhood classrooms (infant, toddler, and preschool). Grounded in a constructivist framework, the data were gathered through teacher interviews and classroom observations in a University-affiliated center over a six-week period. Findings yielded two major themes which best described the characteristics of these young leaders: dynamic and charismatic personalities; and a sense of ownership of and a high awareness in the classroom. By examining the ways leadership manifested itself in the classroom, findings also suggested that leadership could be seen as a relational rather than an individual construct. Young leaders seem to exert their social power to develop relationships with peers and teachers and at the same time to include and exclude certain peers or teachers during the interaction. Findings are discussed with reference to implications for practice and suggestions for further study.

Manipulative managers and devilish dictators: Teachers’ perspectives on the dilemmas and challenges of classroom leadership

Abstract This qualitative study looked at how early childhood teachers talk about and interact with the most powerful children in their classrooms—the student leaders. Relying primarily on interviews with six teachers in early childhood classrooms (infants, toddlers, and preschoolers) within a University‐affiliated center, this paper reconsidered leadership qualities in young children from the teachers’ point of view, probing the often overlooked challenges and dilemmas that young leaders present in student‐student and student‐adult relationships. Findings showed that the teachers described childrens leadership skills in positive ways in the abstract, but these theoretical beliefs were quickly challenged by the realities of the classroom. As a result, teachers faced the complex dilemma of supporting individual childrens leadership strengths while nurturing their own visions of classroom community. Findings are discussed with reference to implications for practice, including implications for early childhood teacher education, and suggestions for further study.

Becoming a Parent of a Child with Special Needs: Perspectives from Korean Mothers Living in the United States

Abstract The current study aimed to explore how cultural contexts influence the attitudes of mothers raising children with disabilities. Semi-structured in-depth interviews of seven immigrant Korean mothers regarding their personal experiences within the complexities of the special education system in the United States were analysed to identify factors that help mothers to thrive in the face of numerous challenges they encountered when working with professionals from different cultural and linguistic backgrounds. Narratives revealed that support groups, parent–professional relationships and cultural norms served as motivational factors that encouraged mothers to take initiative in proactively seeking ways to meet the needs of their children. Findings highlight the importance of a professional’s genuine attitude and open-mindedness when approaching culturally and linguistically diverse families.

Reflecting on my role in children’s conflicts in an early childhood special education classroom

The purpose of this practitioner research was to examine my role as a teacher in the context of children’s conflicts in an early childhood special education classroom, reflecting on my reactions and choices of different intervention strategies. From videotaped observations and reflective journals I examined when I intervened and what strategies I used. The findings indicate that even though I was not conscious of my assumptions about individual children all the time, these assumptions were unconsciously translated into my daily practice and conflict resolution strategies. Through reflecting on my practices and beliefs I raised important issues concerning a teacher’s role in children’s conflicts. This study validates how important it is for teachers to reflect on specific issues within their practices and observe how these issues are addressed within the research process. Reflective practices, specifically conducting action research, not only heightens awareness of context but also enables one to take greater control over his/her own professional growth.

Zooming In and Out: Exploring Teacher Competencies in Inclusive Early Childhood Classrooms

ABSTRACT This study explored issues of social inclusion for young children with disabilities through a systematic reanalysis of six preschool case studies focusing on strategies that teachers used in daily practice. Our analysis process entailed a reexamination of classroom observations and teacher inquiry data, focusing back and forth between the “micro” issues of everyday practice and the “macro” issues of inclusion as social justice. Through this process, the authors articulated a set of six overarching teacher competencies and their connection to “big ideas” about inclusion. The findings speak to a growing need within educational settings to move beyond narrow conceptions of ability and disability to take a transformative stance that supports diversity and community for all learners.