Implementing Learner-Centered Leadership Systems in Preschools – Assignment Example

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The paper "Implementing Learner-Centered Leadership Systems in Preschools" is an excellent example of an education assignment. This paper provides design guidelines that are useful in the development of learner-centered leadership in preschools and kindergartens to create better learning environments for them in these schools. Outline The main focus of this article is to provide the design of a leadership system that allows learners to make most of the decisions relating to their academic performance improvement while the overall leadership remains under the management of learning institutions. The findings from literature reviews indicate that there is a need to create a different method for leading children in preschools and kindergartens as well as first-grade classrooms where they are allowed to get maximum benefits from their learning process by implementing learner-centered policies.

In order to achieve the goals of the design process, the use of literature and research on Early Childhood Education (ECE) has been used in the schematic analysis of the design approach to obtain the right approaches that learner-centered leadership can be implemented in these institutions for the benefit of learners. This paper provides new research in the leadership of preschools and kindergartens where teachers make decisions targeted at achieving the learning needs of children. Plan The following plan involves a method that will be used to design a leadership system that will be recommended for teachers in preschools in managing their pupils and ensuring they make decisions that are focused on achieving the learning needs of children and ensure they attain high academic performance. Providing personalized assistance to students This is the process where children will be allowed to seek personalized assistance from teachers to areas of difficulties without the participation of other children.

The design for this leadership system will involve the development of leadership approaches where teachers ask children their areas of difficulties at their sitting places or privet places and provide solutions to these difficulties and challenges. The findings of this research will be recommended to be used in leading children in kindergartens and enhancing the learning needs of children who are unable to learn in groups thus improving the overall performance of various groups of children. Allowing Students to make a decision during playtimes The purpose of this study is to develop a means of leading children in children’ s learning institutions where teachers do not make decisions regarding playtimes for children.

It ensures children are not interfered with while playing among them and are allowed to make decisions such as the types of games they want to play. Methods of leading this process will be those that ensure children are guided to gain sports knowledge and improve their interests in games while enabling those who are talented in the games to improve their talents. Using facilities within the school for the benefit of learners This is a learner-centered leadership where the use of facilities within the school will be focused on achieving the learning needs of children.

Teachers will only be allowed to make decisions in areas where they have observed the misuse of these facilities. They will then use the recommendations of this research to improve the level of utilization of facilities within the school.   The goal of this process will bet ensure children get the skills of using facilities that are significant in achieving their overall academic goals and take the right measures to prevent misuse of these facilities.   Considering Learning Needs of children and emphasizing on academic success The design of learning institutions for children in kindergarten and preschools will be aimed at accomplishing the learning needs of children such as high academic performance and improved knowledge in their areas of study.

More teaching methods will be determined that enable students to have a positive attitude towards teachers and the lessons they teach. Methods of enhancing academic competence such as the provision of assignments and exercises will be determined and recommended for use by teachers.


Carter, M. & Curtis, D. 2003. Designs for living and learning: Transforming early childhood environments. St. Paul, Minnesota: Redleaf Press

Council of Educational Facility Planners, International. 2006. Learning to learn: Pre-kindergarten-kindergarten design implications. Scottsdale, AZ: Johnson, K.

Crawford, B. M. 2001. The common sense early-childhood classroom: A practical guide to caring for preschool children. Torrance, California: Fearon Teacher Aids.

Exelby, B., & Isbell, R. 2001. Early learning environments that work. Beltsville, Maryland: Gryphon House, Inc.

Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontczak, K. 2005. Blended practices for teaching young children in inclusive settings. Baltimore: Paul H. Brookes Publishing Co.

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