Formative interventions in leadership development in early childhood education: The potential of double stimulation

Joce Nuttall, Louise Thomas, Linda Henderson

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This article critiques the usefulness of double stimulation, a key concept in Vygotskian analyses of human development, with leaders in early childhood services in Australia. A series of formative interventions was conducted to identify and address systemic tensions that were confounding leaders’ attempts to realise a central object of activity in their work: the development of their staff in order to enhance children’s learning. An example of double stimulation is drawn from workshop comments and interviews with one of the participating leaders. The article elaborates on a tension identified between explicit cultural expectations of professionalism and an implicit division of labour that position leaders as having the primary responsibility for solving problems of practice. The article concludes by reflecting on the usefulness of double stimulation in fostering sustainable leadership practices in early childhood education.

Original languageEnglish
Pages (from-to)80-91
Number of pages12
JournalJournal of Early Childhood Research
Volume16
Issue number1
DOIs
Publication statusPublished - 1 Mar 2018

Keywords

  • cultural-historical activity theory
  • double stimulation
  • early childhood education
  • leadership development

Cite this

@article{4d83ff77c2464d358a8da613d439f057,
title = "Formative interventions in leadership development in early childhood education: The potential of double stimulation",
abstract = "This article critiques the usefulness of double stimulation, a key concept in Vygotskian analyses of human development, with leaders in early childhood services in Australia. A series of formative interventions was conducted to identify and address systemic tensions that were confounding leaders’ attempts to realise a central object of activity in their work: the development of their staff in order to enhance children’s learning. An example of double stimulation is drawn from workshop comments and interviews with one of the participating leaders. The article elaborates on a tension identified between explicit cultural expectations of professionalism and an implicit division of labour that position leaders as having the primary responsibility for solving problems of practice. The article concludes by reflecting on the usefulness of double stimulation in fostering sustainable leadership practices in early childhood education.",
keywords = "cultural-historical activity theory, double stimulation, early childhood education, leadership development",
author = "Joce Nuttall and Louise Thomas and Linda Henderson",
year = "2018",
month = "3",
day = "1",
doi = "10.1177/1476718X16664555",
language = "English",
volume = "16",
pages = "80--91",
journal = "Journal of Early Childhood Research",
issn = "1476-718X",
publisher = "SAGE Publications Ltd",
number = "1",

}

Formative interventions in leadership development in early childhood education : The potential of double stimulation. / Nuttall, Joce; Thomas, Louise; Henderson, Linda.

In: Journal of Early Childhood Research, Vol. 16, No. 1, 01.03.2018, p. 80-91.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Formative interventions in leadership development in early childhood education

T2 - The potential of double stimulation

AU - Nuttall, Joce

AU - Thomas, Louise

AU - Henderson, Linda

PY - 2018/3/1

Y1 - 2018/3/1

N2 - This article critiques the usefulness of double stimulation, a key concept in Vygotskian analyses of human development, with leaders in early childhood services in Australia. A series of formative interventions was conducted to identify and address systemic tensions that were confounding leaders’ attempts to realise a central object of activity in their work: the development of their staff in order to enhance children’s learning. An example of double stimulation is drawn from workshop comments and interviews with one of the participating leaders. The article elaborates on a tension identified between explicit cultural expectations of professionalism and an implicit division of labour that position leaders as having the primary responsibility for solving problems of practice. The article concludes by reflecting on the usefulness of double stimulation in fostering sustainable leadership practices in early childhood education.

AB - This article critiques the usefulness of double stimulation, a key concept in Vygotskian analyses of human development, with leaders in early childhood services in Australia. A series of formative interventions was conducted to identify and address systemic tensions that were confounding leaders’ attempts to realise a central object of activity in their work: the development of their staff in order to enhance children’s learning. An example of double stimulation is drawn from workshop comments and interviews with one of the participating leaders. The article elaborates on a tension identified between explicit cultural expectations of professionalism and an implicit division of labour that position leaders as having the primary responsibility for solving problems of practice. The article concludes by reflecting on the usefulness of double stimulation in fostering sustainable leadership practices in early childhood education.

KW - cultural-historical activity theory

KW - double stimulation

KW - early childhood education

KW - leadership development

UR - http://www.scopus.com/inward/record.url?scp=85042871946&partnerID=8YFLogxK

U2 - 10.1177/1476718X16664555

DO - 10.1177/1476718X16664555

M3 - Article

VL - 16

SP - 80

EP - 91

JO - Journal of Early Childhood Research

JF - Journal of Early Childhood Research

SN - 1476-718X

IS - 1

ER -