This is my Leading Practice with Children, Families, and Professionals essay. The purpose of this paper is to investigate the complexities of leading practice in the implementation of high-quality early childhood provision. Leading is a multidisciplinary field with several definitions to comprehend the concept of leadership and being a leader. In Ireland, legislation, rules, and policies influence the quality and attempt to improve children’s lives.

The early years sector has seen a sustained period of intense pressure toward change, so the skills of leadership have become a necessity. By reviewing my practice and within the context, in the areas related to law, theory, and research, this essay will define, analyze, and constructively critique legislation, social policies, and research that are significant to collaboration with parents, partnership with children, leading an inclusive setting, and teamwork. I will also discuss leadership practices and leadership styles.

Reflective practice is a crucial part of my daily routine, and I will underline the need of reflecting not only to comprehend but also to be productive (Whalley, 2008). Reflective practice involves practitioners thinking about how and the way they collaborate and relate to children, their families, and other staff members. These are the fundamental elements of reflective practice. An emergent curriculum is a way of planning and implementing the learning to best support the children’s interests and strengths through observation and listening, and documentation and requires staff flexibility (Meggitt, 2020).