Promoting Literacy in Early Childhood: Leadership Practices and Long-Term Educational Impact
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This study delves into the intricate relationship between leadership practices in early childhood education and the enduring impact on children's literacy skills. Through an integrative literature review, key findings emerged, emphasizing the positive correlation between transformational leadership and early literacy development. Leadership traits such as inspirational motivation, intellectual stimulation, individualized consideration, and idealized influence were identified as catalysts for fostering a love for literacy among young learners. Additionally, the research unveiled the lasting effects of early literacy interventions guided by effective leadership, as evidenced by longitudinal studies showcasing sustained positive outcomes in academic achievement, cognitive abilities, and socio-emotional skills. The study highlights the diversity in leadership practices within early childhood education, recognizing the complementary roles of both transformational and transactional leadership styles. It emphasizes the need for a judicious integration of leadership approaches tailored to the dynamic needs of educational contexts. Furthermore, the synthesis underscores the critical role of language-rich environments and ongoing professional development in effective leadership, providing insights for educational leaders, policymakers, and practitioners seeking to optimize early childhood literacy initiatives. The implications of these findings extend beyond immediate educational contexts, shaping the discourse on fostering enriched literacy environments and setting the stage for prolonged educational success.
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