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About The Institution


Discuss about the Fundamentals of Early Childhood Education.

The Daisy Early Education Centre[1] situated in Melbourne Australia is considered to be one of the leading Education Centers. The centre is situated in the middle of the residential area. Jenny Williams[2] is the Director Manager of that institution. The institution has four stages containing various age groups of students which incorporate Nursery (0-17 months), Toddler (1-2 years), Pre Kindly (3-4 years) and also Kindergarten (4-6 years). Jenny Williams[3] is the leader of this institution and after conducting a personal interview it has been stated that Mrs. Williams is having a master degree in the field Early Childhood Education (Waniganayake et al. 2012) She entered the institution as a Kindergarten Teacher who believed in delivering a higher quality education, from there she took the promotion of a lead Educator. After 15 years of her journey in the institution, she rose to the position of the Director of the institution (See Appendix). She is claimed to be from an educational family where her family members acted as teachers. Mrs. Jenny[4] loved her educational field and her love for children took her to this stage of the institution. Under her, there are also other staffs who are working as a lead educator in this institution.

The workers of the Daisy Early Education[5] centre are fully well structured and each of the teachers is having a definite role. Mrs. Jenny Williams[6] consider the quality of the care rendered within the institution (, 2017). She gives acknowledgement to the care of higher quality from the commitment of the other staffs which includes training and qualifications (See Appendix). She believes in the knowledge of the staff members shall be implemented through the quality of the services provided to the children and their families or the community. She as well believed in the quality education and care that a child wants from their educators in the centre.

The National Quality Standard is the important aspect of the National Quality Framework which introduces the national parameter for the Early Childhood Education Care (Framework, 2013; Sallis, 2014). The National Quality Framework always sets out a minimum qualification which is of 50%-50% Diploma to the qualified staff of Certificate 3, child ration to the educator requirements within the setting of the early childhood. The qualification of the higher employment is reflected here in the table (See Appendix).

Jenny [7]

(Diploma , Masters and 15 years of experience as a teacher in Early Childhood Education).

The Director and responsible for the management of the institution. Involved in the decision making policy for the Daisy Early Education Centre


(Diploma and masters in Early Childhood education)

Area Manager, took responsibility for rendering education to the children 


(Certificate 3).

Assistance Educator, giving support to the lead educators and waging interaction with the children in order to provide them with higher quality of education. 

Jasmine [10]

(Certificate 3)

Assistant Educator, rendering support to the other lead educators.

Misty [11]

(Certificate 3 and masters in early childhood education)

Assistant educator, giving support to the other lead educators in terms of education.

Jessie [12]

( Certificate 3 and Diploma in Early Childhood study)

Lunch float, responsible for maintaining a higher quality education while the educators are on their lunch break

Brock [13]

(Diploma in the qualification of Early Childhood)

Assistant educator, rendering support to the lead educators, waging interaction with children in terms of education

Samantha [14]

(Certificate 3 and diploma)

Lead educator,  helping out the students in quality education

Patricia [15]

(Certificate 3, early childhood studying)

Assistant educator, rendering help to the other lead educators.

Morrison [16]

(Diploma in early childhood qualification)

Lunch Float, responsible for maintaining a higher quality education while the educators are on their lunch break.

The Quality of Education

The Habits of Mind is known by behaving intelligently when one does not know the answer. It describes that having an inclination towards behaving in a more intelligent manner when one confronts with the problem and the answers that are not known immediately (, 2017; Gestwicki, 2013). These types of Habits of Mind are being performed in the forms of cluster and isolation (See Appendix).

Jenny Williams[17] believe in the fact that it is necessary to keep in mind that the behavior or reactions of the students when they do not have any constructive answers. She along with the entire believes that elongating the ways through which the knowledge has been produced by the students rather knowing the ways they reproduce them (Grafton & Grossman, 2015). She trusts her staff and they want the students to understand and learn the development of the critical stances along with their other work which includes inquiring, editing, learning and thinking more flexibly and also develop learning from the perspective of the other person (, 2017). The attribution of the human beings is not only to have information but also believing the ways how they are performing.

The Director believes that the habits of mind believe in the other composite skills and the past experiences. It indicates, a particular circumstance, a pattern of intellectual based behavior and she further elaborates that it is up to them to decide what the elements are would be used in a certain particular time. It requires the level of skills and understanding to carry out the behaviors effectively and the effects of such use of behavior can be evaluated, modified and implement in the use of in the future context. The leader of the Daisy Early Educational Centre[18] is quite inquisitive and she thinks all the ways very sincerely and through the experience that she gained from her teaching life in this way she keeps on empowering other educators to teach them the children accordingly (Morrison, 2013).

An advocate is meant to be a person who publicly gives support Early or give recommendation to the other policies. In the Early Education Childhood, advocacy is practiced by the Leader of the institutions who are teaching there and also the policies which are recommended who focuses on supporting the group of member and any kinds of policies which are needed to be supported for the greater good of the institution (Essa, 2012; London, 2012).

The Workers of the Daisy Early Education Centre

The strategies and plans for the goals of Advocacy include the wellbeing and right of the childhood in the forefront of the social policy and social discourse. Goals include, the islander children and young aboriginals who are learning and thriving. The continuous improvement in the delivery of the childhood care and education and an advocate would always focus on the education of the early childhood.

The goals of the advocacy suggest and address the other needs of the child and also the needs of the families, the needs of the other staffs and the owners. Advocacy carries a significant importance as it tries to reach out all the sectors of providers and which in the end influence the society and community where the people live in (Essa, 2012; London, 2012).

The Director of the Daisy Early Education Centre[19] believes in choosing an issue which is carrying a significant importance or which it seems challenging to her. The issue firstly is needed to be defined properly. The team needs to be coordinated and accordingly an organizational meeting is needed to be set up (Essa, 2012; London, 2012). Determination needs to be well prepared which would focus on the making of a mission statement. Accordingly the goals and objectives are needed to be set out and a timeline is needed to draw to finish the required goals and objectives of the institution. Advocating a meeting schedule and as per, the agenda is needed to be fixed and the maintenance of the daily records is important to take care of. It is important to publicly recognizing the individuals who rendered support who would win the accomplishments. Accordingly, the works are needed to be publicized.

Jenny Williams [20]practice advocacy through the branches of state and territory. The advocacy is done on the issues of the state government and enables the process of advocacy through the various levels. The work of the organization is being supported by the National Office. The Director further states that an approach based on strong evidence is taken care of and also they take the decision to inform them about their stand on the rigorous position. They hope to see that the National Board of Directors is told to act in one of the best interests of the institution and also should be managed to take and frame out a strategic directions for the institution.

The Director Jenny Williams[21] who is heading the Daisy Early Education Centre[22] focuses in practicing a real life leadership. As she has already been a lead educator from the same institution and altogether she believes in the fact that the wants for the leadership in the early childhood education and care has always been an import ant priority because there is a link between the leadership of the high caliber and also looks for the outcomes for children. It has been pointed out that the early childhood is going through certain transformations and within the time, it is becoming more complex (, 2017). These complexities give birth to the new roles and expansion. The issues and problems are not of use at most of the times. These complexities and challenges pose a serious threat to the establishment of the leadership (Rodd, 2012) (See Appendix).

Habits of Mind

However, an effective leadership is leading to an important success of care settings and education. Without the presence of committed leaders and their skills, it becomes difficult to give proper shape to the teaching and the process of learning. Even the opportunity to create the learning environments based on high quality is being affected poorly (, 2017). The Early Education Centre focuses on the development of the leadership which is linked to the consistency and it needs to be demonstrated in such a way to bring improvements to the outcomes of the students and educational justice (Marion & Gonzales, 2013). According to certain researches it has been pointed out that, what exactly a leadership looks like in the process of childhood settings and accordingly developed the sets of capabilities on the basis of which the leaders can frame out their leadership plans and implement accordingly. These are the important capabilities which are needed to be recognized in order for a typical leader to make the implementation of the leadership more suitable.

The leaders focus on in the learning of the children and development and also wellbeing of the children. It addresses the right of the children and give respect to the diversities in terms of positive, constructive and in a more courageous way (, 2017). It is the responsibility of the leaders to build connections which are to be based on the connection with the other families and communities. The capabilities of the Leadership Capability are based on certain sets of values which incorporate knowledge, dispositions, attributes and skills. These are the practices which include shared understandings, meanings, goals and also building a proper learning community and a great team culture which would encourage the partnerships of the family and community between the managing and leading (, 2017; Spodek & Saracho, 2014). To say, leadership is an exploration of inquiring and also the reflection which would provide in making a difference for the children who all are studying. It is the leader who plays an important role in determining the relations with the students and makes them useful for a better future to live in.


To conclude it could be stated that the leader Jenny Williams[23] is an absolute teacher cum director as she believes in her staff and the children. She also focuses on the managing of the student community, performing diverse functions and giving respect to the diverse communities. She advocated the Child hood care for her own institution and the staff members who are working under her are quite cooperative. Her inspiring journey from a lead educator to a director of the institution is long yet she tried her level best to keep the prestige of the institution more strong.

References (2017). What does leadership look like in early childhood settings? (free article) - Early Childhood Australia. Early Childhood Australia. Retrieved 28 August 2017, from

Essa, E. L. (2012). Introduction to early childhood education. Cengage Learning.

Framework, A. Q. (2013). Australian qualifications framework. Australian Qualifications Framework Council.

Gestwicki, C. (2013). Developmentally appropriate practice: Curriculum and development in early education. Cengage Learning.

Grafton, A., & Grossman, J. (2015). Habits of mind. The American Scholar, 31.

London, M. (2012). Leadership and advocacy. Contemporary Issues in Leadership, 10.

Marion, R., & Gonzales, L. D. (2013). Leadership in education: Organizational theory for the practitioner. Waveland press.

Morrison, G. S. (2013). Fundamentals of early childhood education. Pearson Higher Ed.

Rodd, J. (2012). Leadership in early childhood. McGraw-Hill Education (UK).

Sallis, E. (2014). Total quality management in education. Routledge.

Spodek, B., & Saracho, O. N. (2014). Handbook of research on the education of young children. Routledge.

Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2012). Leadership: Contexts and complexities in early childhood education.

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