A research team led by Professor Carol Aubrey of the Institute of Education at the University of Warwick found that there was no single style of adult leadership suitable for all types of daycare provision, reception class or children's centre.
Their report, How do they manage? An investigation of early childhood leadership, funded by the Economic and Social Research Council, suggests that the most successful early childhood leaders create a 'participative culture' and give their staff the licence to exert pressure from below to influence the way a centre is led.
Professor Aubrey said the study 'had uncovered the need for greater application of models of leadership that are not hierarchical, that distribute responsibility and acknowledge the wide range of skills available in a multi-professional team'. But she added that a level of maturity in the organisation needed to be achieved for this to be effective.
She said there was 'a strong argument for embedding early childhood leadership training in initial training qualifications. This should continue through the career cycle, including training for those not currently working in children's centres and thus ineligible for the new National Professional Qualification for Integrated Centre Leadership'.
The research involved three private nurseries, two voluntary family centres, four Foundation Stage settings, one early excellence centre and two children's centres in the Midlands. Researchers spoke to staff working in settings as well as those carrying out leadership roles.
Debbie Castle, manager of the not-for-profit nursery at Warwick University, took part in the research and strongly backed its conclusion that leadership training should be part of a longer process that would give staff greater career aspirations.
She said, 'I think this is particularly important with Early Years Professional status coming in - the expectation is that graduates will go into senior positions, yet we are totally unprepared for it.'
Purnima Tanuku, chief executive of National Day Nurseries Association said, 'We would welcome early childhood leadership training being embedded in initial qualifications, especially from Level 3 onwards, as it would support individuals who ultimately want to become Early Years Professionals. However, doing this would require significant additional investment so that nurseries can bear the costs of the mentoring and extra support that would be needed for all staff. In addition, better qualified staff expect better pay, and again this cannot happen without additional investment.'
The study identified four components of leadership - leaders as strategists, as guides, as motivators, and business-oriented leadership.
But Steve Alexander, chief executive of the Pre-School Learning Alliance, warned, 'While it is all right to divide the tasks, ultimately there does have to be clarity over responsibility for key things like children's safety and well-being.'