This predominantly qualitative study looks at the current changes in early childhood education in Ontario, Canada from an early childhood education leadership perspective. The analysis and recommendations resulting from my dissertation adds to the growing body of work examining the rapidly changing landscape of the early years. My dissertation utilizes a constructivist lens to reconstruct perspectives surrounding matters of importance in a field that is on the cusp of obtaining true professional recognition. With the advent of a self-regulating body (College of Early Childhood Educators) and a shift in management from the Ministry of Children and Youth Services to the Ministry of Education, the study highlights some of the changes occurring in the early years sector, both institutionally and professionally. The ensuing data was collected through 35 interviews of early years champions and 167 surveys from various early years teacher-educators and practitioners, revealing strong topics of discussion that add to the cacophony of voices heralding demands that the early childhood educator be perceived and treated as an equal participant in the education system. Of the 8 themes that emerged from the data analyzed, 3 were the focus of this study. The first theme focused on leadership, including characteristics of leaders and themes of emerging leadership; the second on professionalization of the early years sector (Feeney, 2012): for example, consistency in terminology, pay equity, universality, and issues regarding the current infrastructure; and the third theme investigated was intellectualization as part of the professional process: for instance, current curriculum focus, higher-learning demands, ongoing learning, the value of lab schools, faculty responsibilities, and specialization as a means of differentiated staffing (Zigler, Gilliam, & Barnett, 2011). This study also includes miniature profiles of the early years leaders interviewed, and a synopsis of their personal journeys to leadership. In the concluding chapter, the recommendations presented suggest various ways that current and emerging early years leaders can make positive impact within this transforming sector. Empowerment of self, recognition of professional status, and a view to the long-term visioning of education provides the impetus for change.

Thesis (MTchLn)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 107-113). Also available via the World Wide Web.

Thesis (M.Ed.)--University of Waikato, 2007. / Includes bibliographical references (leaves 137-152) Also available via the World Wide Web.

Thesis (Ph. D. in Special Education)--Vanderbilt University, Dec. 2008. / Title from title screen. Includes bibliographical references.

Thesis (Ed.D.)--University of Central Florida, 2008. / Adviser: David N. Boote. Includes bibliographical references (p. 234-239).

Thesis (Ed. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed June 26, 2009). PDF text: xii, 221 p. ; 8 Mb. UMI publication number: AAT 3344195. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 136-143). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11807

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 59-62). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 59-62). Also available on the Internet.