Conclusion

In this book we have set out to theorize the concept of learning-rich leadership by investigating the perspectives of early childhood centre leaders in England and Australia, and by examining the practice development of twenty leaders in Australian early childhood services who collaborated with us in an eight-month long intervention into their leadership practices. We began our research with a working definition of learning-rich leadership, suggesting that it is comprised of practices that: foster the learning of others; create changes in practice at the level of centre systems; and result in improvements to the quality of early childhood centre programs for children and families.