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1.2 + 1.3 -
Laissez-faire leadership, also known as delegative leadership, is a type of leadership style which leaders are hands-off and allow group members to make the decisions. Knowing your dominant leadership style can be helpful for understanding your own strengths and potential weakness.

1.4 - This can work well for motivated teams with high skills. This works in practice as group members are expected to solve problems on their own and the leaders will provide the tools and materials needed. But this can result in poor performance outcomes for groups lacking skill and motivation.

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1.2 and 1.3- These leaders and managers make decisions on their own but whilst in the decision making process, they will take into account their workers personal needs as an important factor. Paternalistic leaders and managers try to achieve the decision making and also the welfare of their team.

1.4- This theory applies to managers in charge of nurseries that ensure that the teams work is being recognised and if the team have ideas then this must be passed up to the senior leaders so it can be considered as good practice.

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Situational or contingency theories- Georgia Davies

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Situational or contingency theories- Georgia Davies

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1.2 & 1.3
This theory suggests that managers and leaders change their style to match the situation and is dictated by context not style. Fielders contingency theory of leadership states that effectiveness as a leader is determined by how well your leadership style matches the situation and depends on interacting factors. Fielder and Garcia maintained three important factors
-The relationship between leaders and teams
-How the task is given to the team
-The power given to the leader.

1.4
In practice managers change style depending on the setting and expected outcomes. There must be good relationships between the leaders and their teams. The leader also needs to influence team members to develop understanding of long-term goals(Taylor.W 2012:104).

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1.2 & 1.3
Looks at what leaders do not what characteristics they have. This is the way leadership was seen in the 1960’s. The different behavioural patterns were grouped together and called styles. These styles are;
Concern for task - high level of productivity is expected from manager.
Concern for people - individuals are given higher priority.
Participative leadership - decision making is shared
Directive leadership - leaders make decisions on behalf of everybody.

1.4
Behaviour rather than personality has something to do with the success of a leader or manager - concentrating on the way the manager or leader behaves. This can be judgmental as managers will use combination of the behaviours in the managerial grid. For example, a manager in placement may be judged on how their behaviour affects their managerial skills and not how their personality matters.

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Whalley’s principles of leadership recognises that the roles and responsibilities of each leader will differ depending on the setting in which they are leading. However, Whalley decided that there are four common themes that defines a leader. These are;

1. lead with influence the behaviour of others

2. where there are leaders, there are followers

3.  leaders must take charge within a crisis and take action through an innovative response

4. leaders are expected to have a clear ethos/ goal of what they want to achieve and why (Taylor. W 2012: 104).

1.4 Within practice many managers within the educational sector will recognise and implement these themes naturally within their practice. As stated in theme four, leaders must have clear goals and expectations which Whalley believed brought comfort to their followers. The theory stated that these characteristics of the leader will become clear to them once they are put into a position of authority, because they are dominant until this time (Taylor. W 2012: 104).
-Alannah Jones

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Transformational Theories Bass (2008) 1.2 and 1.3 - Angharad Roberts

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Transformational Theories Bass (2008) 1.2 and 1.3 - Angharad Roberts

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Bass (1985) said that ‘the transformational leader will be able to: expand our range of wants and needs’.
Leaders focus on transforming others to support each other and the organisation as a whole.
This theory involves thinking, trust, loyalty and respect.
According to Baker (2012:106) this theory’s related to placement by ‘giving us an idea of how people can be supported to become involved to transform practice rather than just be pulled along with a new idea and resent being part of it’.

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1.2 & 1.3 -
Janet Moyles’ ELMS model combines leadership and management together. The children and young people’s management and leadership model includes qualities, skills, attributes, characteristics or attitude. There is a metaphor for this theory which describes that management and leadership ‘fans out’ like a tree and with the branches there is strength and the ability to grow and move forward. This is made up of four different sections or ‘branches’:
1. leadership qualities
2. management skills
3. professional skills and attributes
4. personal characteristics
These will then be discussed in more detail later on in looking at skills or attributes.

1.4 - This theory is an advantage when evaluating practice and individual skills for different leadership roles. The classification gives a guide to work towards so individuals can see what skills they currently have and ways of which they can improve or implement further training and development within the work sector.
Taylor. W (2012:page 106)

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1.2 & 1.3  Bureaucracy is defined as working in a way that has many steps to complete a task and a very strict order of rules. Where accountability and and transparency are important, this type of management or leadership may be used for example in large institutions. Policies and procedures are central, with the aim of reducing risk and increasing safeguarding. Being that this is of great importance, organisations may be slower in making decisions due to the complexity of the process.
1.4 In an early years setting, this might not be a common style of management. However if it were, an example would be that a manager may want to make a change but would be put off due to the amount of documentation required (Taylor, W. 2012: 107).

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Autocratic - Siwan Williams (1.2 & 1.3) 

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Autocratic - Siwan Williams (1.2 & 1.3) 

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This is when the leader or manager will take on all control. They do no take on much input or ideas from the other staff members and these staff members must obey all instruct without questioning or much information and advise. An autocratic manager will issue threats and punishment in order to get staff to work towards a goal. These people do not trust their staff and will always be closely watching them.

In practice -  (1.4)
If a setting is run by a bigger company, the area managers may make decisions without consulting the local staff members. This could make them feel unvalued and this could then cause them to feel unmotivated and having an effect on the teaching that is being delivered.
Bibliography
Taylor.W 2012, ‘children’s & young people’s workforce :Heinmann London

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1.2/1.3-Characteristics- The leader/manager will ask for options and will want to consult with the team members about any changes that might need to be done. The team members under the manager will have a say in how the organisation is run, however it does not mean that the team members will get what they want all the time but what they say is taken into consideration. This manger would prefer to discuss what needs to be done rather than making a decision on their own.

1.4-In practice- This style of managing people means that practitioners are always consulted, an example of this would be is if Ofsted comes into the early years setting with an action plan the team members are then involved in making changes to meet the action plan. By  the manager doing this the team members feel valued and included in the process, this will make it more likely that the team members are more supportive of any changes happening
Taylor.W 2012, ‘children’s & young people’s workforce :Heinmann London

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Stogdill 1948,
Mann 1959,
Bennis 1998,
Gardener 1989.
1.2 and 1.3
Theory definition:
The Trait theory involves the leader and the manager. This theory is about the leaders and managers having a certain personality trait. What is meant by this is that a leader or manager will be be someone who is exceptional at working under pressure and working towards a goal. However some traits which leaders and managers should have Is physical strength or stamina, be able to motivate others within that environment to a goal, have intelligence on what they are doing and action-oriented judgement.

Within practice: 1.4
The leader or manager would lead by their own personal trait. For example, If the leader or manager is very organised outside work and has ambitions It would mean that the leader or manager would be very organised within meeting, organised with the action plan set for that school, but also means that if the leader or manager is ambitious, they will provide high goals and would work extremely hard to provide those goals for the children, practitioners and parents.

Emily Sweeney

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Walden and Sheba Leading Practice in Early years Settings 1.1 1.2 - Amey Parker

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Walden and Sheba Leading Practice in Early years Settings 1.1 1.2 - Amey Parker

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Walden and Sheba outline eight principles for visionary leadership. According to Walden and Shiba, the visionary leader is observant and vigilant, never gives up even when there is resistance, changes practice by questioning the old and traditional systems, has a symbolic visible image and acts as a role model, quickly establishes new ways of working to achieve the vision, leads change, creates an innovative system for giving feedback and creates new approaches to improve day to day running.

In practice:-
These eight principles of visionary leadership can be effective in which managers or leaders can appraise their practice. Alongside, this may assist with planning for continuous personal development (CPD), SENCO’s and deputy managers.

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1.2/1.3
Rodd states that the ‘multi faced nature of leadership’ includes stages of professional development, personal skills and roles and responsibilities. The typology is broken down into
- direct care - novice, this means the individual is managing their own care
- direct care - advanced, working in collaborative partnerships and ongoing professional development
- indirect care, able to manage change that is needed and can offer help and assistance to children, parents carers and staff that may be in our care
1.4 WITHIN PRACTICE
This model is useful as it demonstrates the need to work upwards and gain more experience to gain knowledge. By doing this we can gain confidence to evaluate all sections of management for example running a room (Children and Young People’s Workforce : 2012, Heinemann UK pg105)