ABSTRACT
This chapter explores the relationship between leadership and the establishment and maintenance of an inclusive culture in early childhood education and care (ECEC). It indicates that there may be more than one intentional leader within an ECEC setting. This suggestion draws upon the concept of distributed leadership that is aligned to spheres of influence within the setting with concomitant layers of leadership. The chapter indicates that an intentional leader must be an effective communicator. This aspect of leadership is largely overlooked and neglected. A recurring theme throughout the leadership literature is the relationship between leadership and vision. Kelley, for example, asserts that vision, communication and empowerment are three principle factors required in leaders. The relationship between leadership and quality in the provision of ECEC is unquestionable. Yet, the concept of leadership remains ambiguous, and there is no single universally understood definition. The process of working collaboratively demands leadership within, rather than of, teams.
