ABSTRACT
This chapter explores the idea of pedagogical and sustainable pedagogical leadership because it is not something that just occurs – leadership needs to be purposefully grown, developed, and sustained across early childhood education provisions. D. Hargreaves suggests that innovative and leading edge pedagogical practices and leadership takes place best within a community or collective network of schools and settings, in order to shape the conditions essential to creating high quality, sustainable educational systems. Leadership in educational settings is largely in the same ‘research state’ as it was a decade ago – it is a crowded terrain both in terms of quantity and quality. Pedagogical narration can be viewed as the beginnings of educator research. Interest in sustainability education for young children has expanded, and educators and researchers are beginning to think about, develop, and implement early childhood programmes with a sustainability focus.
