Early Childhood Education Journal, Vol. 31, No. 1, Fall 2003 ( 2003)

A Systemic Change Model for Leadership, Inclusion,and Mentoring (SLIM)

Judith Fleming1,2 and Maria Love1

The Systemic Change Model for Leadership, Inclusion, and Mentoring (SLIM) concentrates onsystemic changes occurring in child care organizations where the director builds caring, consistentrelationships with the total system and empowers the staff and others through leadership. Themodel recognizes the importance of focusing on system changes by the organization’s director.Leadership qualities related to concepts used in business organizations are included in the training.A mentoring program will help the director focus on his or her leadership capabilities in movingthe organization to change. An important collaboration component of the model is working withinclusion of children with special needs. Included in the model are: collaboration components,systemic change, director leadership role, business model related to child care, mentoring, andinclusion of children with special needs.

KEY WORDS: inclusion; leadership; early childhood; child care centers; mentoring.

INTRODUCTION Dr. Love explored the organizational change pro-cess in a suburban child care center over a 10-month

The Systemic Change Model for Leadership, Inclu-period. Love served as a mentor within the child care

sion, and Mentoring (SLIM) concentrates on systemicsystem. Her research concentrated on the systemic

changes occurring in a child care organization. Thesechange process impacted through director leadership

changes make it possible for child care centers to meetwhile developing an awareness of business leadership

the growing needs of today’s society. President Bush inconcepts and impacting environmental changes at the

Goal 2000 stated “All children will start school ready tochild care center. Through their research and experi-

learn.” The SLIM model is an effective way to incorpo-ences in the field of early childhood development,

rate the changes necessary to make this possible. ThisDr. Love and Dr. Fleming have developed the SLIM

model provides opportunities for change by focusing onModel to effect change in an early childhood develop-

leadership, systemic change, collaboration, mentoring,ment center that will meet the demanding needs of to-

training, and inclusion of children with special needs.day’s society.

An important component of this model is the concept ofThe SLIM Model concentrates on systemic changes

support and relationship development, which is similaroccurring in a child care organization. The director is

to that experienced in corporations.the leader of the child care organization. His or her lead-

The model was developed through the authors’ col-ership creates the change process within the organiza-

laboration of shared years of work experience in the fieldtion.

of early childhood education and the result of Dr. Love’sFrom the director’s perspective, it is important to

(2000) dissertation, titled Changing a Child Care Systemhave shared experiences with the mentor and others in-

through Director Leadership and Environment.tervening in the child care system. Individuals experi-ence personal growth through community leadership.Through shared experiences, individuals learn apprecia-1Brighter Tomorrows.

2Correspondence should be directed to Judith Fleming, 3085 Baywood tion and expertise. For example, in Love’s research, theDrive, Johns Island, South Carolina 29455; e-mail: juflem@bell director and mentor together established goals forsouth.net.

531082-3301/03/0900-0053/0 2003 Human Sciences Press, Inc.

Fleming and Love54

change at the center. Due to its poor condition, the state process of mentoring is not a linear process. The men-toring process can parallel the process of working sys-licensing agent cited the child care center. Therefore,

one of the goals was to have the center’s license rein- temically in a child care center. Mentors work by pro-viding information to the child care system from bothstated. Some of the citations were due to the floor be-

ing excessively dirty, floor tiles not glued down, base- inside and outside the system. Mentors can move backand forth between leading and following.board falling off the walls, no screens for the downstairs

windows, equipment in poor condition, outdoor equip- It is vital that directors have a support system suchas a mentoring or professional group in which they arement needing sanding for rough edges, yard needing

grading, rusty cabinets in the bathroom, and walls in able to share insights and support. The same concept istrue in a business situation. The CEO relies on loyalgenerally poor condition. The director set up a work

schedule to mobilize the parents, mentor, and staff to directors and staff in supporting the corporation. The jobof child care director can lead to isolation within thego through the process of change that was necessary to

effectively improve the center. All shared the belief that center; staff members are usually busy attending to chil-dren’s needs. To avoid isolation, a director needs closethe provisional license status at the center would be re-

moved. Within several months, the director was able to personal and professional relationships to manage thecenter. A director’s job is fast paced and requires social-lead the child care center to reclaiming its full license

by encouraging shared community experiences. ization skills in relating to children and others. It is alsoimportant that directors be able to relate to adults in aKouzes and Posner (1995) state that leadership is

the art of mobilizing others to desire and struggle for professional and supportive mannner.Our model provides change by focusing on directorshared aspirations. This definition matches the concept

of viewing the child care organization as interconnecting leadership, systemic change, and aligning the child careorganization with business concepts of leadership toparts within the system. The human factors that influ-

ence one’s motivation to change are part of the process. generate change. Also, our model functions by usingcollaboration components for staff training, providing aWhile conducting the research at the child care cen-

ter, the mentor experienced the social phenomena of the mentoring component, and including training and carefor exceptional children.action research. What do we mean by social phenom-

ena? Put simply, the director responded to the develop- An important collaboration component is workingwith children with special needs. When children withment of building a relationship with the mentor at the

center. The relationship can be from both outside and developmental delays are included in child care withtheir peers who do not have disabilities, society will reapinside the child care system. The integrated approach is

not necessarily to focus on the initial cause as the only maximum benefits. The child benefits socially by in-creased developmental and educational gains and de-significant factor, but to probe deeper into the system

and look for the important integration of the system. creased dependence on a social institution. The familyalso benefits by the increased ability to cope with theThe concept of support and relationship develop-

ment is a similar concept experienced in corporations presence of an exceptional child. Many times familiesare restricted from participating in community activitieswhere the chief executive officer (CEO) fosters relation-

ships and support within the organization. The child care and everyday routines if their child has a disability. In-tervention routines should be used to empower the fam-director also needs similar support to challenge his/her

leadership potentials within the organization. ily to participate in as many of these natural environ-ments as they wish.In the SLIM Model, by focusing on a business lens,

change concepts and director leadership qualities can be Children with disabilities benefit from participatingin group settings with children without disabilities. Inimproved in the child care organization. Focusing a

business lens in child care helps to improve the organi- fact, this practice, termed ‘inclusion,’ has been cited as aquality indicator of early childhood and early childhoodzation.

Leadership qualities related to concepts used in intervention services (Bruder, 2001). Support for thispractice was derived from a conceptual base that empha-business organizations are included in the training. In-

corporating the business model of leadership into direc- sizes the social, ethical, educational, and legal reasonsfor the integration of young children with and withouttor and staff training also enables the change process to

occur in child care organizations. disabilities.In order to facilitate the inclusion of children withA mentoring program helps the director focus on

his or her leadership capabilities. Mentoring impacts and special needs in this model, we have adapted a modelfor inclusion similar to that proposed by Udell, Peters,helps improve quality in a child care organization. The

55Systemic Change Model for Early Child Care

and Templeman (1998). The Udell, Peters, and Temple- thirds of these 31 million children had mothers whowere working full time. (Casper, Hawkins, & O’Con-man model has a conceptual base that allows both devel-

opmentally appropriate practices and special education nell, 1994). Each day, an estimated 13 million pre-schoolers, including six million babies and toddlers,principles to exist within the same setting.

We view developmentally appropriate practices as spend some or all of their day being cared for by some-one other than their parents (Blank, Adams, & Schul-the foundation on which individual programs are built,

adding special education instruction when needed for in- man, 1999). As a result of mothers entering the work-force, the demand for child care is increasing.dividual children. This model views developmentally ap-

propriate practices as a way to design an age-appropriate, Good quality child care centers are in short supply.In a 1997 study done by Tergesen of 1,103 families,stimulating environment that is supportive to all chil-

dren’s needs. It views early childhood special education only 11% were judged to have excellent child care(Tergesen, 1999). Of these, 32% were rated good, 51%practices as a way to complement the basic program for

children with special needs and to emphasize individual- fair, and 6% were considered poor. This is significantbecause the quality of child care centers can affect theized strategies to maximize children’s learning opportuni-

ties. child’s developmental skills. Today, children spendmore hours and, in some cases, enter child care as earlyThe SLIM Model concentrates on a systemic

change that focuses on the interdependency of all of the as 6 weeks of age. While the first 3 years of life arecritical to neurological development, quality infant andinteracting elements of the child care organization.

Communication occurs when agencies, staff, and parents toddler care is almost always hard to find:interact within and outside the organization. The com-

Recent research concerning the neurological develop-munications are viewed as creating an impact on the sys- ment of children has shown that growth and develop-temic model. ment of children depends on the interplay between na-

ture (the child’s genetic development) and nurtureSo, as we can see, the job of a child care director is(which includes their nutrition, surroundings, quality ofnot a simple task. Like a corporate organization, the childcare, and stimulation. (Blank et al., 1999)care system is complex. A child care director needs to

be cognizant of the importance of integrating the many Recent neurological research formatted in a policyindividuals and agencies connected to the child care sys- brief from the Education Commission of the States (1996)tem. The director needs to address the whole system, unequivocally demonstrates that physical and mentalwhich might include the parents, staff, mentoring agency, stimulation from birth positively affects later schoolinglicensing agency, church organization, board of directors, and life. These early experiences are of critical impor-and outside community. In order for change to occur at tance in providing the essential stimuli that the neuronsthe child care center, the director has to address all the need in order to develop. Children who enter schoolagencies connected to the organization. unprepared to learn demonstrate problems getting

along with their peers. Not suprisingly, children who can-not control their behavior have problems that can beREASONS FOR CHANGElinked to early neurological development (Education

Today the issue of child care is significant and calls Commission of the States, 1996). By age 8, children arefor dramatic change. Today’s trends of more parents launched into trajectories that can predict academic per-working and relying on good child care heightens the formances in the future. Based on quality of care and sup-child care issue. A parent’s understanding of the signifi- port received in the first year of life, some researcherscance of early learning stimulation can help a child in have predicted dropout patterns even before children enterthe early developmental phases. The parent is hopeful of school (Shore, 1997). Evidence has been amassed overthe expectations of the child at the early development the last decade that indicates the wisdom and efficacy ofphases. The parent’s vision of the child is fluid and the importance of prevention and early intervention inopen. The parent is psychologically more attuned to fo- children. Early care has a decisive and long-lasting impactcusing on the child’s needs at this earlier phase and, on how people develop their ability to learn and their ca-therefore, is a critical part of the organization. pacity to regulate their emotions (Shore, 1997).

Concern about creating change in child care forAmerican families is generating an intense debate as in-

CONDITIONS NECESSARY FOR CHANGEcreasing numbers of mothers are entering the workforce.In 1991, 31 million (55%) of all American children were Meaningful change must be systemic. In other

words, change must occur in all aspects and levels ofliving with mothers who were employed. Almost two

Fleming and Love56

the system. The term system suggests that change in one The change process also brings up feelings of in-competency. The lack of knowledge about the skills re-aspect of the system will also affect other aspects. Thus,

in the change process, all those involved must continu- quired in this new task may result in feelings of incom-petence. It is hard to ask for help. “Will I be able to doally communicate and take note of the whole system,

evaluating current plans within the context of the chang- the job?” Finally, change may bring up the feelings ofinsecurity. This may manifest itself by a lack of control,ing whole. Bredekamp, Knuth, Kunesh, and Shulman

(1992) have identified some important conditions neces- or uncertainty as to where one stands with thesechanges. “What will I do?”sary for systemic change in early childhood education:

These feelings can get in the way of a new project1. Early childhood educators need to have a thorough under-

and cause problems for implementation. Planning forstanding of child development and be able to implement thatchanges can make a big difference. To make the transi-knowledge in all aspects of their classrooms.

2. The school must have the support of the community, including tion, develop temporary time lines and set up policiesearly intervention providers. and procedures. It is important to keep the channels of

3. Parents must be encouraged to take active roles in the educa- communication open and to have the team meet fre-tion of their children. Measures must be taken to involve them

quently.in all aspects of their child’s growth and development inOnce you are ready to implement the change:school, allowing them to be partners in their child’s education.

This necessitates open communication, problem solving, and1. Prepare the participants by describing the change completely.collaborative decision making between and among administra-

Review what happened the last time you had change;tors, teachers, parents, and all connected to the system.2. Assess the teams’ readiness and make only the proposed

changes;Child care directors empowering parents into advo-3. Have a contingency plan and allow for the appropriatecacy for their children’s development and education is es-

amount of time to execute it;sential. If change is going to happen in children’s lives, it4. Encourage team input and set realistic time tables;

will come through a parent’s understanding and respond- 5. Anticipate the training needs of the team and be able to mea-ing to their children’s needs. Children adjust to the school sure their progress;

6. Provide training in new skills and encourage self-manage-environment easier if the parent is involved in the schoolment;system. A parent is the person responsible for the care of

7. Give the team feedback, but allow for some resistance;the child. It could be a grandparent, relative, friend, or8. Take a look at the process to see how it is going;

other. The parent or person is invested in the moral, so- 9. Make changes as necessary; andcial, and emotional needs of the child. The director lead- 10. Encourage creativity from your staff.

ing the parent helps in promoting confident and self-di-Be prepared and allow for withdrawal from therected children. Although parents are an essential part of

staff. With the necessary changes, they will collaboratethe child care system, the child care organization reachesand return to the project.beyond the scope of the parent as part of the system.

WHAT CONSTITUTES A GOOD PROGRAM?UNDERSTANDING THE ROLE OFAN AGENT OF CHANGE Figures from the Children’s Defense Fund state:

“Each day, an estimated 13 million preschoolers (includ-What does it mean to be an agent of change? We alling 6 million babies and toddlers) spend some or all ofget comfortable with our current responsibilities within ourtheir day being cared for by someone other than theirorganization. Certain feelings may get in the way of imple-parents” (Martinez, Kozarsky, & Tindell, 1999, p. 53).menting the change process. People do not fear change,For this reason, it is vital that our programs for childrenthey fear loss. Many people have their territory or comfortmust be related to quality.zone and do not want to leave it. They may ask the ques-

Several issues related to quality in child care thattions “Where is my space?” “What is my turf?”the SLIM model addresses are the following:Staff may also question a sense of direction.

“Where am I going?” “What is the mission of this proj- 1. An environment fostering creative learning for children is es-sential. The environment includes the physical space as wellect?” “Do I have the same goal?” “Do I still want toas changing the emotional environment through staff training;work here?”

2. Director leadership is a critical part for creating change in theThere will also be concerns about relationships.child care environment and organization;

You may be asked to work with new people and feel 3. A mentoring process provides the director with a vital supportunsure about whether you will be able to get along with system to share insights and creates professional development

opportunities;the new team. “Where do I belong?” “Will I fit in?”

57Systemic Change Model for Early Child Care

4. Inclusion of children with special needs to meet the needs of REFERENCESall families; and

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