Early childhood education leadership: skills, trust and partnerships

Leadership in early childhood education is evolving.
It is no longer defined by managing a centre or overseeing daily operations. Today, leaders in early childhood education are shaping policy, building relationships and supporting children, families and communities in more complex ways.

What leadership in early childhood education looks like today

Early childhood leadership is becoming more closely tied to education, advocacy and systems thinking.
“We’re seeing a major shift, especially with the introduction of degree programs. We have long argued that those working with young children need degree-level preparation.”
This shift reflects the growing recognition that early childhood education requires deeper knowledge and training.
At the same time, the sector is still catching up in how it recognizes and supports these roles.
“The sector is not caught up in terms of recognition and remuneration.”
As expectations increase, so does the need for leaders who can navigate complexity and influence change.

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Building trust through ethical and relational leadership

Trust is central to effective leadership in early childhood education.
“Trust is the currency of effective early childhood leadership.”
Building trust requires more than communication. It involves ethics, relational awareness and a commitment to respect and dignity in every interaction.
Students in early childhood education leadership programs are trained to make ethical decisions, including understanding informed consent and recognizing children’s cues.

“We teach ECL students very readily about this concept of assent ... watching the child’s body language, and if they're cueing to us that they don't want to partake in an activity or data collection. We are attuned and responsive to that, and we stop. And then if they cue again, then we step back into data collection.”

Relational leadership also plays a key role.
“We need to understand attachment … How do we make people feel safe and secure?”
This approach recognizes that children, families and educators all contribute to leadership in different ways.
“Children are leaders, and families are leaders, and educators are leaders … we all have leadership capacity … that runs lateral.”

Working in partnership with families and communities

Partnership is foundational in early childhood education.
Leaders work alongside families to co-create learning experiences that reflect children’s lived experiences, cultural values and community connections.
“When we have a willingness to see multiple perspectives … then we can respect one another.”
This approach moves beyond one-way communication.
Early childhood leaders create shared spaces where families and educators learn from one another.
“If we want to partner with families, we have to be in tune with what their cultural beliefs are … and then we have to find ways to sensitively integrate that into our curriculum.”
Leadership also extends beyond the classroom.

"Part of leadership is working in interprofessional teams, and that means that we have an awareness of community resources that we can link parents to. It’s all about what are the family’s strengths and needs?”

These connections strengthen both the child’s development and the broader support system around them.

Influencing policy and systems in early childhood education

Leadership in early childhood education is increasingly connected to policy.
Rather than simply following regulations, leaders are learning to analyze and challenge them.
“Historically, we've taught early childhood leaders about policies that govern our practice, but what we haven't taught them about is how to deconstruct and analyze it, and we're working towards that.”
This includes examining:

• How policies are written
• Who is represented or excluded
• How power is structured within systems

Leaders are also becoming part of the policy conversation.
“We are witnessing a significant policy shift in that our graduates, as early childhood leaders and centre directors, are being invited into policy discussions. Their voices are represented, and they are able to elevate the voices of children and families.”
This shift is helping create more responsive and inclusive systems within early childhood education.

Supporting children’s agency and community connection

Early childhood education leadership also focuses on how children experience their environment.
Children are not passive participants. They are active members of their communities.
“It’s Me Do ... in tandem with an adult who acts as a secure base for them. Somebody to access to take risks.”
This balance allows children to explore, take risks and return to a safe and supportive environment.
Leadership also includes helping children understand their role in the world around them.
“We really try to model things such as children's agency and their rights, and their recognition that they can actively participate in the environment ... be agents of change, and contribute to society and the next generation”

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What this means for the future of early childhood education

The future of early childhood education leadership is shaped by relationships, policy and community.
Leaders are expected to:

• Build trust with families
• Work collaboratively across systems
• Advocate for children and communities
• Understand and influence policy

For those entering early childhood education, this means developing both practical skills and a deeper understanding of how systems and relationships shape early learning environments.