The Leader You Already Are: Activating Your Leadership as an Early Childhood Educator

Anisha Grossett • February 28, 2025

It was a typical morning in the classroom. The hum of busy little hands and curious minds filled the air. Maya, an Early Childhood Educator (ECE), glanced around, her heart swelling with pride. It was moments like these—when a child’s eyes lit up with understanding or when a shy toddler found the courage to join a group—that reminded her why she chose this path. Yet, deep down, Maya often wondered: Am I really a leader?

Perhaps you, too, have asked yourself the same question. The word "leader" may bring to mind images of CEOs in boardrooms or heads of organizations rallying teams. But let’s shift that perspective. Leadership isn’t about titles; it’s about influence, impact, and the way you inspire those around you—adults and children alike. As an ECE, you are already a leader. The question is, how can you activate your leadership fully?

Let’s take a journey together, exploring how to unlock the leader within. Because here’s the truth: Every ECE is a leader in early childhood education.


Step 1: Recognize the Leadership You Show Every Day


Think about your role. You guide children in their formative years, helping them develop social skills, emotional resilience, and a lifelong love for learning. You mentor families, offering advice and support when they’re navigating the challenges of parenting. You collaborate with colleagues, sharing insights and ideas to create enriching environments.


Leadership is woven into the very fabric of your work.


Challenge: Take a moment to reflect on a recent interaction where you inspired or guided someone—a child, a family member, or a colleague. Write it down. That’s leadership in action.


Step 2: Define What Leadership Means to You


Leadership looks different for everyone. For some, it’s about being a visionary—creating innovative learning opportunities for children. For others, it’s about being a nurturer—building relationships and fostering community. Understanding your unique leadership style is key to unlocking your potential.


Maya, for example, discovered her leadership strength was in advocacy. She took pride in creating inclusive environments for children with diverse needs and educating others on the importance of equity in early childhood education.


Tip: Think about the moments when you feel most energized in your work. What’s happening? Who are you impacting? These moments often reveal your leadership strengths.


Step 3: Cultivate Confidence and Voice


Many ECEs underestimate their ability to lead because they feel their voice isn’t "loud" enough. But leadership isn’t about volume; it’s about authenticity and intention. You have the power to advocate for children, influence policies, and drive positive change in your center or community.


Maya found her confidence through small but intentional steps. She started sharing her ideas during team meetings and attended professional development workshops to expand her knowledge. Over time, she became a go-to resource for her peers.


Challenge: At your next team meeting, share an idea or observation. Whether big or small, your voice matters.


Step 4: Empower Others


Great leaders lift others up. As an ECE, you have the opportunity to empower not only children but also your colleagues and families. Leadership isn’t about doing it all alone—it’s about fostering collaboration and creating an environment where everyone feels valued.

Maya started a "Gratitude Wall" in her center, where staff could leave notes recognizing each other’s contributions. It became a simple yet powerful way to build morale and a sense of community.


Tip: Look for ways to support and celebrate others in your workplace. Encouraging their leadership will amplify yours.


Step 5: Lead by Example


Children learn through what they see. Your actions, words, and demeanour set the tone for the classroom. When you model resilience, empathy, and curiosity, you’re teaching children how to be leaders in their own right.

Maya made a point to model emotional regulation for her class. When things got chaotic, she’d take a deep breath and say, "I’m feeling a little overwhelmed, so I’m going to take a calming breath. Would you like to join me?" Over time, she noticed her students adopting this strategy themselves.


Challenge: Identify one behaviour you want to model for your students or team. Commit to practicing it consistently this week.


Your Leadership Legacy


As Maya’s story shows, leadership isn’t about doing something extraordinary all the time. It’s about showing up with purpose and intention every day. The way you comfort a child, share an idea with a colleague, or advocate for a family—these are the moments that shape your leadership legacy.


So, to all the Maya’s out there: You are a leader. The children in your care, the families you support, and the colleagues you inspire already see it. It’s time for you to see it too.


Challenge: Take one step today to activate your leadership. Whether it’s speaking up, mentoring a colleague, or setting a new goal for yourself, remember that leadership is a journey—and you’re already on the path.


You don’t need a title to lead. You just need to show up, be present, and let the leader in you shine.



Risky Play the Right Way

By Anisha Grossett • May 29, 2026
Move over trips and falls and organized sports, we have a new injury inducer in town for our children and it’s starting to raise some heated debates. When we look at what’s happening with the injuries we see with children today, it’s not the same from when I was a child. I was falling out of trees, cuts and scrapes on knees and elbows from going too fast around a corner or down a hill on my bike. I was learning physics in the hands-on experiential way, so that when I was a 16 year old driving my dad’s pickup truck, I was already familiar with sliding tires and changing road conditions. I took the lessons I learned going over the handlebars and the feelings of losing control and used them to become more aware and resilient during stressful situations as I grew older into adulthood. I recently read an article online talking about emergency room injuries with children in British Columbia and the number one culprit on the list comes from E-scooter accidents. I definitely have my opinions on these scooters, but we’re not gonna dive into that one today. I want to tell you how easily these injuries can be prevented with a little bit of background education, situational awareness, and some foundational motor development. A lot of these children likely missed the opportunity of learning how to ride a bike properly, they don’t have the vestibular development and appropriate proprioceptive skills to get their balance and their coordination correctly on a scooter. If they never learned the mechanics of how to ride a bike, then how do they know that when they go around that sharp turn and hit a little bit of loose gravel that the back end might slide out a little bit. These foundational fine and gross motor skills are imperative for children to use these conveyances safely, not to mention the spatial awareness needed to navigate the world around them while travelling at high speeds. Parents often send their children out on these scooters without helmets, further exacerbating the risk level. Scooters pose a much higher risk than a traditional bike because you don't need to invest the same amount of time learning to “ride” it. The physics and mechanical lessons I learned as a child are often missed in this day and age and it’s showing up in our emergency rooms across the country.

From Behaviour to Belonging: Reimagining Classroom Design in Early Learning

By Anisha Grossett • May 1, 2026
The classroom is more than a place we work — it is a second home for both educators and the children who spend their days within it. Because of this, how our environment is designed matters deeply. Children are constantly communicating with us through their behaviour, movement, and engagement with the space. When we pause to observe what children’s actions are telling us, the environment shifts from being a pain point to becoming the third teacher. What messages does our classroom environment send to children the moment they enter the space? Listening to children when placing furniture and designing play areas is more than an act of respect — it reflects our belief that children are competent and capable learners. It acknowledges that children are active participants in their learning, not simply occupants of a room. When the environment truly meets children’s needs, we often see calmer bodies, deeper engagement, and more meaningful play. How often do we adjust the environment based on children’s cues rather than adult convenience? So, what areas within a classroom should be considered non-negotiable because they support regulation, development, and a sense of safety?