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.



Back to School Starts with You: Preparing Yourself for a New School Year as an ECE

By Anisha Grossett • August 19, 2026
As summer winds down and a new program year approaches, many early childhood educators find themselves making lists, reorganizing materials, labeling bins, and preparing for a new group of students. Don’t get me wrong, all these things are important. They create an environment where children can thrive. But before your students come through the door, it’s worth checking in with yourself. How are you preparing yourself? Remember, it’s a new program year for you too. Yes, preparing the classroom space and materials are important, but you’re just as important to your students’ learning. The relationships we build, the way we respond, and the curiosity we bring shape children’s experience every day. So, let’s invest time in preparing our mindset, intentions and well-being. Reflect Before You Reset: Every new year offers a fresh opportunity to reflect on the previous one. Ask yourself: What brought me the most joy last year? What challenges did I face? What would I like to do differently? Which routines supported children well, and which could be improved? How did I grow as an educator? Reflection isn’t about dwelling on mistakes. It’s about recognizing what you’ve learning and carrying those lessons forward. Small adjustments can still have a big impact. Reconnect with Your “Why” When schedules become busy and paperwork piles up, it’s easy to slip into simply getting through each day. Before the pace picks up, take a moment to reconnect with the reason you chose this profession. This is a grounding exercise and there’s a reason we talk about it often. Perhaps it’s witnessing a child’s excitement when they solve a problem, or it’s supporting families through important milestones, or creating a place where every child feels they belong. Keeping your purpose at the forefront can help guide decisions through the year and provide perspective during more challenging moments. Prepare for Relationships, Not Just Routines The children in your care won’t remember perfectly organized shelves, but they will remember how they felt in your care. The first few weeks are about much more than learning routines. They’re about building trust. So, let’s be intentional. After all, relationships are the foundation of any learning environment. Think about how you will: Welcome families into your program Help children feel safe and connected Create opportunities for every child to experience success Leave Space for Flexibility It’s natural to want to be organized and prepared before the first day. But don’t forget that some of the most meaningful learning experiences happen when we follow children’s curiosity rather than our own agenda. A well-prepared educator is also a flexible educator. Leave room in your plans for unexpected discoveries, spontaneous conversations, and the interests children bring with them. These moments often become the most memorable because you’ve followed the children’s lead. Check In with Yourself The beginning of a new year or having a new group of students often comes with excitement – but it can also bring pressure. As you care for the children, remember to care for yourself. Are you setting realistic expectations? Do you need to have more recovery time the first few weeks of a new routine? What boundaries will help you maintain balance? Reflection on what helps support your personal well-being. Make a list of people you can turn to when you need support, either in the classroom or out of it. Embrace a Learning Mindset Children aren’t the only learners in the classroom. Every new group of students, every family, and every experience is an opportunity for growth professionally. Rather than striving for perfection or the appearance of perfection, make curiosity the priority. A Fresh Start for Everyone The carefully prepared learning environment is important but so is your warmth, your responsiveness, your patience and your willingness to learn alongside the children in your care. This is what truly creates a place where children can thrive. So, before you organize one more bin in the art cabinet or make another label, take a moment to prepare the most important part of your classroom – you. The year ahead won’t be perfect, and it doesn’t need to be. It simply needs an educator who is reflective, present and ready to build meaningful relationships one day, one child, one family at a time. Here’s to a year filled with curiosity, connection, growth and joy – for both the children in your care and for you. We’ll be rooting for you!

The Difference Between Good Intentions and Impact

By Anisha Grossett • July 29, 2026
As Early Childhood Educators, we enter our classrooms with hearts full of good intentions. We want every child to feel safe, valued, respected, and included. And that matters. Good intentions are often what bring us to this profession. But in Diversity, Equity, and Inclusion (DEI) work, there is an important truth we must embrace: Good intentions do not always lead to positive impact. This does not mean our intentions don't matter. They absolutely do! The research on implicit bias reminds us that even well-intentioned educators can unknowingly make decisions influenced by unconscious assumptions rather than their conscious values. In other words, we can genuinely care about children and families while still unintentionally causing harm (Safir, 2016; Staats, 2015). The goal isn't perfection. The goal is critical reflection. To truly support the children, families, and communities in our care, we must move beyond simply meaning well and intentionally pair our good intentions with reflection, awareness, presence, and action. Understanding Unintentional Harm Most moments of unintentional harm are not rooted in malice. They are often rooted in habit, assumptions, tradition, or simply not knowing what we don't know. Unintentional harm can show up in many ways. Below are three examples educators may encounter in their everyday practice. The definitions are informed by the Canadian Centre for Diversity and Inclusion's (CCDI) Glossary of DEIA Terms , an excellent resource for anyone looking to deepen their understanding of inclusive language and practice.