By Sarah Louise Nelson, PhD Candidate, Monash University
Across the early childhood education and care (ECEC) sector, professionals of all qualification levels hold a variety of leadership roles with varying level of responsibility and accountability. Director, Educational Leader, Room Leader, the list goes on! It’s understandable that, for many, it’s easy to fall into the trap of getting caught up in day-to-day tasks that focus purely on outcomes and efficiency. However, when we shift our perspective to see our leadership roles through a lens of relationships, we begin to recognise that success is not just about what we do. It is about how we engage with others in the process that leads to the greatest success.
Looking at your leadership through a lens of relationships means recognising that the work you do is deeply interconnected with the people around you (Dyer, 2001): whether they are colleagues, children, families, or the broader community. Viewing your leadership through a lens of relationships means placing human connection at the centre of your practice and seeing your work as an ongoing, dynamic exchange between yourself and the people you serve. When relationships are your lens, you become open to not only seeing your leadership as a set of tasks or responsibilities, but also as a dynamic, relational practice where interactions, trust, and connections shape the way you work, lead and manage (Giles, 2018).
A relational lens will encourage you to move past the tedious making of never-ending to-do lists and asking “what do you I need to get done today?”, towards a relational reframing, such as “how do my relationships influence my work, and how can I nurture these connections for greater impact?”. This subtle, yet powerful, shift in mindset can lead to deeper engagement (your own, as well as others), stronger collaboration, and more meaningful outcomes across your setting.
Whether this is a norm within your leadership, or a completely new way of thinking, here are two quick ways to embrace the relational approach:
1. Prioritising connection over compliance (Aronson, 2023): with ECEC settings being as fast paced as they are, it’s easy to focus primarily on rules, expectations and performance metrics. While this is (of course) necessary to some degree and will yield short-term results, prioritising human connection creates a foundation for stronger engagement and better outcomes long-term. In the ECEC workplace this might look like leaders curating space for dialogue with team members about their experiences, needs, and concerns in relation to specific policies. This would create more meaningful and robust connection to the documents.
2. Emphasising collaboration over control (Deo & Jain, 2023): when a relational approach is the primary lens, it is possible to see a shift from control to collaboration. Instead of rigid, top-down decision making, solutions are co-created with people for greater by-in and connection. In the ECEC workplace this might look like leaders facilitating open and multi-modal discussions about quality improvement planning in a way that elicits and embraces ideas and divergent thinking, leading to more invested and motivated teams.
It’s possible that leaders who integrate a relational lens into their work not only improve immediate outcomes but also contribute to long-term systemic change for the greater good, both for the children and the workforce. When ECEC leaders prioritise relationships, they create environments where people feel valued, respected, and empowered to contribute meaningfully and in ways that work best for them. By choosing to view our roles through a relational lens, we can positively shift from simply completing tasks to actively shaping the human experiences that define our work, creating more inclusive, supportive, and impactful working environments for everyone.
Reflective questions:
In what ways does your leadership practice foster meaningful connections with your team, children, and families?
How can you shift your decision-making processes to be more collaborative and inclusive within your setting?
What challenges might arise when adopting a relational leadership approach, and how can you navigate them effectively?
References
Aronson, K. (2023). Prioritizing the power of connection to achieve the win. www.linkedin.com/pulse/prioritizing-power-connection-achieve-win-kelly-aronson-j8npc/
Deo, S., & Jain, S. (2023). Building strong connections: The potential of relational leadership to empower early childhood educators as leaders. Practitioner Research, 7(4).
Dyer, K. M. (2001). Relational leadership. School Administrator.
Giles, D. L. (2018). Relational leadership in education. https://doi.org/10.4324/9780429445583
About the Author
Sarah Louise, PhD Candidate at Monash University, is a Melbourne based mum of two, early
childhood teacher and lecturer, and the Founder of Sarah Louise Consultancy. Her 20+ year career spans a variety of roles and settings, and she has complemented her work with formal studies in the areas of early childhood education, leadership and research. Sarah Louise is a forever learner who is committed to making the world a better place for children by tapping into love and kindness.
