Leading with Curiosity: How distributed leadership is redefining the future of early childhood education

The early childhood education and care (ECEC) sector is facing a challenge one that goes beyond staffing shortages. It’s a crisis not of numbers, but of quality, continuity, and the long-term commitment of passionate educators who view early learning as more than just a job. 

These are the educators who stay, who grow with the children, and who carry the heart of the profession forward. And we are losing them.

The real challenge today is not just filling rosters; it’s retaining educators who are deeply committed to the long journey of early learning. Without them, we risk losing the consistency, relationships, and leadership that high-quality education depends on.

Increasingly, educators are entering the profession not out of long-term dedication, but as a pathway to meet visa eligibility. Once permanent residency is achieved, many exit the sector, creating a revolving door of short-term staff. 

This cycle destabilises teams, disrupts attachments with children and families, and places extra pressure on those who remain dedicated to early childhood education.

To protect the integrity of our programs and ensure consistent, high-quality outcomes for children, we must shift the way we lead and invest in those who are committed for the long haul. 

At an exceeding-rated early childhood service in the ACT, we’ve found that distributed leadership offers a powerful and practical solution.

At a time when compliance demands are high and educator wellbeing is under strain, the traditional top-down leadership model is no longer effective. Distributed leadership empowers educators at all levels to take ownership of their practice, lead with purpose, and drive meaningful change from within.

But what does this model look like in action and why is it more critical now than ever before?

From Top-Down to Side-by-Side

The shift toward distributed leadership at an exceeding-rated early childhood service in the ACT was not accidental. It was a strategic and intentional decision, led by the Centre Manager/Educational Leader. 

Recognising that a one-size-fits-all, top-down approach was limiting potential, I set out to unlock the unique strengths, passions,and leadership capabilities of each educator. I believed that when people are empowered to lead in areas they care about, they grow and in doing so, they lift those around them.

The aim was clear: to empower educators to lead in areas they cared deeply about, while supporting their growth through clearly documented Individual Development Plans (IDPs). I knew our educators had more to offer than their role titles reflected and by giving them opportunities to lead from where they are, we could build something greater than compliance: a culture of purpose, pride, and shared responsibility.

This approach quickly revealed itself to be more than a leadership strategy; it became a wellbeing initiative. As educators stepped into roles that aligned with their passions and strengths, they found renewed purpose, confidence, and a deepened sense of professional identity. 

The flow-on effects were powerful: stronger morale, improved attendance, and a more connected, high-functioning environment for children, families, and staff alike.

To truly embed this vision, I began taking a closer look at each educator, their spark, their potential, and what energised them most. Through ongoing reflective conversations and the IDP process, I shaped leadership opportunities that not only aligned with our Quality Improvement Plan (QIP) but also gave educators the confidence and autonomy to lead in ways that felt authentic and empowering.

That’s how our Champion Roles were born.

These roles weren’t created to delegate tasks; they were designed to unlock leadership in meaningful, achievable ways. Educators were invited to lead in areas they were passionate about:

• Sustainability Champion
• RAP Champion
• Inclusion Champion
• Compliance and Audit Champion
• WHS (Work Health & Safety) Champion
• Pedagogy Mentor
• Community Connection Champion
• Wellbeing Champion

Each Champion leads real projects aligned with the National Quality Standard (NQS), the Early Years Learning Framework (EYLF), and our QIP. They mentor peers, influence planning, facilitate professional development, and strengthen our connection with families and the wider community.

What we’ve built is a culture where leadership isn’t about hierarchy, it’s about shared responsibility, trust, and collective growth. Our Champions are shaping the culture we’re all proud to be part of. They’re not waiting to be told what to do. They’re leading from within, each in their own powerful way.

I watched as educators who once felt unsure of themselves began to stand tall. They found purpose and pride. Their confidence grew. Attendance improved. Team morale lifted. Most importantly, they felt seen, valued, trusted and heard. And the best part? It’s not only achievable, “it’s transformational”.

Leading for the Future

What started as a simple shift in leadership mindset has transformed our entire service culture. By investing in the people behind the practice by trusting educators to lead, grow, and contribute beyond their job description. We’ve built a team that is more connected, confident, and committed than ever before.

Distributed leadership is not just a strategy; it’s a mindset. One that says every educator has something to offer, and when we create the space for them to shine, we lift the quality of our practice and the wellbeing of our profession.

To other leaders in the sector: the solution to workforce challenges may not lie in recruiting more; it may lie in leading differently. When we lead with curiosity, with trust, and with purpose, we create environments where educators don’t just stay, they thrive.

The Impact: Empowered Educators, Stronger Practice

Since embedding distributed leadership into the fabric of our service, the transformation has gone beyond surface-level outcomes. We have witnessed a fundamental shift in culture, one that centres on empowerment, ownership, and pride in the profession.

Educators who once hesitated to speak up now lead discussions, shape curriculum decisions, and drive continuous improvement initiatives. Staff retention has stabilised. Attendance has improved. Reflective practice has deepened. 

Educators are no longer just participating in the planning cycle they are influencing it with confidence and clarity. Our team leaders have been able to shift from operational firefighting to strategic mentoring. They now have time to focus on pedagogical leadership, relational coaching, and growing others, knowing that the team around them is engaged, capable, and aligned with our shared vision. And the ripple effect on children? Undeniable. 

When educators feel seen, valued, and trusted, they show up differently with calm, consistency, and emotional presence. Our children benefit from stronger continuity of care, richer learning environments, and adults who bring passion, not just compliance to their practice.

Meeting the Moment

We are operating in a sector under increasing pressure, shrinking margins, workforce instability, rising regulatory expectations, and the ever-present emotional load of caring for others. In this context, distributed leadership is not a luxury. It is a long- term sustainability strategy.

It builds internal capability. It nurtures future leaders. It reduces burnout and role fatigue by sharing responsibility rather than centralising it. And it embeds quality not in policies, but in people.

The era of “heroic leadership” where a single person holds the answers; needs to come to an end. 

The future belongs to leaders who know how to listen deeply, lead curiously, and elevate those around them.

To my peers across the early childhood sector:

If we want to retain passionate educators, if we want to safeguard quality, if we want our services to thrive not just survive - “We must lead differently”.

Distributed leadership works, not because it’s easy; but because it’s transformational.

Farah Junaid is a transformational leader in early childhood education, serving as the Centre Director and Educational Leader at C@W Taylor Child Care and Education Centre in Canberra, ACT. 

A service rated Exceeding in all seven National Quality Standard areas under her leadership. 

With qualifications in teaching, business, and early childhood education, Farah is known for pioneering distributed leadership, elevating educator voice and mentoring emerging leaders.