A service‑centred approach to positive change management in ECEC

Change is a consistent feature of early childhood education and care (ECEC), whether driven by regulatory reform, pedagogical developments, workforce needs or evolving community expectations. The way a service manages these changes can influence whether new practices become embedded or are gradually phased out.

A service-centred approach to positive change management positions people, relationships and culture at the core of transitions. Rather than adopting a top-down model, this approach supports capacity building, shared ownership and sustainable practice.

Traditional directive models, where leaders make decisions and staff are expected to comply, can lead to resistance, disengagement or minimal uptake of new practices. In contrast, collaborative approaches can:

• Build staff ownership and agency, increasing the likelihood of long-term success
• Align initiatives with the existing values and identity of the service
• Surface practical insights and risks that may not be evident centrally
• Support staff wellbeing and morale throughout change processes
• Allow flexibility for localised adaptation, recognising that different contexts require different approaches

When navigating changes in policy, quality standards or pedagogy, services that prioritise relationships and build internal capacity are more likely to implement change effectively.

Key steps for leading change

Diagnose readiness
Use tools such as surveys, informal conversations or focus groups to understand staff perspectives, concerns, capabilities and workload considerations.

Craft a clear change narrative
Clearly articulate the reasons for the change, why it matters for children, families, educators and overall quality to create shared purpose.

Establish a change team
Form a small group of educators to act as champions. Their experience across different rooms can help tailor approaches and model practices.

Design a phased rollout
Break change into manageable stages, identify early wins, set milestones and incorporate feedback points to avoid staff overload.

Support with professional learning
Use a mix of professional development strategies, coaching, workshops, peer learning and modelling, aligned to adult learning principles and varying levels of experience.

Embed cycles of reflection and adaptation
Create opportunities for staff to reflect and give feedback through tools such as reflective journals, team huddles or short surveys. Be prepared to adjust the pace and content as needed.

Celebrate and embed progress
Recognise achievements, share successes and gradually incorporate new practices into policy, orientation and performance processes to support long-term sustainability.

Addressing common challenges

• Time pressure and workload
  Allocate protected time and reduce competing priorities during key implementation stages.
• Staff turnover or uncertainty
  Ensure that change narratives are included in induction processes and that documentation is maintained for continuity.
• Silos between teams or rooms
  Encourage shared planning, peer observation and collaborative spaces to foster connection.
• Resistance due to lack of voice
  Involve educators early, listen actively to feedback and remain flexible to modification.
• Leadership capacity gaps
  Provide access to leadership coaching, mentoring or external expertise where needed to support middle leadership roles.

ECEC services operate in a complex and dynamic environment. Regulatory reform, curriculum expectations, workforce pressures and diverse family needs all contribute to the sector’s ongoing evolution. In this context, change fatigue is a genuine risk.

A considered, collaborative change strategy is not optional—it is essential for ensuring that innovation can be implemented without compromising morale, relationships or pedagogy.

By embedding change through consultation, reflection, adaptation and shared responsibility, services can build the internal capacity to evolve in response to ongoing challenges and opportunities.

To explore this approach further, the Australian Children’s Education & Care Quality Authority (ACECQA) provides guidance on its service approach to positive change management.