Creating a Culture Where ECE Teachers Don’t Have to Defend Their Work
/Recently, I led a professional development session for a group of early childhood instructional leaders and coaches. During our discussion, one participant shared a concern that brought the room to a pause:
“The principal doesn’t really want early childhood in the building. They don’t understand what’s happening in the classroom and keep asking for more academics.”
That comment stuck with me—not just because of the words, but because of how many people nodded in agreement. And it wasn’t the first time I’d heard it.
Just a few months earlier, in a completely different district, a teacher shared a similar sentiment: their school leadership didn’t seem to value early childhood education. Not because they didn’t care—but because they didn’t fully understand it.
It’s becoming a trend—and one that deserves attention.
What I’m observing is a growing disconnect between leadership intentions and classroom realities. Principals, directors, and even program owners are under immense pressure to produce measurable results, meet mandates, and prepare children for “what’s next.” But without a strong foundation in early childhood development, it’s easy to default to academic push-downs, rigid schedules, and expectations that mirror upper grades—or even corporate structures.
And the impact?
Teachers feel misunderstood, unsupported, and undervalued. More importantly, children lose access to the kinds of learning experiences that are not only developmentally appropriate—but necessary.
And it’s not just happening in schools.
I’ve heard similar concerns from teachers in childcare centers, where owners and directors—many of whom are passionate, dedicated, and deeply invested—may not have formal education or classroom experience themselves. They’re running a business, juggling licensing requirements, meeting family needs, and managing day-to-day operations. And in the midst of it all, they’re making decisions about curriculum, classroom environments, and instructional practices—often without a clear understanding of how young children learn best.
The result?
Teachers are left feeling like they have to prove they’re teaching. That the relationship-based, play-driven, developmentally appropriate work they’re doing isn’t seen, understood, or valued.
As a Leader, You Set the Tone.
Whether you're a principal, director, or owner—your understanding (or misunderstanding) of early childhood shapes everything that happens in your building.
When leadership pushes for “more structure,” “more academics,” or strict alignment with upper-grade practices, it can result in rushed instruction, skipped routines, stressed teachers, and ultimately, children who are being taught against the way they naturally learn.
If that’s not your intention—but you’ve found yourself asking, “Why aren’t they doing more writing?” or “Shouldn’t we start worksheets to get them ready for kindergarten?”—this message is for you.
You Don’t Need to Be an Expert in Early Childhood—But You Do Need to Empower the Experts You Hired.
Your teachers know what they’re doing. But if they don’t feel trusted, understood, or equipped, their confidence (and their effectiveness) starts to erode. And that’s where strong leadership can make the difference.
Here’s how you can equip and empower your teachers—so they can thrive, your program can grow, and your children can truly learn:
1. Teach Them to Narrate the Learning
Help teachers get comfortable talking about what children are doing and what they’re learning.
Instead of letting silence speak, encourage them to say things like:
“They’re exploring early math skills through sorting and comparing.”
“We’re building fine motor skills and oral language through this center.”
“This play scenario is helping develop emotional regulation and collaboration.”
When teachers practice narrating the learning, it helps you, parents, and licensing see the purpose behind the play.
2. Encourage Teachers to Use the Language of Standards
Early childhood education is deeply aligned with standards—when you know how to look.
Support your teachers in using language from your curriculum framework or learning goals to describe what’s happening in the classroom. Instead of simply saying, “They’re playing,” help them identify and name the learning outcomes:
“They’re developing early writing skills by drawing and dictating stories.”
“They’re building number sense by comparing quantities during block play.”
“They’re strengthening self-regulation and problem-solving during turn-taking games.”
“They’re engaging in inquiry by making predictions and testing ideas during water play.”
These aren’t just nice-sounding phrases—they reflect real, measurable developmental progress.
You don’t have to change what your teachers are doing. Just help them describe it in a way that connects to your standards, communicates value, and builds trust with families, administrators, and stakeholders.
3. Make the Learning Visible (Even When There’s No Final Product)
Push for regular, intentional documentation—not to check a box, but to tell the story of what’s happening in your classrooms.
We’re not talking about assessment documentation here—the kind used to track individual child progress and inform developmental goals. That’s important, but different.
This kind of documentation is about making the teaching and learning process visible to others—especially those who may not immediately recognize the value of what’s happening in a play-based environment.
Think:
Photos with brief captions explaining the learning behind the moment.
Bulletin boards with “I Can” statements aligned to classroom goals.
Classroom newsletters that highlight a project or inquiry in progress.
Video clips shared during staff meetings or with families to show the work in action.
This type of documentation captures experiences and processes that don’t always result in a product you can hang on a wall or send home in a backpack.
For example:
Let’s say a small group of children spends the week building a structure with blocks. Each day they test new ideas, negotiate roles, and revise their plan. There’s no final blueprint or worksheet—but there’s a ton of learning: early math, engineering, collaboration, language development, and persistence.
A quick photo of the structure, paired with a caption like:
“Children worked together to plan, build, and revise their design. They measured, problem-solved, and practiced teamwork throughout the week—skills that support both academic and life success.”
That’s the kind of moment that deserves to be captured—and shared.
Because when others can see the learning, they’re more likely to support it. And when teachers feel seen, they’re more likely to stay invested and inspired.
This isn’t just about visuals—it’s about validation.
4. Create a Culture Where Teachers Don’t Have to Defend—They Define
Your team shouldn’t feel like they have to constantly defend their classroom. They should feel empowered to define it. However, that confidence doesn’t happen by accident; it’s built through intentional leadership and a culture that validates their expertise.
If you want your teachers to confidently explain what emergent curriculum is, why they follow children’s interests, and how learning happens through play—you have to model, support, and practice that messaging with them.
Here’s how:
Integrate Language Into Staff Meetings
Start each staff meeting by highlighting an example of developmentally appropriate practice and naming the “why” behind it. Invite teachers to share what they’ve noticed in their own classrooms.This normalizes reflective practice and gets everyone comfortable speaking the language of early childhood.
Include Practice in Professional Development
Incorporate quick role-play or scripting exercises in PD sessions that allow teachers to practice how they would explain their classroom choices to a parent or leader.
Feature Teacher Voice in Public Spaces
Use teacher quotes, documentation panels, or project boards with educator reflections in common areas, newsletters, and tours. Let your teachers narrate their practice in their own words. Giving teachers visibility reinforces that their voice matters and their decisions are rooted in professional knowledge.
Coach for Confidence
During observations or coaching conversations, go beyond “what’s working” and “what needs improvement.” This helps teachers make connections between what they know and how they share it—and builds the habit of translating best practice into everyday language.
Celebrate Advocacy
When a teacher confidently explains their classroom approach to a family, shares an insight during a tour, or speaks up in a meeting—celebrate that. A quick shoutout, handwritten note, or public praise tells your team: “I see your expertise. I trust your voice. Keep going.” Creating this kind of culture takes time and intentionality, but it changes everything.
Because when teachers are empowered to speak about their practice with confidence, they don’t just feel seen—they become advocates for the children, the profession, and the quality of your program. Their voice matters. Help them find it, refine it, and use it well.
5. Stop Giving PD That Doesn’t Fit
This one’s big.
Too many early childhood teachers sit through training that is recycled from older grades, focused on compliance, or completely disconnected from their day-to-day realities.
That’s not just a waste of time—it’s a missed opportunity to build a stronger program.
Want to avoid the most common mistakes?
I’ve put together a free audio training just for leaders like you:
Listen to: The Top 10 Professional Development Mistakes Made in Early Childhood Education
It’s short, practical, and packed with strategies that actually support your teachers and improve your outcomes.
Final Thought:
Leadership in early childhood is different. It’s not just about managing schedules, checking boxes, or pushing academics. It’s about building trust, honoring development, and creating a space where children and teachers thrive.
You don’t have to do it alone. But you do have to do it intentionally.
Equip your teachers. Empower their voices. Elevate your program.
The transformation starts with you.