Quiet quitting or disconnection can be the result of the erosion of belonging.

Sometimes it can appear in conflict—but it often looks like silence. For example, a staff member stops joining conversations, contributes less in meetings, or avoids shared spaces. Their absence may be subtle, but it signals something deeper: they no longer feel as connected, valued, or included as they once did.

As a leader, noticing these early signs is an act of care. Addressing them with curiosity and empathy communicates, “You still belong here.”

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Belonging grows stronger when it’s woven into the everyday rhythms of how your program operates—not as an extra initiative, but as part of the way you already do business.

When connection becomes a built-in feature of your systems, it shifts from being a feel-good moment to a cultural habit. It’s not something leaders have to remember to do; it becomes something the team naturally expects and practices.

Embedding belonging into your routines ensures that empathy, reflection, and accountability sit side by side. It sends a clear message: We care about outcomes, but we also care about how people feel as we achieve them.

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Belonging doesn’t come from grand gestures—it grows through small, consistent acts of care repeated day after day.
These micro-moments of connection quietly communicate, “You matter here,” expressing your program’s values far more powerfully than any policy or poster.

They are the living heartbeat of your mission—the daily rhythm of empathy, respect, and shared humanity.

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Belonging doesn’t live in orientation binders or welcome week activities—it lives in the daily interactions between people.

The way we greet each other, how we handle mistakes, how we speak in meetings, and even how we end the day—all of these moments tell a story about whether belonging is simply spoken or practiced.

As early childhood leaders, we often focus on systems and logistics: ratios, curriculum, family communication, compliance. Those are vital—but they are not what people remember. What they remember is how they felt in your presence.

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How do you show appreciation in ways that feel authentic and consistent?

Appreciation isn’t a bonus—it’s a strategy. When people feel seen and valued, they’re more likely to stay, grow, and contribute. And yet, appreciation is often the first thing to fall away in the busy pace of a new school year.

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How do generational dynamics show up in your program—and how can they become a source of strength?

Many early childhood teams span two or more generations. And with that diversity comes both opportunity and complexity. Onboarding is one of the key times when generational assumptions, communication styles, and values can either collide or connect.

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How are emotional (feelings management) and relational (connection abilities) skills taught and modeled in your team culture?

In early childhood education, we talk a lot about emotional development in children. But what about emotional and relational intelligence within our teams, and especially our new hires?

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Onboarding often lands solely on the shoulders of directors or instructional leaders—but building a welcoming culture is everyone’s job. In strong teams, every member sees themselves as part of the welcome.

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The first days and weeks of a new school year shape far more than just the schedule—they shape culture. For new staff members, this is a time of anticipation, uncertainty, and hope. How we welcome them sets the tone for their sense of safety, connection, and long-term commitment. That’s why human-centered onboarding isn’t just nice to have—it’s essential.

Human-centered leadership begins with empathy.

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The book may be written, but the journey is just beginning. Over the next year, I’ll be working with editors, designers, and early childhood leaders to bring this project to life. The book is scheduled for release next summer—and I’m already thinking about how it can support real teams in real programs.

But you don’t have to wait until it hits the shelves to start the conversation.

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Writing this book meant digging deep—not just into research but into real conversations with teams. I listened to educators describe what works when trust breaks down, when roles are unclear, or when burnout creeps in. I studied how emotional intelligence, psychological safety, and courageous leadership influence the daily rhythms of team life.

But I also heard stories of joy—

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This summer didn’t look like tropical beaches or bustling conferences—it looked like a keyboard, endless notes, and lots of tea. I finally finished writing my book on highly effective teams in early childhood education.

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As the final days of the school year approach, early childhood classrooms begin to buzz with celebrations, transitions, and reflections. Behind the scenes of this joyful wrap-up, highly effective early childhood teams are engaging in intentional practices that make a lasting impact. The end of the school year isn’t just a time to wind down—it’s an opportunity to solidify the progress made, nurture relationships, and lay the groundwork for the future.

Rather than reflecting individually, highly effective teams take time to reflect together.

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In early childhood education, the best teaching teams know something important: we’re stronger when we work together. It’s not about being the “best” teacher in the room—it’s about making sure every child gets the best version of all of us. That’s what collaboration is all about.

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In early childhood education, strong teams aren’t built by avoiding hard conversations—they’re built by leaning into them with trust, empathy, and the shared goal of getting better together. Feedback, when done well, isn’t about pointing out flaws—it’s about lifting each other up, learning from one another, and creating space for continuous growth.

If we want thriving classrooms, we need thriving teams—and that starts with creating a culture where feedback feels safe, supportive, and part of our daily rhythm.

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In highly effective teams, feedback isn’t something to fear—it’s something to welcome. These teams don’t view feedback as judgment or critique but rather as a means of learning, improving, and supporting one another toward shared goals. They see feedback not as a scorecard—but rather as a conversation. Their goal is never to tear down, but to lift up.

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In preschool settings, challenges are inevitable—whether managing classroom dynamics, adapting to new curriculum changes, or finding creative ways to engage young learners. But what if we saw these obstacles not as roadblocks but as steppingstones to growth?

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anguage shapes our culture. How we talk about challenges, feedback, and mistakes can limit our potential or open the door to continuous learning and improvement. In early childhood —and any collaborative setting—leaders and educators who use growth mindset language help create an environment where every setback becomes a stepping stone to success.

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Think back to your school days. Do you remember the red pen? The sharp contrast of red ink circling a mistake, crossing out a misspelled word, or marking an incorrect answer? The red pen often signaled, “You’re wrong,” rather than, “You’re learning.” And for many of us, those red marks left an impression far beyond the classroom. They shaped how we viewed mistakes, learning, and even our self-worth.

 Fast forward to the work you’re currently doing with children and families.

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Before we delve into learning from our mistakes or failing forward, let's take a moment to celebrate our successes from last year. This reflection is not just a trip down memory lane, but a powerful tool to empower us for the journey ahead.

While we might not consider our actions successes, this is my first challenge of the year for you!

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