“Mattering isn’t something we add to our work. It’s the way we do our work — together.”
— Deidre Harris
Over the past several weeks, we’ve explored mattering through many lenses — the personal (“Me”), the collective (“Core”), and the systemic (“Big”).
We’ve looked at how being noticed, affirmed, and needed can transform how early childhood educators experience their work and how children experience their care.
But as we close this series, it’s important to name something deeper: Mattering is not a short-term initiative.
Read More“We don’t just build programs — we build people. And people thrive when they feel seen, valued, and needed.”
— Deidre Harris
Culture is built through patterns of behavior.
If mattering is going to last, it has to move beyond nice words into consistent practices.
This is where the Me–Core–Big framework becomes so powerful — it helps programs align intention with action.
Mattering is not a single event. It’s a system of noticing, affirming, and needing — at every level of community.
Read MoreThe Ripple to Families
Families don’t just experience early childhood programs through policies or lesson plans — they experience them through people.
When staff feel supported and significant, families feel it:
Drop-off becomes a warm hand-off, not a hurried exchange.
Conversations become two-way partnerships, not directives.
Trust builds — especially in moments of challenge or transition.
“The way adults treat one another becomes the emotional blueprint for how children learn to treat the world.”
— Deidre Harris
The Echo of Every Interaction
Walk into a thriving early childhood classroom and you’ll feel it — the calm hum of cooperation, the laughter between colleagues, the unspoken rhythm of care.
That atmosphere doesn’t come from curriculum or compliance checklists; it comes from connection.
The emotional climate of a classroom is a mirror of the emotional climate of the adults within it. When teachers, assistants, and leaders feel seen, valued, and needed — they naturally extend that same energy to children and families.
That’s the ripple effect of mattering.
Part 2 of the “Mattering in Early Childhood Education” Series
“Inclusion opens the door. Belonging invites you to sit at the table.
Mattering assures you the table wouldn’t be the same without you.”
Mattering — “I Am Significant Here.”
Read MoreIn early childhood education, our work is rooted in mattering.
Every day, we help children feel seen, valued, and needed — through our greetings, encouragement, and consistency.
But here’s the hard truth: the people who give that care often go home wondering if they matter, too.
Read MoreQuiet 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.”
Read MoreBelonging 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.
Read MoreBelonging 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.
Read MoreBelonging 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.
Read MoreHow 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.
Read MoreHow 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.
Read MoreHow 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?
Read MoreOnboarding 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.
Read MoreThe 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.
Read MoreThe 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.
Read MoreWriting 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—
Read MoreThis 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.
Read More