Empowering Voices: Exploring Power And Autonomy In Early Childhood Education

Jun 10 / Jessica Thomson

“I think the two most important factors to support children to make their own choices and solve problems independently are opportunity and role modelling.” – Sarah, former ECE teacher 


In the rush of daily routines and centre life, it's so easy to overlook the quiet moments of power and agency that happen when we pause, listen, and step back. A child deciding how to solve a problem. An educator trusting their instincts without needing approval. These moments matter deeply, not just for the outcomes they bring, but for what they say about how we value each other.

In early childhood education, power and autonomy are about recognising the capabilities of both children and teacher. It’s about holding space, not holding control - making room for choice, voice, and shared leadership. In this blog, we explore what this looks like in our day-to-day practice and why this approach matters in shaping empowered, equitable early learning environments.
Power and Autonomy for children:

Young children show us their independence in everyday ways, such as simply choosing who to play with, deciding whether to join a group, negotiating turns, or asserting their preferences. These are foundational experiences of agency. As educators, we can either lean in intentionally, hear them, and support this or unintentionally suppress it by rushing in, overriding their decisions, or managing outcomes too tightly. 


Autonomy-supportive teaching means offering guidance without removing choice. It means stepping in when needed, but also stepping back when possible - allowing children to problem solve, express disagreement, and make mistakes safely, knowing that it’s okay!


“If we are continually stepping in to solve our children's problems, not only do we discredit their abilities, we aren’t allowing them the opportunity to try and figure it out alone.” - Sarah, former ECE teacher

When children are given time and space, their learning becomes deeper, and their confidence grows. 


But the cost of not honouring children’s autonomy is high. Every child is a precious gift, reminds us that children who lack choice or voice may struggle with self-regulation, emotional safety, and cognitive growth. When we undermine autonomy, we risk undermining wellbeing — and brain development too.
Power and Autonomy for Teachers:

The same principles apply to us as educators. When educators are trusted to make professional judgments, lead inquiry, and bring their unique strengths to their role, they feel seen, motivated, and fulfilled. When that autonomy is removed or restricted by rigid systems or top down decisions, our capacity to thrive and respond authentically to our children, can be diminished.


“When I feel most trusted, is when I’m encouraged to follow the lead of my learners without needing to ‘check in’ first. It shows that leadership believes in my capability as a professional.” - Stacey U2 educator

Professional autonomy isn’t about working in isolation, it’s about collaboration that respects the competence and knowledge that we bring. Within teams, this also means recognising and navigating power dynamics. Do all voices have space? Do we make time for true dialogue? Shared leadership doesn’t just mean shared workload; it means shared value and direction too.

While we all work within the boundaries of policies, ratios, and regulations, the teacher must be empowered to reflect critically, take initiative, and challenge inequities when needed. When autonomy is honoured, professional growth and innovation flourish.

“Success is not the work of an individual, but the work of many."
Shifting from Control to Collaboration:

In both child and adult spaces, the sharing of power starts with trust. It requires a move away from controlling behaviour management or rigid leadership and toward responsive, relational teaching.


Reflect for yourself:
  • How do I share power with children?

  • When do I feel most autonomous as an educator?

  • How do we foster a culture of empowerment in our team?


One teacher shared a moment when a child corrected them during mat time: 

“Instead of brushing it off, I invited him to show me his way. His eyes lit up. We ended up doing it his way, and it was richer than I ever planned. That was a turning point for me in how I saw leadership and power.”

When children are allowed to lead, they grow. When educators are allowed to lead, they shine. And when centres move from hierarchy to reciprocal learning, everyone benefits.
Culturally Responsive Practice & Power:

A culturally responsive educator understands that supporting agency also means affirming identity and voice.


Supporting autonomy means making room for difference, for cultural knowledge, and for voices that may have been historically silenced. It means asking whānau what matters to them, and weaving that into the way we plan, respond, and relate.
Autonomy as a Right and a Responsibility:

Autonomy is not optional. Under the UN Convention on the Rights of the Child, children have a right to agency, and educators have a right to professional voice and trust.


But autonomy also comes with responsibility, to listen deeply, to hold space with care, and to reflect often. It’s not just about letting go, it’s about holding hands while we step forward together.

Download this blog as a printable PDF

written by

Jessica Thomson

Early Childhood Teacher

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