Change Management: A Guide for Education and Early Years Settings

Introduction

Change is an inevitable part of life, both personally and professionally. In the fast-paced world of education, change can come in many forms – from implementing new policies and procedures to adopting innovative technologies and curricula. As Heraclitus famously said, “The only constant in life is change”. For settings, effectively managing change is crucial for minimising disruption, maintaining high-quality provision, and ensuring positive outcomes for children.

Change management refers to the systematic approach of preparing for, supporting, and helping individuals and teams through organisational change (Connect Childcare). While often uncomfortable, change is necessary for growth and continuous improvement. As early years professionals, we have a responsibility to not only embrace change ourselves, but to lead our teams through it with skill, empathy, and a strategic mindset.

In this article, we will:

• Explore common drivers and impacts of change in early years settings
• Break down three key change management models:
• Kurt Lewin’s Three-Step Model
• The Change Curve Model
• The ADKAR Model
• Identify essential skills for leading change effectively
• Provide a practical, step-by-step guide to managing change
• Share real-world case studies of successful change management

By the end, you’ll be equipped with the knowledge and tools needed to confidently navigate change in your setting, and to support your team through the process.

So let’s dive in and explore how we can not only cope with change, but harness its power to drive meaningful improvement in our practice and provision.

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Understanding Change in Education Settings

Change in education and Early Years settings can be triggered by a variety of factors, both internal and external. Some of the most common drivers of change include:

• New Government Policies and Regulations: The Early Years sector is heavily influenced by government policies, such as changes to the Early Years Foundation Stage (EYFS) framework, Ofsted inspection criteria, or funding arrangements. These changes often require settings to adapt their practices and procedures to remain compliant (Scollan et al., 2021).
• Technological Advancements: The rapid pace of technological change is impacting settings, from the introduction of new learning technologies and educational apps to the adoption of digital management systems for administration, assessment, and parent communication (Jack & Higgins, 2019).
• Curriculum Updates: As new research emerges and best practices evolve, curricula are often updated to reflect the latest evidence and approaches. This can require significant changes to planning, teaching, and assessment methods (Strehmel, 2016).
• Organisational Changes: Internal factors, such as a change in leadership, a merger with another setting, or a move to a new premises, can also drive change within settings.

Potential Impacts and Challenges of Change

While change can bring many benefits, it can also present challenges for settings. Some of the potential impacts and difficulties include:

• Staff Resistance and Anxiety: Change can be unsettling for staff, leading to resistance, anxiety, and low morale. Staff may feel overwhelmed by new responsibilities, worried about their ability to adapt, or concerned about job security (Rodd, 2015).
• Increased Workload: Implementing change often requires additional work, such as attending training, updating documentation, or learning new systems. This can lead to increased stress and pressure on staff (Sims et al., 2017).
• Confusion and Inconsistency: If change is not managed effectively, it can result in confusion and inconsistency in practice. This can be particularly challenging in eductional settings, where young children thrive on predictability and routine.
• Impact on Children: Children may also find change challenging, particularly if it disrupts their familiar routines and relationships. They may display increased anxiety, challenging behaviour, or regression in skills (Ahnert et al., 2012).
• Parental Concerns: Change can also impact families, who may have questions or concerns about how new approaches or systems will affect their child’s care and education.

As leaders, it’s crucial to be aware of these potential challenges and to proactively manage them through effective communication, support, and planning.

In the next section, we’ll explore three key change management models that can help you navigate these challenges and lead your team through change successfully.

Kurt Lewin’s Three-Step Model

Kurt Lewin, a social psychologist and pioneer in the field of change management, developed a three-step model for understanding and managing change (Lewin, 1947). His model, which consists of the stages Unfreeze, Change, and Refreeze, provides a simple yet powerful framework which can be applied to leading change in education settings.

Unfreeze

The first stage, Unfreeze, involves preparing for change by challenging the status quo and creating a sense of urgency. In an early years context, this might involve:

• Identifying areas for improvement, such as outdated policies, inefficient processes, or gaps in provision.
• Communicating the need for change to staff, families, and other stakeholders, using data, research, or feedback to build a compelling case.
• Encouraging dialogue and participation, creating opportunities for staff to express their concerns, ideas, and questions about the proposed change.
• Addressing resistance and building support, by acknowledging feelings of anxiety or uncertainty, and highlighting the benefits of change for children, families, and the setting as a whole.

The goal of the Unfreeze stage is to create a climate of readiness and motivation for change, paving the way for the next stage.

Change

In the Change stage, the actual transition takes place, as new practices, systems, or behaviours are implemented. In an early years setting, this might involve:

• Providing training and support to staff to help them acquire new skills and knowledge.
• Implementing new policies, procedures, or technologies in a phased approach, allowing time for adjustment and refinement.
• Monitoring progress and gathering feedback to identify any challenges or areas for improvement.
• Celebrating successes and milestones to maintain momentum and motivation.

The Change stage can be the most challenging, as it requires staff to step out of their comfort zones and adopt new ways of working. Leaders play a crucial role in providing guidance, support, and resources throughout this stage.

Refreeze

The final stage, Refreeze, is about embedding the change and making it the new norm. In an early years context, this might involve:

• Establishing new routines, expectations, and standards of practice that reflect the change.
• Providing ongoing training, coaching, and support to help staff master new skills and approaches.
• Updating policies, handbooks, and other documentation to reflect the new way of working.
• Celebrating the successful implementation of the change and recognising the contributions of staff.

The goal of the Refreeze stage is to create a sense of stability and continuity, ensuring that the change becomes a permanent part of the setting’s culture and practice.

Applying Lewin’s Model in Early Years Settings

To apply Lewin’s model in an early years context, leaders should:

1. Start with a clear vision and rationale for change, grounded in the needs and interests of children, families, and staff.
2. Engage staff in the change process from the outset, providing opportunities for input, feedback, and ownership.
3. Provide robust support and resources throughout the Change stage, including training, mentoring, and time for reflection and adjustment.
4. Monitor and evaluate the impact of the change on children’s outcomes, staff well-being, and family satisfaction, making adjustments as needed.
5. Celebrate successes and milestones along the way, recognising the efforts and achievements of all involved.

By following these steps and adapting Lewin’s model to their specific context, early years leaders can effectively navigate change and create lasting, positive transformation in their settings.

The Change Curve Model

The Change Curve model, based on the work of Elisabeth Kübler-Ross, describes the emotional journey individuals typically experience during change (Malik, 2022). Originally developed to explain the grieving process, the model has been widely adapted for use in organisational change management. The Change Curve consists of seven stages: Shock, Denial, Frustration, Depression, Experiment, Decision, and Integration.

Overview of the Seven Stages

1. Shock: When change is first announced, individuals may feel surprised, anxious, or overwhelmed. They may struggle to understand or accept the change.
2. Denial: In this stage, individuals may refuse to acknowledge the change or downplay its significance. They may cling to familiar routines and practices.
3. Frustration: As the reality of the change sets in, individuals may feel angry, frustrated, or resentful. They may resist the change actively or passively.
4. Depression: At this low point, individuals may feel demotivated, disengaged, or helpless. They may question their ability to cope with the change.
5. Experiment: As individuals begin to accept the change, they may start to explore new ways of working, testing out ideas and approaches.
6. Decision: In this stage, individuals make a conscious choice to embrace the change fully. They may feel a renewed sense of energy and commitment.
7. Integration: Finally, the change becomes fully integrated into daily practice. Individuals feel confident and competent in the new way of working.

Using the Change Curve to Support Teams

Understanding the Change Curve can help leaders to anticipate and respond to their team’s emotional needs during times of change. Here are some strategies for supporting staff at each stage:

1. Shock:
   • Communicate clearly about the reasons for the change and what it will involve.
   • Provide opportunities for staff to ask questions and express their concerns.
   • Offer reassurance and support.
2. Denial:
   • Acknowledge that change can be difficult and that it’s normal to feel resistant.
   • Encourage open dialogue and listen to staff’s concerns without judgement.
   • Reiterate the benefits of the change and the risks of maintaining the status quo.
3. Frustration:
   • Provide a safe space for staff to vent their frustrations and validate their feelings.
   • Identify and address specific pain points or challenges.
   • Offer support and resources to help staff cope with the demands of the change.
4. Depression:
   • Recognise and empathise with staff’s feelings of demotivation or disengagement.
   • Provide opportunities for small wins and celebrate progress.
   • Offer individualised support and coaching to help staff build confidence and resilience.
5. Experiment:
   • Encourage staff to take risks and try new approaches.
   • Provide training and resources to support experimentation and learning.
   • Create opportunities for staff to share their successes and learn from each other.
6. Decision:
   • Recognise and celebrate staff’s commitment to the change.
   • Provide ongoing support and encouragement to sustain momentum.
   • Involve staff in decision-making and problem-solving related to the change.
7. Integration:
   • Acknowledge and celebrate the successful implementation of the change.
   • Provide opportunities for staff to reflect on their learning and growth.
   • Embed the change into policies, procedures, and performance expectations.

By using the Change Curve as a roadmap, leaders can provide targeted support to help their teams navigate the emotional challenges of change. This empathetic, staged approach can help to reduce resistance, build resilience, and foster a culture of continuous improvement in settings.

The ADKAR Change Management Model

The ADKAR model, developed by Jeff Hiatt, is a goal-oriented framework for managing individual change within organizations (Hiatt, 2006). ADKAR is an acronym that stands for Awareness, Desire, Knowledge, Ability, and Reinforcement – the five key stages individuals need to progress through for successful change.

Explanation of the ADKAR Model

1. Awareness: In this first stage, individuals become aware of the need for change. They understand why the change is necessary and what benefits it will bring.
2. Desire: Once aware, individuals must develop a desire to support and participate in the change. This intrinsic motivation is influenced by the nature of the change, personal circumstances, and perceived benefits.
3. Knowledge: In this stage, individuals acquire the knowledge and skills needed to implement the change effectively. This may involve formal training, coaching, or self-directed learning.
4. Ability: Knowledge alone is not enough; individuals must also have the ability to apply their new skills and behaviours in practice. This stage involves translating learning into action, often through practice, feedback, and support.
5. Reinforcement: Finally, the change must be reinforced to ensure it sticks. This involves ongoing support, encouragement, and recognition to help individuals maintain their new behaviours and prevent backsliding.

Applying the ADKAR Model in Early Years Settings

As an Early Years leader, you can use the ADKAR model to guide your change management efforts and support your team through each stage of the process. Here’s how:

1. Awareness:
   • Clearly communicate the reasons for the change and the benefits it will bring for children, families, and staff.
   • Use data, research, or feedback to build a compelling case for change.
   • Encourage questions and dialogue to ensure everyone understands the rationale.
2. Desire:
   • Engage staff in the planning and implementation of the change to build ownership and commitment.
   • Identify and address individual concerns or obstacles that may hinder desire.
   • Highlight the personal benefits of the change, such as professional growth or improved job satisfaction.
3. Knowledge:
   • Provide comprehensive training and resources to ensure staff have the knowledge and skills needed to implement the change effectively.
   • Use a variety of learning methods, such as workshops, online courses, or mentoring, to cater to different learning styles.
   • Encourage knowledge-sharing and collaboration among staff to facilitate peer learning.
4. Ability:
   • Provide opportunities for staff to practice their new skills and apply their knowledge in a safe, supportive environment.
   • Offer coaching and feedback to help staff refine their abilities and build confidence.
   • Encourage experimentation and risk-taking, and frame failures as opportunities for learning and growth.
5. Reinforcement:
   • Celebrate successes and milestones along the way to maintain momentum and motivation.
   • Provide ongoing support and resources to help staff embed the change into their daily practice.
   • Recognize and reward individuals who demonstrate commitment to the change and model the desired behaviors.

By applying the ADKAR model in your early years setting, you can create a structured, supportive approach to change management that focuses on individual needs and progress. This can help to reduce resistance, build capability, and foster a culture of continuous learning and improvement.

Remember, change is a journey, not an event. By breaking down the process into these five stages and providing targeted support at each step, you can help your team navigate the challenges of change with confidence and resilience.

Comparing Change Management Models: Lewin’s, Change Curve, and ADKAR

While each model offers a unique perspective on managing change in early years settings, they also share some common principles and limitations. Let’s compare these models in terms of their benefits, limitations, similarities, differences, and circumstances for use.

Benefits and Limitations

Lewin’s Three-Step Model provides a simple, easy-to-understand framework for change, emphasizing the importance of unfreezing existing behaviours, implementing change, and then refreezing new behaviours. However, it may oversimplify the complexity of change and not account for the iterative nature of the process.

The Change Curve focuses on the emotional journey individuals experience during change, helping leaders anticipate and respond to staff needs at each stage. Yet, it may not provide specific guidance on how to implement change or address organisational factors.

The ADKAR Model offers a more comprehensive, individual-level approach to change, outlining the key building blocks for success: Awareness, Desire, Knowledge, Ability, and Reinforcement. However, it may require significant time and resources to implement fully.

Similarities and Differences

All three models recognise the importance of preparing for change, engaging stakeholders, and providing support throughout the process. They also acknowledge that change can be challenging and requires a strategic, proactive approach.

However, they differ in their focus and level of analysis. Lewin’s model focuses on the overall process of change at the organisational level, while the Change Curve emphasizes the individual emotional experience. ADKAR bridges the two, outlining the key steps for individual change within an organisational context.

Circumstances for Use

Lewin’s Three-Step Model may be most useful for simple, straightforward changes where a clear, linear process is appropriate. It can help leaders plan and communicate the overall change journey.

The Change Curve may be particularly valuable when change is likely to evoke strong emotional reactions from staff, such as during a merger or restructuring. It can help leaders anticipate and respond to the emotional needs of their team.

The ADKAR Model may be most appropriate for complex, transformational changes that require significant individual behaviour change, such as implementing a new curriculum or pedagogy. It provides a roadmap for supporting staff through each stage of the change process.

Combining Models for Maximum Impact

While each model has its strengths and weaknesses, they are not mutually exclusive. Early years leaders may benefit from combining elements of different models to create a tailored approach that meets the unique needs of their setting and staff.

For example, leaders could use Lewin’s model to plan the overall change process, the Change Curve to anticipate and respond to emotional reactions, and ADKAR to support individual staff members through the transition.

The key is to remain flexible, adaptable, and responsive to the needs of your team and organisation. By understanding the principles and practices of different change management models, early years leaders can develop a robust toolkit for navigating the challenges and opportunities of change in their settings.

Essential Skills for Leading Change

Leading change effectively in early years settings requires a unique set of skills and competencies. As a leader, your ability to inspire, support, and guide your team through the challenges of change is critical to success. Here are five essential skills for leading change:

Establishing a Clear Vision and Rationale for Change

Effective change leaders are able to articulate a compelling vision for the future and clearly communicate the reasons for change. This involves:

• Aligning the change with the setting’s values, mission, and goals
• Using data, research, or feedback to demonstrate the need for change
• Painting a vivid picture of the benefits the change will bring for children, families, and staff
• Communicating the vision through multiple channels, such as meetings, emails, and visual displays

By establishing a clear vision and rationale, you can help your team understand the purpose and importance of the change, and inspire them to get on board.

Building Positive Relationships with Staff

Change can be emotionally challenging, so it’s crucial to have strong, positive relationships with your staff. This involves:

• Taking time to get to know your staff as individuals, including their strengths, challenges, and aspirations
• Showing genuine care and concern for their well-being
• Being available and approachable, and creating opportunities for informal dialogue
• Treating everyone with respect, empathy, and fairness

By building trust and rapport with your staff, you can create a safe, supportive environment where they feel valued and heard.

Effective, Two-Way Communication

Change leaders must be skilled communicators, able to share information clearly and listen actively to their team. This involves:

• Providing regular updates on the progress of the change, including successes, challenges, and next steps
• Using a variety of communication methods, such as face-to-face meetings, written updates, and digital platforms
• Encouraging open dialogue and creating opportunities for staff to ask questions, share concerns, and offer feedback
• Listening actively and empathetically, and responding to feedback in a timely and constructive way

By fostering effective, two-way communication, you can ensure everyone is informed, engaged, and invested in the change process.

Leading by Example

As a change leader, your actions speak louder than your words. It’s essential to model the behaviours and attitudes you want to see in your team. This involves:

• Demonstrating commitment to the change through your own actions and decisions
• Being open to new ideas and approaches, and taking risks to try new things
• Admitting mistakes and showing vulnerability, and framing failures as opportunities for learning
• Maintaining a positive, resilient attitude in the face of challenges and setbacks

By leading by example, you can set the tone for the entire change effort and inspire your team to follow your lead.

Motivating and Engaging the Team

Finally, effective change leaders are able to keep their team motivated and engaged throughout the change process. This involves:

• Providing regular recognition and praise for effort and progress
• Celebrating successes and milestones, no matter how small
• Offering incentives and rewards for embracing the change, such as professional development opportunities or extra planning time
• Creating a sense of ownership and involvement by engaging staff in decision-making and problem-solving

By keeping your team motivated and engaged, you can sustain momentum and enthusiasm for the change, even when the going gets tough.

Developing these essential skills takes time, practice, and self-reflection. As a leader, it’s important to continually assess your own strengths and areas for growth, and seek out opportunities to build your change leadership capabilities. By investing in your own development, you can become a more effective, confident, and resilient change leader, able to guide your team through even the most challenging transitions.

A Step-by-Step Guide to Managing Change

Now that we’ve explored the key models and essential skills for leading change, let’s dive into a practical, step-by-step guide to managing change in your early years setting.

1. Assess Readiness and Identify Potential Roadblocks

Before embarking on any change initiative, it’s crucial to assess your setting’s readiness and anticipate potential challenges. This involves:

• Conducting a thorough analysis of your current situation, including strengths, weaknesses, opportunities, and threats
• Engaging staff, families, and other stakeholders in discussions about the proposed change to gauge their level of support and identify concerns
• Identifying potential barriers to success, such as limited resources, competing priorities, or resistance from key individuals
• Developing strategies to address these roadblocks proactively

By taking the time to assess readiness and plan for potential obstacles, you can set your change effort up for success from the start.

2. Select a Strong Leadership Team of Change Champions

No leader can manage change alone. It’s essential to build a strong team of change champions who can help drive the initiative forward. This involves:

• Identifying individuals with the skills, influence, and motivation to lead change, including both formal and informal leaders
• Providing training and support to help change champions understand their roles and responsibilities
• Empowering change champions to take ownership of key aspects of the change effort, such as communication, training, or implementation
• Establishing regular check-ins and collaboration opportunities to ensure alignment and progress

By selecting a diverse, capable team of change champions, you can build momentum and ensure the change effort is supported at all levels of your organization.

3. Communicate Early, Often, and Clearly About the Change

Effective communication is the backbone of successful change management. It’s essential to keep all stakeholders informed and engaged throughout the process. This involves:

• Developing a comprehensive communication plan that outlines key messages, channels, and timelines
• Sharing information early and often, even if all the details are not yet known
• Using clear, concise language and avoiding jargon or technical terms
• Tailoring messages to different audiences, such as staff, families, or external partners
• Providing regular updates on progress, successes, and challenges
• Encouraging open dialogue and actively seeking feedback and input

By communicating effectively, you can build trust, understanding, and commitment to the change effort.

4. Ensure Robust Training and Professional Development

Change often requires new skills, knowledge, and behaviours. Investing in training and professional development is critical to building your team’s capacity to implement the change successfully. This involves:

• Conducting a needs assessment to identify skill gaps and training priorities
• Providing comprehensive, timely training that aligns with the stages of the change process
• Using a variety of training methods, such as workshops, coaching, mentoring, or online learning
• Allocating sufficient time and resources for staff to participate in training and apply their learning
• Evaluating the effectiveness of training and making adjustments as needed

By prioritising training and professional development, you can equip your team with the capabilities they need to thrive in the new reality.

5. Provide Ongoing Support and Resources

Change can be challenging, even with the best training and preparation. It’s essential to provide ongoing support and resources to help your team navigate the transition successfully. This involves:

• Establishing clear channels for staff to seek help, ask questions, or raise concerns
• Providing job aids, checklists, or other tools to support the application of new skills and processes
• Offering coaching, mentoring, or peer support to help staff build confidence and overcome challenges
• Allocating adequate time, staffing, and budget to support the change effort
• Regularly assessing staff needs and providing additional support as needed

By providing ongoing support and resources, you can create a safety net that enables your team to take risks, learn from mistakes, and continuously improve.

6. Celebrate Milestones and Successes Along the Way

Change can be a long, challenging journey, so it’s important to celebrate progress and achievements along the way. This involves:

• Setting clear, measurable goals and milestones for the change effort
• Regularly tracking and communicating progress towards these goals
• Celebrating successes, both big and small, through recognition, rewards, or special events
• Sharing stories and examples of how the change is making a positive impact on children, families, and staff
• Expressing gratitude and appreciation for everyone’s hard work and dedication

By celebrating milestones and successes, you can maintain momentum, boost morale, and reinforce the benefits of the change.

7. Monitor, Evaluate, and Adjust as Needed

Finally, effective change management requires ongoing monitoring, evaluation, and adjustment. This involves:

• Establishing clear metrics and indicators to track the progress and impact of the change
• Regularly collecting and analyzing data from multiple sources, such as observations, surveys, or performance measures
• Identifying areas of success, challenges, or unintended consequences
• Engaging staff, families, and other stakeholders in reflective discussions about the change effort
• Making strategic adjustments to the plan based on data and feedback
• Documenting and sharing lessons learned to inform future change efforts

By continuously monitoring, evaluating, and adapting, you can ensure the change effort stays on track and achieves its intended outcomes.

Managing change in early years settings is a complex, multifaceted process that requires careful planning, skilful leadership, and ongoing support. By following this step-by-step guide and tailoring it to your specific context, you can navigate the challenges of change with greater confidence and success.

Remember, change is an opportunity for growth, learning, and improvement. By embracing change with a positive, proactive mindset and empowering your team to do the same, you can create a culture of continuous improvement that benefits everyone in your early years community.

Criticisms and Limitations of Change Management Models in Early Years Settings

While change management models like Lewin’s Three-Step Model, the Change Curve, and the ADKAR Model offer valuable frameworks for navigating change in early years settings, it’s important to recognize their potential limitations and criticisms.

Oversimplification of Complex Change Processes

One common criticism is that these models can oversimplify the complex, nonlinear nature of change in education settings (Barnard & Stoll, 2010). Change in early years is often messy, unpredictable, and affected by a wide range of internal and external factors, such as policy changes, funding, staff turnover, and family dynamics.

By presenting change as a straightforward, step-by-step process, these models may not adequately capture the nuances and challenges of real-world change efforts.

Lack of Contextual Relevance

Another limitation is that many change management models were developed in business or organizational contexts, and may not fully translate to the unique needs and cultures of early years settings (Rodd, 2015).

Early years change involves working with young children, families, and a predominantly female workforce, which can require different approaches and considerations than change in other sectors.

Insufficient Focus on Emotional and Relational Aspects

Critics also argue that some change models, particularly those focused on rational planning and technical solutions, can neglect the emotional and relational aspects of change (Osgood, 2010). Change in early years settings can be deeply personal and emotionally charged, and requires strong relationships, trust, and empathy.

Models that prioritize efficiency and outcomes over people and processes may undermine the very relationships that are essential to successful change.

Limited Attention to Power and Politics

Another critique is that change management models often pay insufficient attention to issues of power, politics, and social justice within education settings (Gitlin & Margonis, 1995). Change efforts can be influenced by competing agendas, inequitable resource distribution, and systemic biases.

By treating change as a neutral, apolitical process, these models may overlook important equity considerations and fail to challenge the status quo.

Overemphasis on Leader-Driven Change

Finally, some critics argue that change management models can place too much emphasis on the role of formal leaders in driving change, at the expense of more collective, participatory approaches (Hargreaves, 2011).

Early years settings are collaborative environments that depend on the knowledge, skills, and commitment of all staff members, not just those in leadership positions.

Balancing Structure and Flexibility

While these criticisms are important to consider, change management models can still serve as useful starting points for early years leaders, provided they are adapted to fit the specific needs and context of each setting.

The key is to balance structure and flexibility, using these models as guidance rather than rigid prescriptions.

By remaining open to emerging challenges and opportunities, actively involving staff and stakeholders, and prioritizing relationships and equity throughout the process, early years leaders can harness the strengths of these models while mitigating their limitations.

Ultimately, successful change management in early years settings requires a blend of technical knowledge, emotional intelligence, and critical reflection. By engaging in ongoing learning, dialogue, and adaptation, leaders can navigate the complexities of change and create lasting, positive impact for their communities.

Case Studies

Implementing a New Curriculum at Sunshine Nursery

The following is a Fictional case study to demonstrate the theory in practice: Sunshine Nursery, a large Early Years setting with 50 staff members, decided to implement a new play-based curriculum to enhance children’s learning and development. The leadership team recognised that this change would require significant shifts in staff practice, resources, and learning environments.

To manage the change effectively, the leadership team followed a systematic approach informed by the ADKAR model:

1. Awareness: They held a series of staff meetings to introduce the new curriculum, explaining the rationale, benefits, and implications for practice. They shared research evidence and examples from other settings to build a compelling case for change.
2. Desire: The leaders conducted individual meetings with each staff member to understand their concerns, aspirations, and readiness for change. They involved staff in decision-making and planning, and highlighted the professional development opportunities the new curriculum would bring.
3. Knowledge: They provided comprehensive training on the new curriculum, including workshops, online modules, and visits to other settings already using the approach. They also established a mentoring program, pairing experienced staff with those who needed extra support.
4. Ability: The setting allocated additional planning time for staff to redesign their learning environments and activities to align with the new curriculum. They provided ongoing coaching and feedback to help staff apply their new knowledge and skills in practice.
5. Reinforcement: The leadership team celebrated early successes and shared positive stories from children, families, and staff. They recognised staff who were embracing the change and provided additional resources and support to help embed the new practices.

Throughout the change process, the leadership team communicated regularly, sought feedback, and made adjustments as needed. They also monitored key indicators, such as staff confidence, child engagement, and family satisfaction, to track progress and identify areas for improvement.

While the change was challenging at times, by following a structured approach and prioritising staff support and engagement, Sunshine Nursery was able to successfully implement the new curriculum and achieve positive outcomes for children, families, and staff.

By combining clear vision, effective communication, staff development, and ongoing reinforcement, leaders can successfully navigate the complexities of change and create lasting benefits for their communities.

Conclusion

In this article, we have explored the critical importance of effective change management in Early Years settings. We have examined key change models, including Lewin’s Three-Step Model, the Change Curve, and the ADKAR Model, and discussed how these frameworks can be applied to support staff and navigate the complexities of organisational change.

We have also identified essential skills for leading change, such as establishing a clear vision, building positive relationships, communicating effectively, leading by example, and motivating and engaging staff. By developing these competencies, leaders can create a supportive, collaborative environment that enables their teams to thrive during times of transition.

Using these theories and models can provide a practical roadmap for managing change, from assessing readiness and building a strong leadership team to communicating clearly, providing training and support, celebrating successes, and monitoring and adjusting as needed. By following these steps and adapting them to their unique context, settings can implement change initiatives with greater confidence and success.

While change can be challenging, it is an inevitable part of life and work in the Education sector. From new policies and curricula to advances in technology and shifts in family needs, change is a constant that requires ongoing adaptation and learning.

However, change also brings opportunities for growth, innovation, and improvement. By embracing change with a positive, proactive mindset and equipping ourselves with the tools and strategies to manage it effectively, we can not only survive but thrive in the face of new challenges and opportunities.

As leaders and learners, we have a responsibility to model resilience, flexibility, and lifelong learning for the children and families we serve. By approaching change with curiosity, openness, and a commitment to continuous improvement, we can create settings that are responsive, dynamic, and well-equipped to support the evolving needs of our communities.

So let us embrace change as an opportunity to learn, grow, and make a positive difference in the lives of young children. By working together, supporting each other, and staying focused on our shared purpose, we can navigate the challenges of change and create brighter futures for all.

Frequently Asked Questions

1. What is change management and why is it important in education?

Change management is the process of planning, implementing, and monitoring changes within an organisation. In education settings, effective change management is crucial for successfully introducing new policies, curricula, technologies, or practices while minimising disruption and resistance from staff, students, and families.

2. What are the key principles of change management?

The five key principles of change management are:

1. Communicate openly and frequently
2. Engage stakeholders and build buy-in
3. Provide training and support
4. Celebrate successes and milestones
5. Monitor, evaluate, and adjust as needed

3. What are some common challenges of managing change in education settings?

Some common challenges include resistance from staff or stakeholders, limited time and resources for training and implementation, competing priorities and initiatives, and difficulty sustaining the change over time.

4. How can education leaders effectively communicate about change?

Effective communication involves sharing information early and often, using multiple channels and formats, tailoring messages to different audiences, encouraging open dialogue and feedback, and providing regular updates on progress and successes.

5. What strategies can help build staff buy-in for change initiatives?

Strategies to build staff buy-in include involving them in planning and decision-making, providing opportunities for input and feedback, offering incentives and rewards for embracing the change, and highlighting the benefits for students and the school community.

6. How can education leaders support staff during times of change?

Leaders can support staff by providing comprehensive training and professional development, offering ongoing coaching and mentoring, allocating time and resources for implementation, and creating a safe, supportive environment for learning and experimentation.

7. What role do students and families play in change management?

Students and families are key stakeholders in education change initiatives. Engaging them in the process, seeking their input and feedback, and communicating regularly about the rationale, benefits, and impacts of the change can help build trust and support.

8. How can schools and Early Years settings measure the success of change initiatives?

Measuring success involves establishing clear goals and metrics, collecting data from multiple sources, tracking progress over time, and evaluating the impact on key outcomes, such as student learning, staff satisfaction, or family engagement.

9. What are some best practices for sustaining change over time?

Best practices for sustaining change include embedding the new practices into policies, procedures, and routines, providing ongoing training and support, celebrating successes and milestones, and continuously monitoring and adjusting as needed.

10. How can education leaders develop their own change management skills?

Education leaders can develop their change management skills by seeking out professional development opportunities, such as workshops, courses, or mentoring, reading research and best practices, and actively reflecting on their own experiences and learning. Building strong relationships, communication skills, and emotional intelligence are also key to effective change leadership.

References

Ahnert, L., Harwardt-Heinecke, E., Kappler, G., Eckstein-Madry, T., & Milatz, A. (2012). Student–teacher relationships and classroom climate in first grade: How do they relate to students’ stress regulation? Attachment & Human Development, 14(3), 249-263. https://doi.org/10.1080/14616734.2012.673277

Malik, P. (2022). The Kübler Ross Change Curve in the Workplace (2024). Available at https://whatfix.com/blog/kubler-ross-change-curve Accessed 2024.

Barnard, M., & Stoll, N. (2010). Organisational change management: A rapid literature review. Centre for Understanding Behaviour Change, University of Bristol. https://www.bristol.ac.uk/media-library/sites/cubec/migrated/documents/pr1.pdf

Gitlin, A., & Margonis, F. (1995). The political aspect of reform: Teacher resistance as good sense. American Journal of Education, 103(4), 377-405. https://doi.org/10.1086/444108

Hargreaves, A. (2011). Second international handbook of educational change. Springer Netherlands.

Hiatt, J. (2006). ADKAR: A model for change in business, government, and our community. Prosci.

Jack, C., & Higgins, S. (2019). What is educational technology and how is it being used to support teaching and learning in the early years? International Journal of Early Years Education, 27(3), 222-237. https://doi.org/10.1080/09669760.2018.1504754

Lewin, K. (1947). Frontiers in group dynamics: Concept, method and reality in social science; social equilibria and social change. Human Relations, 1(1), 5-41. https://doi.org/10.1177/001872674700100103

Osgood, J. (2010). Reconstructing professionalism in ECEC: The case for the ‘critically reflective emotional professional’. Early Years, 30(2), 119-133. https://doi.org/10.1080/09575146.2010.490905

Rodd, J. (2015). Leading change in the early years: Principles and practice. Open University Press.

Sims, M., Waniganayake, M., & Hadley, F. (2017). Educational leadership: An evolving role in Australian early childhood settings. Educational Management Administration & Leadership, 46(6), 960-979. https://doi.org/10.1177/1741143217714254

Strehmel, P. (2016). Leadership in early childhood education: Theoretical and empirical approaches. Journal of Early Childhood Education Research, 5(2), 344-355. https://jecer.org/leadership-in-early-childhood-education-theoretical-and-empirical-approaches/

Additional Resources

Recommended Books

1. “Managing Change in Organizations: A Practice Guide” by Project Management Institute (2013) – This book offers a comprehensive overview of change management principles and practices that can be applied in various settings, including education.
2. “The Essentials of Managing Change and Transition” by Harvard Business Review Press – While not specific to education, this book provides valuable insights and strategies for managing change in organizations

Suggested Articles

1. “Leading and Managing Early Childhood Settings: Inspiring people, places and practices.” by Nadine Louise McCrea. School of Education at the University of New England, Armidale, New South Wales
2. “Organisational change management: A rapid literature review” by Mark Barnard and Naomi Stoll (2010), published by the Centre for Understanding Behaviour Change, University of Bristol – While not specific to education, this literature review provides a useful overview of key concepts and theories in organizational change management.
   Source: https://www.bristol.ac.uk/media-library/sites/cubec/migrated/documents/pr1.pdf

Recommended Websites

1. National Association for the Education of Young Children (NAEYC) (https://www.naeyc.org/) – NAEYC is a professional membership organization for early childhood educators in the United States. Their website features a variety of articles, blog posts, and online learning opportunities related to leadership and change management in early childhood settings.
2. Helen MG Consulting – Leadership Specialist
   https://learning.helenmgconsulting.com/ – Helen provides courses, tutoring and consulting on Leadership, especially in the Education sector, with a prestigious career and reputation.
3. Early Childhood Australia (https://www.earlychildhoodaustralia.org.au/) – Early Childhood Australia is a national advocacy organization for early childhood education and care in Australia. Their website offers a range of resources and articles on topics related to change management, leadership, and professional development in early years settings.

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Early Years TV Change Management: A Guide for Education and Early Years Settings. Available at: https://www.earlyyears.tv/change-management-education-and-early-years
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Kathy Brodie

Kathy Brodie is an Early Years Professional, Trainer and Author of multiple books on Early Years Education and Child Development. She is the founder of Early Years TV and the Early Years Summit.

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