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Observational analysis finds centrality of child-centered leadership in early intervention and education, suggesting implications for practice.
The utilization of educators and providers as leaders has been a focal point of educational discourse as instrumental to whole-school reform and child outcomes. However, the landscape of early intervention (EI) and early childhood special education (ECSE) remains relatively unexplored regarding educator or provider-based leadership. In this study, data were collected from 80 EI and ECSE providers through an online survey featuring quantitative and qualitative questions. Findings highlight the centrality of child- and family-centered interpersonal approaches to EI/ECSE leadership with a need for more collaboration and administrative support within the EI/ECSE context. Findings also point to how the Division for Early Childhood’s Recommended Practices for leadership could be used as a foundation for understanding the implementation of leadership within EI/ECSE. The following study contributes to understanding the unique context of EI/ECSE and underscores implications for practice and future research.
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Passmore et al. (2026) studied this question.
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