Updated 03 May 2026
Kindness in early childhood education is more than a value — it is a foundational skill that shapes how children build relationships, regulate emotions and engage with the world around them.
Within early learning environments, kindness is not taught in isolation. It is experienced through everyday interactions, educator modelling and the culture created within the service. Over time, these early experiences influence how children relate to others well beyond the early years. The consistency of these interactions is often shaped by the educators within the room, which is why a structured approach to early childhood recruitment plays such an important role in building stable, high-performing teams.
Why kindness in early childhood education matters
Kindness plays a central role in social and emotional development. Children who consistently experience and practice kindness develop stronger interpersonal skills, improved emotional awareness and a greater capacity to navigate social situations.
Guidance from the Australian Children’s Education and Care Quality Authority (ACECQA) highlights the importance of respectful relationships and interactions as part of quality early childhood practice.
Kindness and relationship development
One of the most significant outcomes of kindness in early childhood education is the ability to form strong, meaningful relationships.
Children who experience kindness learn how to:
- listen actively
- share and cooperate
- respond to others with empathy
- build trust over time
These skills extend beyond early learning environments and form the foundation for both personal and professional relationships later in life.
Supporting emotional intelligence through kindness
Kindness is closely linked to the development of emotional intelligence.
When children engage in kind interactions, they begin to:
- recognise emotional cues in others
- regulate their own responses
- respond appropriately in different social contexts
Research into early childhood development highlights emotional intelligence as a critical factor in both learning outcomes and long-term wellbeing (Denham et al., 2020).
Kindness and early leadership behaviours
Acts of kindness have a measurable impact on wellbeing.
Children who regularly experience positive, supportive interactions are more likely to:
- develop a strong sense of belonging
- build confidence and self-esteem
- approach challenges with greater resilience
In early learning settings, this is often reflected in engagement, participation and overall emotional stability.
Workforce and wellbeing research across early childhood education also highlights the importance of supportive environments — not only for children, but for educators.
In some cases, the quality of these interactions only becomes fully visible when educators leave a service. Understanding these patterns — for example through independent exit interviews — can provide valuable insight into how team dynamics and culture are experienced in practice.
Kindness also plays a role in shaping early leadership behaviours.
Children who consistently experience respectful and inclusive environments are more likely to:
- support others
- include peers in play
- show initiative in helping
- demonstrate emerging leadership qualities
These behaviours are not taught through instruction alone — they are developed through observation and participation.
Creating environments where kindness can thrive
Kindness in early childhood education does not happen by chance. It is supported by:
- consistent educator modelling
- intentional language and communication
- predictable routines
- environments that reduce stress and support calm interactions
When educators have the capacity to engage meaningfully with children, kindness becomes embedded in everyday practice rather than treated as a separate concept.
The long-term impact
Kindness shapes how children see themselves and others.
It supports:
- stronger relationships
- improved emotional regulation
- greater resilience
- a sense of belonging
These are not short-term outcomes. They influence how individuals engage with learning, work and relationships throughout life.
Final thought
Kindness in early childhood education is not an “extra”.
It is a core part of how children learn to interact with the world.
When kindness is embedded in practice, it shapes not only individual development, but the culture of the environments children grow within.
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Frequently Asked Questions (FAQ)
Here is a snapshot of the most common questions we’re asked. If you do not see your question here, feel free to reach out—our team is always happy to help.
Why is kindness important in early childhood education?
Kindness is more than good manners. It helps children develop empathy, emotional regulation, confidence and the ability to build positive relationships. These skills support learning, wellbeing and healthy social development throughout childhood and beyond.
Can kindness be taught, or do children learn it naturally?
Children learn kindness primarily through experience. When educators consistently model respectful communication, empathy and inclusion, children begin to imitate these behaviours and incorporate them into their own interactions.
How can educators encourage kindness every day?
Simple everyday practices have the greatest impact. Greeting children warmly, acknowledging acts of kindness, encouraging cooperation, modelling respectful language and helping children resolve conflicts calmly all contribute to a culture where kindness becomes part of everyday practice.
What role do educators play in developing kindness?
Educators are among the most influential role models in a child’s early years. The way they communicate, respond to emotions and build relationships demonstrates what kindness looks like in practice and shapes children’s own behaviour.
Does kindness improve children’s emotional development?
Yes. Kind interactions help children recognise emotions, regulate their responses, develop empathy and build emotional intelligence. These skills contribute to resilience, confidence and positive relationships throughout life.
How does kindness contribute to a positive learning environment?
When children feel respected, valued and safe, they are more willing to participate, collaborate and explore new experiences. A culture of kindness supports belonging, reduces conflict and creates an environment where learning can flourish.
Why is educator wellbeing important for creating kind environments?
Educators who feel supported are better able to build meaningful relationships with children. Stable teams, positive workplace cultures and manageable workloads allow educators to consistently model the kindness and emotional availability that children need.
Can recruitment influence the culture of kindness within a service?
Absolutely. Recruiting educators whose values align with empathy, respect and relationship-based practice helps create consistent experiences for children. Building stable, values-aligned teams supports a culture where kindness becomes embedded in everyday interactions rather than depending on individual personalities. This aligns well with the article’s emphasis that the quality and consistency of educator interactions shape children’s long-term development.
Further Reading & References
The information presented in this article is informed by current research, government guidance and recognised sector literature. The references below are provided for readers who wish to explore the topic in greater depth.
Last reviewed: July 2026
Australian Children’s Education and Care Quality Authority (2025). Guide to the National Quality Framework. Available here.
Australian Children’s Education and Care Quality Authority (2025). National Quality Standard. Available here.
Denham, S.A., Bassett, H.H. and Wyatt, T. (2020) ‘The socialisation of emotional competence’, Journal of Applied Developmental Psychology, 67, pp. 101–112.
The Front Project (2026) Staying Power: The Case for Educator Stability in Early Childhood Education and Care. Available here.
Thorpe, K., Panthi, N., Houen, S. et al. (2020) ‘Support to stay and thrive: mapping challenges faced by Australia’s early years educators’, The Australian Educational Researcher, 47, pp. 345–365.