Where Did Our Openness to Constructive Criticism Go? Reflections on Growth Culture in Early Childhood Education
Building Stronger Educators Through Feedback, Reflection, and Professional Trust
In early childhood education, we often talk about growth, children’s growth, program growth, developmental growth, and academic growth. Yet one form of growth that seems increasingly fragile in our field is adult professional growth, specifically our willingness to receive constructive feedback.
Somewhere along the way, feedback began to feel like judgment instead of support.
The Shift We’re Seeing
Many leaders and coaches in early education have noticed a change over time. Conversations that once sparked reflection now sometimes trigger defensiveness. Suggestions that are intended to strengthen practice may be perceived as personal criticism. This is not because educators care less often, but because they care deeply and are already stretched thin.
Today’s early childhood professionals operate in a climate of:
staffing shortages
compliance demands
documentation overload
heightened family expectations
emotional labor
When someone is already carrying so much, feedback can feel like one more weight rather than a helping hand.
Feedback is not the enemy. Isolation Is
The most effective educators are not the ones who never need feedback. They are the ones who seek it. Constructive criticism, when delivered respectfully and received openly, is one of the most powerful tools we have for improving outcomes for children.
Feedback should function as:
a mirror, not a spotlight
a compass, not a hammer
a partnership, not a hierarchy
When teams lose the ability to exchange feedback safely, growth stalls. Innovation slows. Silos form. And ultimately, children miss out on the very improvements we aim to create for them.
Why This Matters in Early Childhood Settings
Early education is unique. Our work is relational, dynamic, and responsive. There is no script for supporting every learner, every family, or every classroom challenge. That means we must rely on each other’s perspectives.
Reflective dialogue is the foundation of:
inclusive practices
responsive instruction
behavior support
family engagement
team collaboration
Without openness to feedback, reflective practice cannot exist.
Rebuilding a Culture of Growth
If we want educators to welcome constructive criticism again, we must rebuild the conditions that make it safe to do so. That includes:
Psychological safety – Staff must trust that feedback is meant to support, not punish.
Modeling from leadership – Leaders should actively seek feedback themselves.
Clear purpose – Feedback must always connect to student outcomes, not personal preference.
Balance – Affirm strengths as intentionally as we address growth areas.
Training – Giving and receiving feedback is a skill that must be taught and practiced.
A Reframe for Our Field
Constructive criticism is not a sign of failure. It is evidence that someone believes in your potential enough to invest in your growth.
In a profession dedicated to helping children learn through mistakes, exploration, and guidance, we must ask ourselves:
Are we modeling the same learning mindset we expect from our students?
If early childhood education is truly about lifelong learning, then feedback is not something we should resist; it is something we should welcome.
Because the strongest educators are not those who never need feedback.
They are the ones who use it to become even better.
Growth is not comfortable. But it is always worth it, for us, for our teams, and most importantly, for the children we serve.