10.2: Change Theories

Let’s Take a Deeper Look

Change is a common thread that runs through life. The world evolves rapidly, and organizations must adapt just as quickly; and the field of education is no exception. In early childhood programs, change may come in many forms: staffing shifts, funding cycles, new state mandates, or emerging best practices. Organizations that handle change well tend to thrive; those that do not may struggle to survive.

Systemic change transforms the underlying structures, policies, mindsets, and relationships of an entire system. In ECE, it typically refers to programs, agencies, and institutions, rather than just individual people and their practices. However, individual change and systemic change often occur simultaneously. An example of an individual change might involve a teacher choosing to bring in books on inclusion or revising classroom rules to be more inclusive and responsive to individual needs. A systemic change, however, might involve leadership or management reviewing and updating inclusion policies and then adopting an organization-wide training on supporting children with disabilities or those who are differently abled.

The following theories on change help illuminate how meaningful transformation happens, not just within individual classrooms, but across entire systems. The different frameworks offer practical tools, clear steps, and helpful insights for guiding change with purpose and care.

Water of Systems Change Framework​​

One useful model for understanding the depth of systemic change in ECE is the Water of Systems Change framework developed by the Early Childhood Developmental Health Systems initiative (2024). They state, “Systems change is about shifting the conditions that hold a problem in place. The Water of Systems Change framework provides an actionable model that early childhood system leaders can use to produce measurable, lasting impact” (paras. 1-2).

Additional studies by Kania, Kramer, & Senge (n.d), found that “agencies involved in systemic change can increase their odds for success by focusing on the least explicit, but most powerful conditions for change, while also turning the lens on themselves” (Kania, Kramer, & Senge, para. 1). The Water of Systems Change model is depicted as an “inverted triangle,” with Six Conditions of Systems Change.

Bunny Trail Footnote 5: There has been much debate in the field of ECE about what words should be used for children with disabilities. For many years, the term “children with special needs” was used. The words “children with” intentionally preceded the word “special” and adheres to “people first language.” The word “special” was also intentionally used because every young child is special and it does not focus on what the child cannot do; whereas, the word “disabled” implies that the person is “un-able” to do something. The debate continues, but some prefer the term “differently abled,” because it shifts the focus from what a person “cannot” do, to the unique ways they “can” do things.

The Six Conditions of Systems Change

(Starting from the bottom of the inverted triangle with the implicit or “least explicit.”)

• Level 1- Implicit: (Transformative Change)

1. Condition 1- Mental Models

• Level 2- Semi-explicit: (Relational Change)

2. Condition 2- Relationships and Connections

3. Condition 3- Power Dynamics

• Level 3- Explicit: (Structural Change)

4. Condition 4- Policies

5. Condition 5- Practices

6. Condition 6- Resource Flow

Figure 10.1 Three Levels of Systemic Change

(Figure 10.1 The Water of Systems Change image is an AI generated graphic through ChatGPT)

The Water Systems Change framework gives educators a practical way to create a fairer and more equitable environment, by looking at the bigger picture. So, instead of just fixing surface-level problems, it helps shift the deeper conditions that keep those problems in place. Moreover, in order to really make lasting change, educators need to reflect on their own beliefs and habits, and they must be open to doing things differently. Real lasting change is more likely to occur when we work on the three interconnected levels: implicit conditions (the hidden beliefs and assumptions that shape how we see the world, including mental models and deeply held beliefs); semi-explicit conditions (the way people relate and share power- power dynamics and relationships); and explicit conditions (what we can clearly see and change, such as policies, rules, routines, and practices).

“Real and equitable progress requires exceptional attention to the detailed and often mundane work of noticing what is invisible to many”

(Kania, Kramer, & Senge, n.d., para. 4).

Lewin’s Change Management Model

In the 1940s, Kurt Lewin, the same theorist who described Lewin’s Leadership Style Framework in Chapter 8, developed a change model known as Unfreeze, Change, Refreeze. This theory refers to the three-stage process of change, described using the analogy of changing the shape of a block of ice.

If you have a cube of ice but want a sphere, you must:

• Unfreeze: Melt the ice to make it amenable to change. This stage prepares the organization by helping stakeholders recognize the need for change, communicating reasons and benefits, and addressing concerns or resistance through involvement.

• Change (Transition): Pour the melted water into a spherical mold and make actual changes to processes, structures, or behaviors. Provide coaching, support, and maintain clear communication to reduce uncertainty and build confidence.

• Refreeze: Freeze the water into the new shape, solidifying the new state as the norm. Reinforce behaviors and processes, ensure changes are incorporated into culture and practices, and encourage ongoing feedback for continuous improvement.

Remember, resistance to change is natural. Change should be viewed as an ongoing process, not a one-time event. Lewin’s straightforward model helps leaders manage change initiatives and foster a culture of adaptability (Bell, 2025).

Kotter’s Eight-Step Change Model

John Kotter (1996) offers a structured, step-by-step approach to leading organizational change. His model has been widely used in business and education to guide successful transformation.

Kotter’s Eight Steps:

1. Create a sense of urgency: Highlight why change is needed now to motivate action

2. Build a guiding coalition: Assemble a team with credibility and influence to lead the effort

3. Form a strategic vision and initiatives: Develop a clear direction and actionable steps

4. Enlist a volunteer army: Communicate widely to win support and engagement

5. Enable action by removing barriers: Address policies, structures, or attitudes that block progress

6. Generate short-term wins: Celebrate early successes to maintain momentum

7. Sustain acceleration: Keep learning, adjusting, and pushing forward

8. Institute change: Embed new approaches into culture, policies, and everyday practice

Kotter’s model reminds leaders that implementation matters as much as vision. Without careful attention to sequencing, communication, and inclusion, even the best ideas can fail to take root.

Effective systemic change requires more than a compelling vision, it requires the intentional development of the people responsible for implementing it. Sustainable, center-based change is achieved through ongoing, embedded staff development that aligns with the program’s mission and values. Rather than relying on one-time trainings or top-down mandates, effective leadership fosters regular participation, reflective, and responsiveness to the evolving needs of educators. Ethical leadership promotes adult learning environments grounded in trust, professional respect, and shared responsibility. Educators must not only manage change, but develop the capacity of others to grow with it (Bloom, 2011).