Principal's Ecosystem Leadership in Developing Partnership-Based Collaborative Learning in Kindergarten

How do Early Childhood Education principals translate connectivity among actors into learning capacity amidst family limitations? This study analyzes kindergarten principals' ecosystem leadership in building a collaborative learning ecosystem through partnerships among schools, families, and communities. Using a qualitative case study design at Ar-Rohman State Kindergarten, South Kalimantan, the study interviewed seven participants and included observations and document analysis. The results reveal six cyclic processes of ecosystem leadership: understanding ecosystem conditions, mapping assets, connecting actors through trust, designing learning opportunities, integrating assets into the curriculum, and strengthening collaboration through communication and reflection. The mechanism that transforms family and community assets into pedagogical capacity operates through relational connectedness, pedagogical translation, curriculum alignment, authentic learning experiences, and children's sense-making. This leadership supports contextual learning, expands teacher resources, strengthens family engagement, and builds more sustainable school-community relationships. Conclusion: Ecosystem leadership cyclically transforms social assets into pedagogical capacity for meaningful children's learning experiences. Significance: It expands the scope of ECE management studies and offers practical guidance for building adaptive and sustainable partnerships.