This chapter highlights pedagogical leadership as a key concept in a changing early childhood education and care sector (ECEC). It analyses how historical, political, and structural developments have influenced the understanding of pedagogical leadership in early childhood settings. The central research question addressed is: How have historical and political developments shaped the understanding and enactment of pedagogical leadership in ECEC, and how is this expressed in professional roles, structural conditions, and pedagogical practices, as explored in the contributions of this anthology? Through an analysis of broader developments and a close reading of policy documents and research literature, the chapter argues that pedagogical leadership must be understood as a complex practice rooted in values, relationships, and professional knowledge. Furthermore, pedagogical leadership is grounded both in everyday pedagogical work and in the long-term processes that shape the educational and organisational direction of the early childhood institution, processes that are continuously developed and challenged in light of education, professional development, and collaborative learning. By presenting the contributions in this anthology, the chapter explores and discusses pedagogical leadership from a variety of theoretical and empirical perspectives, situated within the broader developments and emerging conditions that shape pedagogical leadership today.