The research aims to provide a better understanding of early childhood education for migrant children in a changing global context. It is hoped that the research itself can make a theoretical contribution for the improvement of early childhood education for migrant children in China. Although the leaders in kindergartens have gained more autonomy through decentralized governance in China, the state is currently still playing more the role of regulator rather than being supportive in early childhood education. Without adequate financial or other support from governments, the challenges faced by the leaders in early childhood education at school level are becoming severe, particularly where the number of the migrant children in the kindergartens is increasing. Moreover, migrant children as a disadvantaged group are suffering from many difficulties such as inadequate financial support to pay for high education fees, adoption to new environments, learning difficulties partly connected with the national policies in China. Therefore, a case study in a typical city has been conducted to explore the current situation and envisage solutions to lessen existing tensions among different players in early childhood education for migrant children. Based on the research findings and a literature review, this dissertation suggests ways to enhance the development of early childhood education for migrant children. Furthermore, transformational leadership and lifelong learning are highlighted as a potential to improve the learning outcomes of migrant children.