Identifying and Living Leadership in the Lives of Prekindergarten Through 4th-Grade Girls: The Story of One Intentional Leadership Identity Development Program

Bailey, Darlyne; Hufford, Mariandl M. C.; Emmerson, Melissa S.; Eckert, Sarah Anne

doi:10.1080/02568543.2017.1344751

Cited by 12 publications

(7 citation statements)

References 43 publications

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“…Positive outcomes relating to social justice were reported in relation to youths' sense of empowerment (n = 19) (Aldana et al 2016;Arches and Fleming 2006;Bailey et al…”

Section: Social Justice-focused Goals Contents and Outcomesmentioning

confidence: 99%

“…Positive outcomes relating to social justice were reported in relation to youths' sense of empowerment (n = 19) (Aldana et al 2016;Arches and Fleming 2006;Bailey et al 2017;Bentz and Brien 2019;Briggs 2010;Chan and Holosko 2020;Christens and Dolan 2011;Collins et al 2013;Collins et al 2020;Cooke et al 2018;Glisson 2013;Gullan et al 2013;Harvey et al 2021;Larson et al 2005…”

Section: Social Justice-focused Goals Contents and Outcomesmentioning

confidence: 99%

“…The programs were implemented in different ways, some following specified strategies which included participatory action research (Aldana et al 2016;Bailey et al 2017;Forbes-Genade and van Niekerk 2017;McCalman et al 2009), photovoice (Aldana et al 2016), therapeutic media empowerment (Levy 2012), cognitive behaviour therapy (Mazurek Melnyk et al 2007), Glasser's reality therapy (Hindes et al 2008), Sarling Gawa's youth leadership development model (Luluquisen et al 2012), a trauma-informed strengths-based approach (Sisselman-Borgia 2021), the youth leadership life-skills approach (Ahrens et al 2015), the PICO model of community organizing (Christens and Dolan 2011), the pedagogical framework for youth media participation (Chan and Holosko 2020), the theory of service leadership (Stedman et al 2009)…”

Section: Implementation Strategiesmentioning

confidence: 99%

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How Are Leadership Programs Empowering Our Vulnerable Children and Youth? A Scoping Review

et al. 2022

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Globally vulnerable populations are negatively impacted by policy and practice. For vulnerable youth, risks to growth, development, and a lack of participation in decisions about their lives are common. Leadership programs are frequently implemented to address the risks faced by vulnerable youth. This review sought to describe the goals, content, and outcomes of existing youth development programs to better understand if they are meeting the needs of vulnerable youth. A scoping review was conducted using the PRISMA-ScR methodology. Ten electronic databases and grey literature were searched. A total of 89 youth development programs were identified. The goals, content, and outcomes of the programs were thematically analyzed. Four foci emerged, namely, youth, relationship, community, and social justice-focused development. A youth focus was most commonly represented, and the social justice focus was the least represented. Most programs addressed only one focus area. If youth development programs are to provide youth with both the skills to engage with and opportunities to change their circumstances, then all four focus areas need to be included. Secondly, a need for the active involvement of youth in both the planning and implementation of programs was identified. Finally, safeguarding needs to be highlighted in any program working with vulnerable youth.

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“…Positive outcomes relating to social justice were reported in relation to youths' sense of empowerment (n = 19) (Aldana et al 2016;Arches and Fleming 2006;Bailey et al…”

Section: Social Justice-focused Goals Contents and Outcomesmentioning

confidence: 99%

Section: Social Justice-focused Goals Contents and Outcomesmentioning

confidence: 99%

Section: Implementation Strategiesmentioning

confidence: 99%

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How Are Leadership Programs Empowering Our Vulnerable Children and Youth? A Scoping Review

et al. 2022

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“…Investigation of leadership qualities in students according to teachers' opinions (Fox, 2015; and the ways of improving these qualities inside and outside the school was believed to contribute to the literature (Bailey, 2017;Wang et al, 2012). The most important leadership qualities that should be brought to students according to the teachers' opinions, are communication skills (Cansoy, 2017;Parlar, 2017), problem-solving skills (Cansoy,2017;Keskes, 2014), responsibility (Northouse, 2015, honesty, and cooperative learning (Karagianni & Montgomery (2018)), respectively.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Child Leadership: Preparing Leaders for Sustainable Education for the Future

Saguil¹

2021

IJRP

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Anchored on Theory on Progressive Education by John Dewey that education must prepare students for active participation in a democratic, global society, this study explores the early childhood education teachers' perceptions on child leadership. With the belief that the leaders of the future are in school today, and to better address the interconnected global challenges everyone is facing, this study also discusses the teachers' best practices on how the leadership potentials of young children could be enhanced and developed. Using qualitative research design, ten (10) teachers were purposively chosen to participate in the Focus Group discussion. The researcher used direct quotations in accordance with the nature of the data to ensure transferability. To ensure consistency, external researchers who were expert in the field were consulted for verifiability. Results show that the participants have varied views on child leadership. Enumerated child leadership characteristics were clustered under themes and classroom scenarios on how leadership skills could be enhanced were identified. Lists of suggested activities were created for teachers for them to be guided to facilitate explorations of the young learners in an engaging, creative, and child-centered programs. Since future leaders are shaped by today's training and learning, researches on the development of leadership among young children is recommended to fill the gap in the literature and to encourage building a positive teachinglearning process.

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“…[2]. Aspiration for dominance presents one of the determinants of the leadership status in older preschool age, moreover, the prevalence in the desire for a certain modality of dominance is observed: either positive (goodwill, readiness to help and provide support) or negative dominance (demonstration of superiority, aggression, the desire to subjugate other children) [3,4]. The guidance of a teacher in various types of joint activities of children allows to overcome the egocentrism characteristic of preschoolers, to help every child to manifest and develop leadership qualities and form behavior strategies oriented towards cooperation and achieving common goals [5].…”

Section: Introductionmentioning

confidence: 99%

The Development of Leadership Qualities In 6-7-Year-Old Children in The Process of Joint Activities

et al. 2020

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The article presents the description of an empirical study testing the effectiveness of a program for the development of leadership qualities in 6-7-year-old children in the process of joint activities titled “Everyone can become a leader!”. The structure of the program comprises three blocks: block 1 (cognitive) – “What is leadership and what a leader should be like”, objectives: the formation of children’s knowledge of about leadership, the qualities of a leader, the development of their creative thinking; block 2 (communicative) – “Learning to understand each other and communicate”, objectives: overcoming communication barriers, the development of children’s emotional sphere and communication skills; block 3 (behavioral) – “Learning to organize and manage”, objectives: the formation of children’s skills of organization and management of joint activities with peers. The main method of the study is a pedagogical experiment comprising the forming, the confirmatory, and the control experiment stages. The results of primary diagnostics conducted prior to the beginning of children’s lessons as a part of the program indicate the lack of differences between the experimental and control groups by the level of leadership qualities development. The analysis of the results of secondary diagnostics conducted at the end of the forming experiment stage demonstrated that children’s level of leadership qualities development in the experimental group exceeded the one in the control group. The authors can, therefore, conclude on the positive effect of the program on the development of leadership qualities in 6-7-year-old children and the opportunity of using the program in the educational process of preschool institutions.

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Identifying and Living Leadership in the Lives of Prekindergarten Through 4th-Grade Girls: The Story of One Intentional Leadership Identity Development Program

Cited by 12 publications

References 43 publications

How Are Leadership Programs Empowering Our Vulnerable Children and Youth? A Scoping Review

How Are Leadership Programs Empowering Our Vulnerable Children and Youth? A Scoping Review

Exploring Child Leadership: Preparing Leaders for Sustainable Education for the Future

The Development of Leadership Qualities In 6-7-Year-Old Children in The Process of Joint Activities

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