“Not the Same Kind of Leaders”: Four Young Children's Unique Ways of Influencing Others

Lee, Seung Yeon; Recchia, Susan L.; Shin, Minsun

doi:10.1080/02568540509594557

Cited by 26 publications

(32 citation statements)

References 12 publications

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“…Besides empowering the children to take a leadership role, New Zealand teachers fostered relationships between children and facilitated children's learning. These strategies are consistent with Lee et al's (2005) emphasis on teaching strategies that support children's leadership, such as facilitating decision-making about play materials or activities, and helping them engage in play with peers. Whyte and Scanlan (2017) have suggested that where teachers work alongside children they enrich the curriculum and support children to take leadership of their own learning.…”

Section: Differences Between Child-initiated and Teacher-directed Pramentioning

confidence: 56%

Teachers’ beliefs and practices regarding young children’s leadership: A comparison between New Zealand and Honduras

Cerrato

Thornton

Haggerty

2018

Journal of Educational Leadership, Policy and Practice

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Young children's leadership is an under-researched area. This article reports how teachers of 4 and 5 year old children in New Zealand and Honduras conceptualise and encourage children's leadership. Data were gathered through semi-structured interviews and observations of teaching practice. The findings suggest that there are differences between New Zealand and Honduran teachers' beliefs and practices regarding children's leadership. While teachers in New Zealand settings encouraged leadership by empowering children to assume leadership roles, teachers in the Honduran settings allocated leadership opportunities. In addition, New Zealand teachers viewed young leaders as sharing leadership and leading their learning, whereas Honduran teachers viewed them as influencing peers. These findings may encourage teachers to reflect on how their beliefs regarding children's leadership guide their teaching practice.

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Section: Differences Between Child-initiated and Teacher-directed Pramentioning

confidence: 56%

Teachers’ beliefs and practices regarding young children’s leadership: A comparison between New Zealand and Honduras

Cerrato

Thornton

Haggerty

2018

Journal of Educational Leadership, Policy and Practice

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“…These children’s strategies for positioning themselves powerfully can be added to those of children observed in previous research (e.g. Lee et al, 2005; Shin et al, 2004).…”

Section: Discussionmentioning

confidence: 86%

“…Children may actively recruit and assign roles to peers, or they may show sensitivity to peers’ needs and intentions in taking up leadership roles. They may use humor and challenge classroom rules or organize the play according to classroom rules as peer group leaders in play (Lee et al, 2005). Mawson (2011) found that an unchallenged leader often emerged when young children engaged in play and theorized that the demands of maintaining group cohesion and maintaining the play theme superseded needs to challenge the early-emerging leadership.…”

Section: Theoretical Framework and Related Researchmentioning

confidence: 99%

Young children as playwrights and their participation in classroom peer culture of sociodramatic play

Peterson

Jang

Tjandra

2019

Journal of Early Childhood Research

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In this study, analysis of video recordings of 5-year-old children’s use of language and nonverbal modes of communication (e.g. gaze, action, gesture, and proximity) is used to examine how children contribute to sociodramatic play narratives and participate in the classroom peer culture. In their dramatic play at a restaurant play center and at a grocery store dramatic play center, eight focus children took up narrative playwright roles, where they contributed to the narrative of the dramatic play, mainly by expressing their own needs and by making connections or providing information to their peers. Children took up intervening playwright roles, in which they changed the direction of the narrative, changed or suggested a change of role, or assigned a new role to an object, most frequently by expressing desires or by providing new information. Dramatic play provided an authentic context for the children to try out various social strategies and to observe how others responded to their efforts, in order to position themselves in desirable ways within the classroom social network. Children took up powerful roles through frequency of participation and through directing others’ actions and maintaining the use of desired objects when continuing the play narrative by taking up narrative playwright roles. In addition, they used humor and made imaginative suggestions for roles and plots when taking up intervening playwright roles where they introduced new characters, roles for objects, and plots. Our research provides examples of peers teaching each other in dramatic play through the responses they give to each other and through modeling social approaches that allow them to fulfill desired social purposes and take up powerful social roles in the peer network.

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“…Dessa studier behandlar ledarskapets uttryck, informellt och inom ramen för förskola och skola (se t.ex. French et al 1986;Lee et al 2005;Li et al 2007;Mawson 2010Mawson , 2011. Betydligt fler studier handlar om barn och ledarskapdvs.…”

Section: Forskning Om (Barns) Ledarskapunclassified

Barns ledarskap: För en vidgad vokabulär genom skiftande exempel

Cardell

2018

Barn

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Barns ledarskapFör en vidgad vokabulär genom skiftande exempel David Cardell SammanfattningDenna artikel behandlar barns ledarskap. Syftet är att uppmärksamma relationer mellan barn och ledarskap och att vidga vokabulären kring barns ledarskap. Inledningsvis behandlas betydelser av barns ledarskap utifrån forskning som fokuserat på förekomsten av informellt ledarskap inom institutioner som förskola och skola. Här noteras att forskningen ger en begränsad förståelse av barns ledarskap och detta aktualiserar behov av teoretiskt utvecklande studier på området. Föreliggande artikel introducerar variationsrika exempel på barns ledarskap och därigenom öppnas möjligheter till att förstå fenomenet som ett aktuellt, svårgripbart och omtvistat fenomen. I artikeln uppmärksammas betydelser av formellt ledarskap inom idrottsorganisationer jämte populärkulturens Baby-bossen och Tonårsbos-sen. Dessa exempel låter utkristallisera två typer av ledarskap, det ekonomiska respektive det demokratiska. Artikeln aktualiserar avslutningsvis möjligheter till en empiriskt grundad förståelse som låter oss teoretisera barns ledarskap och ledarskap-för-barn i olika sammanhang utifrån diskussioner om agency inom barndomssociologin. AbstractThis article deals with children

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“Not the Same Kind of Leaders”: Four Young Children's Unique Ways of Influencing Others

Cited by 26 publications

References 12 publications

Teachers’ beliefs and practices regarding young children’s leadership: A comparison between New Zealand and Honduras

Teachers’ beliefs and practices regarding young children’s leadership: A comparison between New Zealand and Honduras

Young children as playwrights and their participation in classroom peer culture of sociodramatic play

Barns ledarskap: För en vidgad vokabulär genom skiftande exempel

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