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

Cerrato, Maria; Thornton, Kate; Haggerty, Maggie

doi:10.21307/jelpp-2018-006

Cited by 3 publications

(1 citation statement)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…[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

View full text Add to dashboard Cite

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.

show abstract

Section: Introductionmentioning

confidence: 99%

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

et al. 2020

View full text Add to dashboard Cite

show abstract

Using Teacher Prompts to Increase Leadership Skills in Preschool Children

Dicarlo,

Dowell,

Fazio-Brunson

et al. 2024

Child Youth Care Forum

View full text Add to dashboard Cite

Background Early childhood leadership leads to positive outcomes for young children, including social competence. Objective The purpose of the present study was to examine the leadership behavior exhibited by three preschool aged children and to determine if teacher prompting could increase the frequency of leadership behaviors exhibited by preschool children. Methods A single case research design was utilized; specifically, we employed a multiple baseline design across preschool children to measure child leadership behaviors and teacher prompting. Results Baseline observations revealed that children engaged in Parten’s original 1933 framework of both directing and following, reciprocally directing or sharing leadership, and directing the group at varying levels. Using Pigors (Leadership and domination among children, 9:140–157, 1933) definition of “guidance of others toward a desired goal,” Leadership Prompting Intervention was used to increase children’s leadership behaviors. Results indicated that both teachers increased their level of leadership prompting, and all three children increased the behaviors of directing the group. Conclusions Teacher prompting is a low cost, low labor-intensive intervention that can be easily integrated into the early childhood classroom routine to increase children’s leadership skills. This study adds to the limited research on early childhood leadership (ECL) by providing insight into how teacher prompts can influence children’s leadership behavior in a specific context and setting.

show abstract

К Вопросу О Развитии Лидерства У Детей В Старшем Дошкольном Возрасте

Savenkova¹,

Ивановна²

2020

Гуманитарные Науки

View full text Add to dashboard Cite

В статье обосновывается необходимость целенаправленной педагогической работы по развитию лидерства у детей в старшем дошкольном возрасте. На основе анализа отечественных и зарубежных исследований авторы определили структурно-содержательные характеристики лидерских способностей у детей старшего дошкольного возраста и разработали программу их развития в условиях дошкольной образовательной организации. Отличительной особенностью программы («Каждый может стать лидером») является ее направленность на предоставление возможности каждому ребенку в дошкольных группах стать организатором и руководителем различных видов совместной деятельности со сверстниками, а не только тем детям, у которых в результате диагностики выявлен достаточный уровень развитости лидерских качеств, или которые ярко их проявляют. Необходимыми условиями успешной реализации программы развития у старших дошкольников лидерских способностей являются: методическое сопровождение педагогов дошкольной организации с целью совершенствования их профессиональных компетенций в области проявления и развития лидерства в старшем дошкольном возрасте и выстраивание системы сотрудничества педагогов с семьями воспитанников на уровне социально-педагогического партнерства. Ключевые слова: детское лидерство, дети старшего дошкольного возраста, программа развития лидерских способностей.

show abstract

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

Cited by 3 publications

References 12 publications

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

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

Using Teacher Prompts to Increase Leadership Skills in Preschool Children

К Вопросу О Развитии Лидерства У Детей В Старшем Дошкольном Возрасте

Contact Info

Product

Resources

About