Preschool Leadership: A Review and Critique

Abstract

Literature on early childhood leadership urges promotion of leadership abilities prior to the school years, offers methods for early identification of leadership potential, and suggests training techniques. Yet critical analysis of the literature on leadership cautions that such efforts may be premature. This article evaluates the concept of preschool leadership and points to several topics requiring consideration. These include consensus on definitions of preschool leadership, validation of identification and training methods, and examination of models for reflective as well as action leadership.