Children's Leadership Research Articles

Deepening our understanding: Collaboration through online peer-to-peer participatory action research with children.

Child-led research is growing globally, yet there are still limitations for children's leadership in all phases of research. This article, co-written with adult and child researchers, examines child-led research undertaken online with 9 children from Ontario and Quebec over a one-year period. The article explores the process of participating in and collaborating on an online peer-to-peer participatory action research project from the brainstorming stage to recruitment, design, data collection, analysis, and dissemination of knowledge. While much literature exists on older children and youth leading research, this research provides a unique contribution to the literature on the possibilities of creating space for children ages 11 to 14 to lead research. This article finds that the child researchers most valued: (1) Play and fun; (2) Engaging in new experiences; and (3) Learning. The article concludes that child-led research is feasible, and it can create better research and provide a transformative opportunity for child and adult researchers.

The development of implicit leadership theories during childhood: A reconceptualization through the lens of overlapping waves theory.

Implicit leadership theories (ILTs) are people's lay theories, definitions, or conceptualizations of leadership. In adults, they determine what actions we perceive as leadership, influence to whom we grant leadership status, and shape our own behaviors when we want to be seen as leader. Naturally, there has been an enduring interest in how these ILTs develop in children. Current theorizing on the development of leadership conceptualizations in children aligns with a stepwise progression mirroring Piaget's stage-based approach to cognitive development. However, contemporary approaches to cognitive development, such as Siegler's overlapping waves theory (OWT), acknowledge that children's development is linked to cognitive success and failure. This article integrates the findings from empirical studies into children's leadership conceptualizations and reinterprets them against OWT. This reinterpretation resolves findings that align poorly with a stepwise approach and demonstrates a strong fit with OWT. As such, children's leadership conceptualizations develop by generating and testing cognitive approaches-physical-spatiotemporal, functional, socioemotional, and humanitarian-and instead of progressing through these in order and according to age, they display variation and selection, that with experience and exposure, lay down selective combinations, which often engage multiple dimensions simultaneously. Consequently, the development of children's understanding of leaders is nonlinear, can be multidimensional, and is based on trial and error largely in response to their experiences. The article concludes with a discussion of the implications for future research and practice. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

부모코칭역량이 유아 창의적 리더십에 미치는 영향

Objectives The purpose of this study was to investigate the mediating effect of positive psychological capital on the effect of parent coaching competency on young children's creative leadership.
 Methods This study targeted 301 parents of children aged 3 to 5 attending early childhood education institutions located in G Metropolitan City and J Province. The test tools include the young Children's Creative Leadership Scale developed by Lee Kyeong-hwa and Yoo Kyeong-hoon (2010), the Parent Coaching Competency Scale by Do-hyang Do, Kim Geun-ju, and Lee Gyeong-ju (2019), and the Korean version of the scale by Luthans, Avolio, and Norman (2006) by Tae-hong Lim (2013). The adapted, modified, and supplemented positive psychological capital scale was used. SPSS 23.0 program was used for data analysis.
 Results First, it was found that there was a significant correlation between parent coaching competency and children's creative leadership, between parent coaching competency and parents' positive psychological capital, and between parent positive psychological capital and children's creative leadership. Second, parent coaching competency was found to have an impact on children's creative leadership, and parents' positive psychological capital was found to have a mediating effect between these variables.
 Conclusions This study reveals the importance of parent variables in promoting young children's creative leadership. Therefore, this suggests that there is a need to develop various parent support programs and provide educational opportunities that can enhance parents' coaching capabilities and positive psychological capital.

PENDIDIKAN KARAKTER KEPEMIMPINAN ANAK USIA 10-12 TAHUN BERBASIS PERMAINAN TRADISIONAL

Character education is a topic that has received a lot of attention in order to develop the character potential of the nation's young generation. The research was conducted with the aim of developing a traditional game guidebook to improve the leadership character of children aged 10 to 12 years, determine the quality of the guidebook developed, and determine the effect of implementing the guidebook developed. The type of research used is Research and Development type ADDIE (Analyze, Design, Develop, Implement and Evaluate). The results of this research are a manual for traditional games to improve the leadership character of children aged 10-12 years which was developed using the ADDIE steps. The manual for traditional games to improve children's leadership character has a quality of "Very Good" from the validation results of 10 expert judgments with a score of 3.62. The application of traditional game manuals to improve children's leadership character has an effect on improving the leadership character of children aged 10-12 years as shown by an r value of 0.963, equivalent to 93% which is included in the "Large effect" category from the results of a limited trial of research subjects with 8 children aged 10-12 years old.

Kepemimpinan Berbasis Nilai Dan Etika, Bagi Anak Dan Remaja Di Panti Asuhan Pelangi III, Kota Sorong, Papua Barat Daya

Basically, every child already has the potential to become a leader. Therefore, leadership skills in children must be applied from an early age as a solid foundation to realize their dreams and goals in life. The spirit of leadership can basically train a sense of responsibility, discipline, and perseverance that are beneficial for the future of children. According to experts, the age of children is the right time to teach the importance of having a leadership attitude in themselves, because the age of children is the initial phase of the character formation process. So do not be surprised if we see in schools the subject matter and learning methods that are applied emphasize more on the formation of children's character. This study aims to cultivate children's values-based leadership and ethic. This type of service is descriptive qualitative. There are many ways that can be done by the younger generation in developing a leadership spirit, one of which is through compromise and tolerance with others. This is important today because of the development of globalization, the ways of thinking, behavior, attitudes, and lifestyles are also increasingly worrying. Therefore, children's values-based leadership and ethic can be used as references on how to develop leadership attitudes in the younger generation so that in the future they will become a generation of bright leaders.

The Reflection of Love and Security Feelings on the Development of the Child's Leadership Personality in the Early Childhood Stage from the Perspective of Early Childhood Teachers in Qassim

The Reflection of Love and Security Feelings on the Development of the Child's Leadership Personality in the Early Childhood Stage from the Perspective of Early Childhood Teachers in Qassim

Strategi Pengembangan Jiwa Kepemimpinan Anak di Panti Asuhan Muslimat NU Darul Muhsinin Ponorogo

The purpose of this study is to describe the strategies used by caregivers to develop children's leadership spirit and to describe the impacts, constraints, and solutions that occur in developing children's leadership qualities in orphanages. The focus of this research is the caregiver's strategy in developing the spirit of leadership through habituation. This study uses a qualitative approach with a descriptive method. The informants in the study were four people, namely the caregivers of the orphanage with the criteria of caregivers who were used as informants, namely caregivers in the care section, foster siblings and talents and interests. Data collection techniques used observation and unstructured in-depth interviews. While the data validity technique uses data triangulation techniques. Data analysis techniques include data reduction, data presentation and drawing conclusions. The results of this study indicate that the caregivers of the NU Darul Muhsinin Ponorogo Orphanage have provided habits as a stimulus for children in developing leadership spirit. Habituation is expected to shape the character of children who have a leadership spirit, are responsible, disciplined, independent, work hard and be creative. Equipping with religious knowledge as an effort to form the foundation of leadership character based on religious values ​​and imitating Islamic leaders. Provide habituation of responsibility and discipline to children by obeying the rules and obligations of children, and not violating the agreed rules. While the habit of discussing trains children to be able to respect the opinions of others and train to communicate. Forming a winning mentality with children participating in competition activities. Interest talent training to form children's independence and creativity. Building children's self-confidence through Child Orphanage Organizations or OPA and extracurricular activities at school.
 Keywords: strategy, development, leadership

TEPHES' SITUATIONAL LEADERSHIP IN SPECIAL SCHOOLS DURING THE COVID-19 PANDEMIC

COVID-19 has generated significant management issues, notably in school leadership. Special schools demand leadership innovation so that learning activities stay optimal. This paper addresses situational leadership in Children with Special Needs (ABK) at SLB Negeri 2 Yogyakarta utilizing qualitative description and data collection through interviews, observation, and recording. A purposive sample of informants was used, and they were classified as important, primary, and supporting informants. Data analysis processes include transcripts, coding, grouping, comparing, contrasting, and interpretation. The findings of the SLB situational leadership research take into account the investigation of technology, economics, policy, health, environmental and social (TEPHES) factors in school decision-making in the Pandemic-19 scenario.

발현적 교육에 기반한 숲 체험활동이 유아의 놀이몰입과 용기, 리더십에 미치는 영향

This study investigated the effects of forest experience activities based on children's emergent education on children's play flow, courage, and leadership. The main results are presented as follows. First, the effect of forest experience activities based on emergent education of young children on play flow was examined. In covariate analysis, it was found that there were significant differences between the experimental group and the comparison group in play flow (problem-solving process, play concentration, loss of self-consciousness, and feeling that time was changed). Therefore, it can be evaluated that children's forest experience activities have a positive effect on improving play flow. Second, the effect of forest experience activities based on emergent education of young children on courage was examined. In covariate analysis, it was found that there were significant differences in courage (physical courage, social courage, cognitive courage, and psychological courage) between the experimental group and the control group. Therefore, it can be evaluated that children's forest experience activities have a positive effect on forming courage. Third, the effect of forest experience activities based on emergent education of young children on leadership was examined. In covariate analysis, it was found that there were significant differences in leadership (initiative, sociability, sensitivity, and flow) between the experimental group and the comparison group. Therefore, it can be evaluated that children's forest experience activities have a positive effect on enhancing leadership. In summary, it can be evaluated that children's forest experience activities increase the possibility of cultivating play flow, courage, and leadership through the process of communing with various creatures of the forest while playing freely in nature, not in the existing indoor center.

The Significance of Building Leadership Skills in Bright Children

Persons with leadership qualities possess traits and abilities that enables them to keep track of processes, manage projects, and guide their teams towards attaining their goals. Children's leadership abilities are made up of a variety of features and aspects that allow them to simplify and rectify their thinking and viewpoint. These attributes, in reality, help your children to achieve great success in whatever they do, everywhere they travel, and wherever they reside. The key objectives of this review is to discuss about the leadership qualities among children’s and how they overcome the problems through their leadership skills. Children with leadership skills are constantly eager to confront difficult tasks, dangers, and barriers. They also wish to approach challenges with absolute confidence in order to discover answers. The outcome of this theory is to motivate the children’s to build leadership skills in their behaviors and being able to fight with the emerging problems in their day to day life. Students should be provided multiple opportunity to applied new leadership principles to their lives in the future scopes of this study. After studying about leadership in various fields, students can make images or write stories about what they hope to achieve once they grew older. Students also should develop a leadership ethic that demonstrates how they will serve on a daily basis in their schools, neighborhoods, or spiritual connections.

Leadership, gender, and colorism: Children in India use social category information to guide leadership cognition.

Across the globe, women and racial minorities are underrepresented in leadership. We examined the development of 5-10-year-old children's leadership cognition in India, the world's largest democracy. This cultural context offered the opportunity to study the development of attitudes about gender and to extend examinations of children's conceptions of race to include colorism (the privileging of lighter skin). In Experiment 1, children completed a novel Election Task in which they saw a fictional class with 20 students varying in gender (boys, girls) and race/skin tone (darker-skinned South Asian [Dark-SA], lighter-skinned South Asian [Light-SA], Black, White). Children predicted who would be elected as President, Treasurer, Welcomer, and Notetaker. Children most often chose Light-SA and White students as President. When choosing Presidents, younger children showed an own-gender bias, but by age 9, both boys and girls primarily chose boy Presidents. Importantly, children's choices differed for the other class positions. Next, we asked children to draw a "leader." No boys drew a girl, and girls' drawings were mixed (52% drew girls). In Experiment 2, we replicated the drawing task findings and compared children's drawings of a leader to their drawings of a helper and a scientist. Children most often drew boys and men as leaders and scientists, but not as helpers, suggesting specificity of children's pro-male bias to male-stereotyped positions. Children's conceptions of leadership reflected a male bias and an association between lighter skin and status.

Narcissism and Leadership in Children

Some leaders display high levels of narcissism. Does the link between narcissism levels and leadership exist in childhood? We conducted, to our knowledge, the first study of the relationship between narcissism levels and various aspects of leadership in children (N = 332, ages 7–14 years). We assessed narcissism levels using the Childhood Narcissism Scale and assessed leadership emergence in classrooms using peer nominations. Children then performed a group task in which one child was randomly assigned as leader. We assessed perceived and actual leadership functioning. Children with higher narcissism levels more often emerged as leaders in classrooms. When given a leadership role in the task, children with higher narcissism levels perceived themselves as better leaders, but their actual leadership functioning did not differ significantly from that of other leaders. Specification-curve analyses corroborated these findings. Thus, children with relatively high narcissism levels tend to emerge as leaders, even though they may not excel as leaders.

Эволюция концептуализации феномена лидерства в исследованиях российских авторов

In the conditions of an increasing information flow and multichannel sources of access to information, the teacher is increasingly losing the monopoly that existed until recently on opening knowledge to students, and at the same time, the position of the leader-organizer of the educational process assigned to him automatically disappears into the past. Thus, the research task of substantiating effective mechanisms for restoring the active position of a teacher, but already in the formation of information and communicative competence of students in accordance with the new situation that has arisen in modern education, is urgent. We consider the formation of creative leadership as a necessary component in the structure of his professional and pedagogical competence to be among the effective mechanisms that ensure the modern teacher's readiness to implement new functions in the educational process. The article examines the evolution of the conceptualization of the phenomenon of leadership in the studies of Russian authors, clarifies the concept of leadership in education, establishes its functions in the educational process in order to determine the pedagogical conditions for the formation of a teacher's readiness to implement new functions in the modern educational process. This article describes the evolution of the conceptualization of the phenomenon of leadership in domestic research within the framework of the theory of small groups or collectives, the tradition of studying which is rooted in the works of Russian authors of the 20th century. At the beginning of the 20th century, the phenomenon of leadership was considered by domestic scientists within the framework of the problem of the relationship between individual and group problem solving, as a phenomenon of social power in a team, as well as within the framework of the problem of "children's leadership", in the modern interpretation - leadership. The problems of organizational activity and organizational skills, management and leadership, the effectiveness of a small group and the psychological climate as a factor of effective interaction in a small group were actively studied. At the end of the 20th century, in the works of domestic researchers studying the phenomenon of leadership, the idea of differentiating business and emotional leadership is being developed, the role of the leader-generator of ideas and the leader-motivator is highlighted, that is, there is a tendency to bring to the fore the value foundations of leadership, ethics and morality. However, according to Russian scientists at the beginning of the 21st century, the study of the phenomenon of leadership in domestic research lags behind the demands of social practice, including in education, and the idea of the advisability of including leadership among the key professional competencies of a teacher is being formulated. At the same time, the essence of this concept is significantly clarified and, following the authors of foreign studies, is interpreted in a new capacity as “creative leadership”, as the position of a motivator for the process of forming students' readiness to realize their creative potential.

Development of leadership abilities as a factor of positive socialization among senior preschool children

The development of leadership abilities among senior preschool children is an important component of the general, fundamental task solved within the educational field of social and communicative personality development at the early stages of education. The basic concepts related to the nature of children's leadership are leadership as a type of special giftedness, a wide range of personality traits and a quality of any child that manifests itself under certain conditions. The qualities of preschool children with a pronounced leadership potential are: the desire for dominance, initiative, a high level of mental development, speech and behavioral activity, emotionality (impressionability, impulsivity, lability), adequate self-esteem, independence, the ability to invent and organize different games. Based on an analytical review of scientific sources on the issue of child leadership we define leadership abilities in the senior preschool age as an integral dynamic personal education developing in the joint activity of a child with peers under the guidance of an adult, whose structure is formed by the unity of cognitive, emotional-volitional, activity-creative and evaluative-reflective components. A structural model of leadership abilities of a preschooler is presented. The main conditions for the development of leadership abilities in senior preschoolers are the inclusion of children in various types of joint activities and the guidance of a teacher. Developed leadership abilities are an important indicator of positive socialization of a child’s personality.

부모가 인식한 유아의 놀이성과 교사가 인식한 유아의 놀이성이 유아의 리더십에 미치는 영향

부모가 인식한 유아의 놀이성과 교사가 인식한 유아의 놀이성이 유아의 리더십에 미치는 영향

African Leadership in Children's Literature: Illustrations from the Shona Ngano (Folktale) Genre

Feminist scholarship sees African society as traditionally patriarchal, while the colonists saw traditional African leadership as lacking in values such as democracy, tolerance, and accountability, until these were imposed by Europeans. Using Afrocentricity as a theoretical basis, this article examines African leadership as portrayed in the Shona ngano [folktale] genre and concludes that, in fact, leadership was neither age- nor gender-specific and was democratic, tolerant, and accountable. It recommends further research into African oral traditions as a way of arriving at more positive images of traditional Africa and her diverse heritage.

CORRELATION OF PARENT RELATIONSHIP AND RELIGIOUS GUIDANCE IN SCHOOL WITH LEADERSHIP STUDENTS IN MADRASAH TSANAWIYAH NEGERI (MTsN) DEPOK

Parenting is an illustration of the attitudes and behavior of parents and children in interacting, communicating during holding parenting activities. In the activity of providing this care, parents will give attention, regulations, discipline, gifts and punishments, as well as responses to the wishes of their children. Parents' attitudes, behaviors, and habits are always seen, assessed, and imitated by their children who then will consciously or unconsciously be impregnated then become a habit for their children.Parents or mothers and fathers play an important role and greatly influence the education of their children. since a child was born, it was his mother who was always beside him. Therefore he imitates his mother's temperament and usually, a child is more in love with his mother, if the mother does her job well. This study aims to determine the relationship of parenting students with leadership in MTsN Depok, knowing the relationship of religious guidance of students with leadership in MTsN Depok, and to find out how much the relationship between parenting and religious guidance with the child's leadership in MTsN Depok. The type of research used in this study is quantitative research. The researcher used triangulation or combined data collection techniques, namely different data collection techniques to obtain data from the same source. Analysis of the data used is validity and product moment test. After calculating with Pearson correlation obtained rxy gain of 0.47. At the index 0.40 - 0.70, which means there is a moderate or sufficient correlation between variables X and Y. It turns out the results of "product r" moment, the calculated F value is 0.475 with F table 0.195. Once calculated, the amount of Fcount> Ftable or 0.475> 0.195, then the null Hypothesis (Ho) is rejected, and means the alternative Hypothesis (Ha) is accepted. And it can be concluded that there is a significant relationship between parenting (X1) and religious guidance (X2) with the leadership of children (Y) in MTsN Depok.

Children's Leadership on Climate Change: What Can We Learn from Child-Led Initiatives in the U.S. and the Pacific Islands?

This position paper explores two initiatives, in the U.S. and the Pacific Islands, in which children have held leadership roles on climate change, and explores 1) the motivation behind each initiative, and 2) the contributions the initiatives have made to mitigation and adaptation. We argue that children, as representatives of the “generation most affected,” have a unique role in advocating for mitigation policy. At the same time, children's status within families and communities can help facilitate inclusive adaptation. The initiatives provide evidence that children's leadership can be an effective way to engage in policy advocacy and community transformation.

Children's Leadership on Climate Change: What Can We Learn from Child-Led Initiatives in the U.S. and the Pacific Islands?

Children's Leadership on Climate Change: What Can We Learn from Child-Led Initiatives in the U.S. and the Pacific Islands?

Links between friends’ behaviors and the emergence of leadership in childhood: A genetically informed study of twins

AbstractUsing a genetically informed design, this study examined whether children's leadership behavior varied as a function of their reciprocal friends’ behavioral characteristics. Specifically, we tested (a) whether friends’ use of a dual strategy (specifically, indirect aggression with prosocial behavior) was associated with children's leadership behavior and (b) whether, in line with a gene‐environment interaction (GxE), the predictive association between friends’ behaviors and children's leadership behavior varied depending on the child's genetic likelihood for leadership. The sample comprised 239 Monozygotic and same‐sex Dizygotic twin pairs (50% boys) assessed in grade 4 (mean age = 10.4 years, SD = 0.26). Reciprocal friendship and children's and their friends’ prosocial, indirectly aggressive, and physically aggressive behaviors were measured via peer nominations. Children's and friends’ leadership was measured through teacher ratings. Multilevel regression analyses revealed that children's genetic likelihood for leadership was positively associated with their leadership behavior. Moreover, the higher their genetic likelihood for leadership, the more children displayed increased leadership behavior when friends showed a combination of indirect aggression and prosocial behavior (GxE). These results underline the role of friends’ behaviors in explaining children's leadership. Socializing with bistrategic friends seems to foster leadership skills especially in children with a genetic likelihood for leadership.