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Understanding early childhood leadership

Emerging competencies in the context of relationships

Teachers College, Columbia University, New York

Susan L. Recchia

Teachers College, Columbia University, New York, recchia{at}exchange.tc.columbia.edu

Seung Yeon Lee

Teachers College, Columbia University, New York

Yoon Joo Lee

Teachers College, Columbia University, New York

Lara S. Mullarkey

Teachers College, Columbia University, New York

In this qualitative study, multidimensional characteristics of the emerging leadership behavior of six young children were examined within their early childhood classrooms (infant, toddler, and preschool). Grounded in a constructivist framework, the data were gathered through teacher interviews and classroom observations in a University-affiliated center over a six-week period. Findings yielded two major themes which best described the characteristics of these young leaders: dynamic and charismatic personalities; and a sense of ownership of and a high awareness in the classroom. By examining the ways leadership manifested itself in the classroom, findings also suggested that leadership could be seen as a relational rather than an individual construct. Young leaders seem to exert their social power to develop relationships with peers and teachers and at the same time to include and exclude certain peers or teachers during the interaction. Findings are discussed with reference to implications for practice and suggestions for further study.

Key Words: childhood development • interpersonal competence • leadership characteristics • qualitative research • social behavior • young children

Journal of Early Childhood Research, Vol. 2, No. 3, 301-316 (2004)
DOI: 10.1177/1476718X04046649


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