Understanding early childhood leadership

Emerging competencies in the context of relationships

Minsun Shin, Susan L. Recchia, Seung Yeon Lee, Yoon Joo Lee, Lara S. Mullarkey

Research output: Contribution to journalArticleResearchpeer-review

16 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)301-316
Number of pages16
JournalJournal of Early Childhood Research
Volume2
Issue number3
DOIs
StatePublished - 1 Jan 2004

Fingerprint

childhood
leadership
classroom
teacher
Ownership
leader
Personality
Interviews
infant
personality
interaction
interview
Power (Psychology)

Keywords

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

Cite this

Shin, Minsun ; Recchia, Susan L. ; Lee, Seung Yeon ; Lee, Yoon Joo ; Mullarkey, Lara S. / Understanding early childhood leadership : Emerging competencies in the context of relationships. In: Journal of Early Childhood Research. 2004 ; Vol. 2, No. 3. pp. 301-316.
@article{5d6fd0a4389d484ea6b6d8492ce014a2,
title = "Understanding early childhood leadership: Emerging competencies in the context of relationships",
abstract = "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.",
keywords = "childhood development, interpersonal competence, leadership characteristics, qualitative research, social behavior, young children",
author = "Minsun Shin and Recchia, {Susan L.} and Lee, {Seung Yeon} and Lee, {Yoon Joo} and Mullarkey, {Lara S.}",
year = "2004",
month = "1",
day = "1",
doi = "10.1177/1476718X04046649",
language = "English",
volume = "2",
pages = "301--316",
journal = "journal of early childhood research",
issn = "1476-718X",
publisher = "SAGE Publications Ltd",
number = "3",

}

Understanding early childhood leadership : Emerging competencies in the context of relationships. / Shin, Minsun; Recchia, Susan L.; Lee, Seung Yeon; Lee, Yoon Joo; Mullarkey, Lara S.

In: Journal of Early Childhood Research, Vol. 2, No. 3, 01.01.2004, p. 301-316.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Understanding early childhood leadership

T2 - Emerging competencies in the context of relationships

AU - Shin, Minsun

AU - Recchia, Susan L.

AU - Lee, Seung Yeon

AU - Lee, Yoon Joo

AU - Mullarkey, Lara S.

PY - 2004/1/1

Y1 - 2004/1/1

N2 - 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.

AB - 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.

KW - childhood development

KW - interpersonal competence

KW - leadership characteristics

KW - qualitative research

KW - social behavior

KW - young children

UR - http://www.scopus.com/inward/record.url?scp=84993767797&partnerID=8YFLogxK

U2 - 10.1177/1476718X04046649

DO - 10.1177/1476718X04046649

M3 - Article

VL - 2

SP - 301

EP - 316

JO - journal of early childhood research

JF - journal of early childhood research

SN - 1476-718X

IS - 3

ER -