SEARCH WITHIN CONTENT
Maria Auxiliadora Cerrato / Kate Thornton / Maggie Haggerty
Citation Information : Journal of Educational Leadership, Policy and Practice. Volume 33, Issue 1, Pages 57-69, DOI: https://doi.org/10.21307/jelpp-2018-006
License : (CC BY-NC-ND 4.0)
Published Online: 02-April-2019
Young children’s leadership is an under-researched area. This article reports how teachers of 4 and 5 year old children in New Zealand and Honduras conceptualise and encourage children’s leadership. Data were gathered through semi-structured interviews and observations of teaching practice. The findings suggest that there are differences between New Zealand and Honduran teachers' beliefs and practices regarding children’s leadership. While teachers in New Zealand settings encouraged leadership by empowering children to assume leadership roles, teachers in the Honduran settings allocated leadership opportunities. In addition, New Zealand teachers viewed young leaders as sharing leadership and leading their learning, whereas Honduran teachers viewed them as influencing peers. These findings may encourage teachers to reflect on how their beliefs regarding children’s leadership guide their teaching practice.
Alvestad, M., & Duncan, J. (2006). “The value is enormous - it's priceless I think!” New Zealand preschool teachers' understandings of the early childhood curriculum in New Zealand - a comparative perspective. International Journal of Early Childhood, 38(1), 31–45.
Bennis, W. (2007). The challenges of leadership in the modern world: Introduction to the special issue. The American Psychologist, 62(1), 2–5.
Bisland, A. (2004). Developing leadership skills in young gifted students. Gifted Child Today, 27(1), 24–56.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Creswell, J. (2009). Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
Einarsdottir, J. (2003). Beliefs of early childhood teachers. In O. Saracho & B. Spodek (Eds.), Studying teachers in early childhood settings (pp. 113–133). Greenwich, CT: Information Age Publishing.
Fu, V. (1979). Preschool leadership-followership behaviours. Child Study Journal, 9, 133–140.
Hatch, T. (1990). Looking at Hank, looking at Ira: Looking at individual four-year-olds, especially their leadership styles. Young Children, 45(5), 11–17.
Izumi-Taylor, S., Samuelsson, I., & Rogers, C. (2010). Perspectives of play in three nations: A comparative study in Japan, the United States, and Sweden. Early Childhood Research and Practice, 12(1), 1–12.
Karnes, F., & Stephens, K. (1999). Lead the way to leadership education. Education Digest, 64(8), 62–65.
Lee, S., Recchia, S., & Shin, M. (2005). “Not the same kind of leaders”: Four young children's unique ways of influencing others. Journal of Research in Early Childhood Education, 20(2), 132–148.
Mawson, B. (2011). Children’s leadership strategies in early childhood. Journal of Research in Childhood Education, 25(4), 327–338.
McMullen, M., Elicker, J., Wang, J., Erdiller, Z., Lee, S., Lin, C., & Sun, P. (2005). Comparing beliefs about appropriate practice among early childhood education and care professionals from the U.S., China, Taiwan, Korea and Turkey. Early Childhood Research Quarterly, 20(4), 451–464.
Merriam, S. (1988). Qualitative research and case study applications in education. San Francisco, CA:
Mullarkey, L., Recchia, S., Lee, S., Shin, M., & Lee, Y. (2005). Manipulative managers and devilish dictators: Teachers’ perspectives on the dilemmas and challenges of classroom leadership. Journal of Early Childhood Teacher Education, 25(2), 123–129.
New Zealand Ministry of Education. (1996). Te whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media.
Nuttall, J. (2005). Pathway to the future? Doing childcare in the era of New Zealand's early childhood strategic plan. Wellington: Victoria University of Wellington, Institute for Early Childhood Studies. Owen, H. (2007). Creating leaders in the classroom: How teachers can develop a new generation of leaders. London: Routledge.
Parten, M. (1933). Leadership among preschool children. Journal of Abnormal and Social Psychology, 27, 430–440.
Puroila, A.M., Sarvela-Pikkaraine, H., & Melnik, O. (2002). Day care centre directors’ work in Finland and Russia: A comparative analysis. In V. Nivala & E. Hujala (Eds.), Leadership in Early Childhood Education: Cross-cultural perspectives (pp. 35–48). Oulu: Oulu University Press.
Secretaría de Educación de Honduras. (2001). Currículo nacional de educación prebásica. Tegucigalpa, Honduras.
Shin, M., Recchia, S., Lee, S., Lee, Y., & Mullarkey, L. (2004). Understanding early childhood leadership: Emerging competencies in the context of relationships. Journal of Early Childhood Research, 2(3), 301–306.
Tamati, A., Hond-Flavell, E., Korewha, H., & the whānau of Te Kōpae Piripino. (2008). Centre of innovation research report of Te Kōpae Piripino. Retrieved from http://www.educationcounts.govt.nz/publications/ ECE/22551/34830
Vartulli, S. (2005). Beliefs: The heart of teaching. Young Children, 60(5), 76–86.
Wang, J., Elicker, J., McMullen, M., & Mao, S. (2008). Chinese and American preschool teachers’ beliefs about early childhood curriculum. Early Childhood Development and Care, 178(3), 227–249.
Wellington Kindergartens. (n.d.). Te Manawa: Criteria for curriculum implementation. Wellington: Wellington Kindergartens.
Whyte, M., & Scanlan, B. (2017). Parents and children in a leadership role in early childhood: Discussing and adding to learning assemblages. He Kupu: The Word, 5(1), 36–43.
Yin, R. (2014). Case study research: Design and methods (5th ed.). London: Sage.