Semester of Graduation

Spring 2018

Degree

Master of Education (MEd)

Document Type

Thesis

Abstract

The purpose of the present study was to determine if teacher prompting could increase the frequency of leadership behaviors exhibited by preschool children during play and if teachers increased their level of prompting of leadership behaviors. Parten’s original 1933 framework defined the categories both directing and following; reciprocally directing or sharing leadership with another child; or directing the group in which the preschool children’s leadership behaviors were recorded. A review of the literature revealed prompts teachers could use to promote leadership skills in young children, which included modeling, helping others, completing tasks, praise, decision-making, and problem solving. Results indicated that two of three children increased their leadership behaviors in the category of directing and following, and all three children increased their leadership behaviors in the categories of reciprocally directing and sharing leadership with another child; and directing the group. Additionally, the teacher increased her level of prompting with all three children following training.

Date

4-1-2018

Committee Chair

DiCarlo, Cynthia

Share

COinS