Leadership in the Early Childhood Years: A Comparison of Rural and Urban Opportunities

By: Dr. Debra Jo Hailey, Northwestern State University of Louisiana, Dr. Michelle Fazio-Brunson, Northwestern State University of Louisiana

Leadership is often discussed as a skill set reserved for adults in boardrooms, athletic teams, politics, or community organizations. In the United States, a democratic society that values participation and influence, leadership development is widely promoted through books, programs, and youth organizations such as 4-H, Boy Scouts, Girl Scouts, and Boys and Girls Clubs of America (Karnes & Bean, 1995, McGarrie, et al., 2022).  Yet, while leadership in adolescents and adults has been extensively researched, far less attention has been given to the earliest years of life, despite early childhood being a critical period for cognitive, social, and emotional development (DiCarlo, et al., 2025; Trawick-Smith, 1988). 

Research consistently shows that skills and dispositions formed in early childhood have a lasting impact on later life outcomes (Bloom, 1964; Garcia et al., 2021; Wardle, 2003). If leadership is valued as a societal goal, it follows that understanding how leadership begins, and how environments support or hinder its development, should start early. This blog explores leadership development in young children, with a particular focus on how opportunities differ between small towns and urban communities.

Leadership in Young Children: What Does It Look Like?

At first glance, the idea of a four-, five-, or six-year-old as a “leader” may seem counterintuitive. However, leadership in early childhood does not resemble formal authority or hierarchy. Instead, it appears in play, communication, and social interaction (Chen et al., 2025). Young leaders often display a blend of advanced language skills, emotional awareness, creativity, and social problem-solving (Chen et al., 2025; Silverman, 2000). One of the most consistent characteristics of young leaders is strong linguistic competence. Children who demonstrate leadership tend to have a broader vocabulary, use complex sentences, and adapt their language to fit the audience and situation (Karnes & Chauvin, 2000; Trawick-Smith, 1988, Wieczorek et al., 2025). They communicate clearly with both peers and adults, negotiate during play, and offer alternatives instead of blunt refusals. Rather than saying “no,” they may propose a different idea that keeps play going, demonstrating both diplomacy and group awareness.

Equally important is social and emotional intelligence (EI), which is the ability to recognize, understand, and regulate one’s emotions as well as understand others’ emotions

(Suson et al., 2025). EI also helps children “read the room,” recognizing others’ reactions to various stimuli quickly, anticipating reactions, and then responding appropriately (Bruno, 2011; Gillioz, 2023; Willis & Schiller, 2011).  Bruno defines emotional intelligence as “the ability to read people as well as we read books” (2011, p. 24).  He argues that young leaders help manage group dynamics and attend to the feelings of others. These children are more likely to resolve conflicts without coercion, seek fairness, and consider group needs over personal gain.

Creativity and curiosity also play a role. Young leaders frequently generate new ideas, enrich imaginative play, and are willing to take risks by entering established playgroups (Chen et al., 2025; Trawick-Smith, 1988) or suggesting new directions (Yesil et al., 2025). While leadership does not require extraordinary academic ability, research suggests that young leaders often display above-average intelligence, a love of learning, and the ability to analyze situations and plan innovative actions quickly (Cannon et al., 2025).

Leadership as Part of Gifted Education

Leadership development in education gained formal recognition with the 1972 federal definition of giftedness authored by U.S. Commissioner of Education Sydney P. Marland Jr. (1972). This definition explicitly included leadership ability as one of the domains of giftedness, alongside intellectual, creative, artistic, and psychomotor abilities. Over time, this definition has evolved, but leadership remains a recognized area, now extending to children as young as preschoolers. This recognition underscores an important point: leadership is not merely a personality trait but a set of skills that can be nurtured through experience, guidance, and opportunity.

Studying Leadership Beyond the Classroom

Much of what we know about leadership in children comes from school-based research. However, leadership does not develop in isolation within classrooms. Families, communities, and broader social contexts all play critical roles. Guided by Bronfenbrenner’s ecological systems theory (Bronfenbrenner, 1979; 1986), which emphasizes the interconnectedness of home, school, community, and culture, this study explored parents’ perceptions of their children’s leadership development outside of school.

Children identified as classroom leaders by their first-grade teachers were selected, and their parents participated in in-depth interviews. Parents reflected on their child’s leadership behaviors, their own parenting practices, influential people in their child’s life, and the role of community resources. Notably, all participating parents had experience with both urban and small-town settings, allowing for meaningful comparisons between the two environments.

Small Towns vs. Urban Communities: Different Paths to Leadership

Parents overwhelmingly agreed that both small towns and urban communities offer valuable, but distinct, opportunities for leadership development. Urban areas were praised for their abundance of resources: museums, arts programs, diverse cultural experiences, specialized academic offerings, and a wide range of sports and extracurricular activities. Exposure to diversity and complex social environments was seen as a significant strength of city life.

At the same time, parents highlighted unique advantages of small towns. Many described small towns as rich in “little things” that collectively create meaningful leadership opportunities. Community festivals, concerts, literacy events, and family-friendly activities, often organized by local governments or community groups, provide children with chances to participate, observe, and contribute. Because these events are smaller in scale, children are more likely to find a role, be seen, and feel that their contributions matter. Several parents emphasized that small towns make it easier for children to step into leadership roles rather than being passive participants. In contrast to highly structured urban environments where adults often plan and execute activities, small-town settings were described as allowing children more freedom to create, organize, and lead. One parent vividly contrasted this with big-city schools where parents orchestrated every detail, leaving children to simply follow instructions.

Another recurring theme was identity and visibility. In smaller communities, children are less likely to “get lost in the shuffle.” Teachers, coaches, and community members often know children by name, creating a sense of belonging and accountability. This visibility can foster confidence and encourage children to take initiative. Parents also noted that small towns often allow children to participate in a broader range of activities, particularly athletics, without early specialization. This flexibility gives children more chances to explore interests, develop teamwork skills, and experience leadership across contexts.

Rethinking the Deficit Mindset

A powerful takeaway from this research is the need to challenge the deficit mindset often associated with rural or small-town living. While it is easy to focus on what small communities lack, zoos, large museums, or specialized programs, this perspective can overshadow the rich leadership opportunities that already exist. Schools, churches, clubs, sports teams, colleges, and community events in small towns provide fertile ground for leadership development. When families and educators recognize and intentionally support these opportunities, young children can develop leadership skills that are just as robust as those cultivated in urban settings.

Suggestions for Promoting Leadership Skills in the Early Childhood Classroom

Grounded in research on best practices and our own experience facilitating young children’s leadership skills, we encourage early childhood teachers to design their instruction and environments that promote choice, collaboration, social-emotional skills, and language skills (Chen et al., 2025).

Specifically, we propose the following strategies:

* Provide Choice and Decision-Making Opportunities

* Encourage Collaborative Play and Group Work

* Model Leadership Behaviors

* Promote Language and Communication Skills

* Foster Emotional Intelligence

* Create Leadership Roles and Responsibilities

* Encourage Risk-Taking and Initiative

* Use Reflective Conversations

Conclusion

Leadership development begins far earlier than many people realize. In the early childhood years, leadership emerges through language, play, empathy, creativity, and social problem-solving. Both small towns and urban communities offer valuable contexts for nurturing these skills, each with their own strengths and challenges. Rather than viewing community size as a limitation or advantage in isolation, the key lies in awareness and intentionality. When adults recognize leadership behaviors in young children and provide opportunities for meaningful participation, children—no matter where they live—can grow into confident, capable leaders who contribute positively to their communities and society at large.

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Dr. Debra Jo Hailey is an Associate Professor in the Child and Family Studies program at Northwestern State University. Her research, presentations, and publications center on child development, early literacy, play, parent education, and community engagement. 

She can be contacted at haileyd@nsula.edu.

Dr. Michelle Brunson directs the graduate programs in Early Childhood Education at Northwestern State University of Louisiana. She is passionate about helping her husband, the Natchitoches District Defender, remap the Cradle to Prison Pipeline to a Cradle to College Pipeline in Louisiana. She can be contacted at faziom@nsula.edu.