Leadership:A synthesis of social skills, creativity, and histrionic ability?

“Not the Same Kind of Leaders”: Four Young Children's Unique Ways of Influencing Others

“…The four leaders in this study demonstrated several common leadership characteristics, which have been documented in the literature: advanced social and cognitive capabilities, verbal language proficiency, dramatic skills, creativity, imagination, independence, and being the oldest in the group (Feldhusen & Pleiss, 1994;French, 1984;Fu, 1979;Fu et al ., 1982;Hensel, 1991;Kemple, 1991;Parten, 1933;Perez et al ., 1982) . Beyond these commonalities, however, the results of this study also revealed how young leaders exhibited different strengths, unique leadership characteristics, and distinct ways of enacting leadership in the classroom .…”

“…Some researchers have approached early childhood leadership as part of or in relation to other social topics, such as peer acceptance, popularity, aggression, competence, and adjustment, rather than studying it as a specific phenomenon (e .g ., Corsaro, 1981;Fukada, Fukada, & Hicks, 1997;Kemple, 1991Kemple, , 1992McClellan & Katz, 2001;Nath & Seriven, 1981;Roopnarine & Honig, 1985;Vandell & Hembree, 1994) . Some studies identify particular leadership characteristics in young children, resulting in limited definitions of early childhood leadership that focus on individual traits, such as social and cognitive capabilities (Feldhusen & Pleiss, 1994;Fu, 1979), verbal language proficiency (Fu, Canaday, & Fu, 1982;Kemple, 1991;Perez, Chassin, Ellington, & Smith, 1982), dramatic skills (Feldhusen & Pleiss, 1994), imagination (Hensel, 1991), independence (Parten, 1933;Perez et al ., 1982), sensitivity to others' emotions and needs (Hensel, 1991;Kemple, 1991), sense of structure (Perez et al ., 1982), and age (French, 1984) . There have been a few attempts to develop instruments that measure young children's leadership (e .g ., Fu, 1977;Fukada, Fukada, & Hicks, 1994), but these focus on young children's individual behaviors without considering the context within which leadership behavior unfolds .…”

Indicators of Leadership in Gifted Grade Twelve Students

“…"Gifted children have the intellect to provide leadership, but they must also develop effective social skills in order to assume leadership positions" (p. 5). In a study of teacher ratings of student leaders in grades K-12, Feldhusen and Pleiss (1994) found no link between creativity and leadership, but significant correlations between creativity and dramatic skills, and of particular significance for this study, between leadership and dramatic skills. "These results suggest a potential role of histrionic skill in leadership behavior and the potential value of training in dramatic skills in leadership education" (p. 294).…”

Holistic Leadership: The Islamic Characteristic of Malaysian Gifted Learners inPusat Genius

“…They can share global leadership characteristics such as managing groups, driving and motivating others, solving critical problems creatively, using practical communication skills and grasping opportunities in a relationship. Meanwhile, flexible in thinking and acting, quickly understanding fuzzy concepts, efficient in structuring goals and objectives and evaluating group process to achieve a particular objective is also the positive attitudes which consider as a credibility leader (Bisland 2004, Feldhusen & Bleiss 1994, Karnes & Bean 1996. Previous studies also linked GL students' leadership traits with the competency in managing emotions, the ability to use intelligence, creativity in making critical consideration when solving problems (Chan 2003, Karnes & Bean 1996.…”