Planting Seeds of Leadership in the Early Years

Planting Seeds of Leadership in the Early Years

Leadership is not about being in charge. It is about taking care of those in your charge.

Leadership in the early years doesn’t wear a badge or stand behind a podium. It is woven into the little moments of classroom life—when a child takes initiative, when they help a friend, or when they feel proud to be trusted with a role. In a kindergarten classroom, leadership is not taught, it is lived.

Student Leadership in Action

In my Senior KG classroom, I have created a rhythm where children step into small but significant responsibilities. These roles are not fancy designations—they are part of how my classroom functions. Whether it’s leading the reading corner, organising books, keeping the classroom tidy, or reminding friends to return materials after an activity, each role is purposeful. Leaders change every week so that every child experiences the joy of taking charge. It’s beautiful to see how seriously they take these roles—standing a little taller, becoming more mindful, and often going beyond what is expected. They don’t just lead, they lead by doing. Over time, they begin to understand that being a leader doesn’t mean controlling others; it means helping the group function smoothly.

Mentorship for Growth

Kindergarten may seem too early for mentorship, but it happens here in the most organic way. When a new leader is unsure of what to do, the previous one often steps in to guide—explaining, demonstrating, and supporting. These peer-to-peer interactions help children gain confidence in a space that feels safe and encouraging.

Mentorship is also embedded in the transitions. During play activities or clean-up time, the child responsible doesn’t work alone. They ask for help, give gentle instructions, and include others in the task. In doing so, they learn how to collaborate and guide, while their peers learn to listen and follow respectfully. It builds not just confidence in individuals, but trust between them.

As a teacher, I see my role as a quiet facilitator in this process. I don’t assign responsibilities with fanfare—I plant the idea, model the tone, and watch how they carry it forward. That space to try, to make mistakes, and to succeed is where growth happens.

Culture of Leadership

Over time, these routines have shaped something deeper—a classroom culture where leadership feels shared and natural. There’s no single “leader” who stands out every day. Instead, leadership is embedded in our collective values: responsibility, care, and participation.

Every child gets the opportunity to contribute, and gradually, they begin to expect it from themselves and from each other. They don’t just wait for instructions—they start noticing what needs to be done and step up. This sense of ownership transforms the classroom from a place they attend into a space they belong to.

When young children are given the chance to lead, be mentored, and participate in a culture that trusts them, something powerful begins to take root. Leadership is no longer a skill to be taught later—it becomes a habit, a mindset, and a part of who they are.

These early experiences may seem simple—passing notebooks, arranging books, keeping the space clean—but they are, in fact, the first lessons in empathy, initiative, and responsibility. And as these children grow, they carry with them not just memories of a warm classroom, but the quiet confidence of having led, supported, and belonged.

That, perhaps, is the most lasting gift we can give them.

Kindly find the link below, which includes selected photos and videos that highlight key moments of student leadership and engagement in our classroom.

https://drive.google.com/drive/folders/17MAJMUGb0BmMNIG4mGf0-_qLnbxP3jtG

Ms. Yashika Chhabra

Teacher

Sunbeam School Lahartara, Varanasi