Educators and Mothers Developing Leaderships Skills in Kindergarten-Aged Children Through a Planned Play-Based Program: A Qualitative Case Study From Saudi Arabia

Abstract

Leadership skills are integral to children’s holistic development and can be nurtured from an early age through play and adult guidance. While Western research highlights the role of play and adult involvement in fostering children’s leadership skills, there is limited research on promoting these skills in kindergarten-aged children in Saudi Arabia. This gap is notable despite the recent emphasis on developing leadership skills in children through the Saudi curriculum under Vision 2030. Addressing this gap, this study investigated how educators and mothers can promote leadership in kindergarten-aged children (5–6 years), using a play-based program developed in consultation with them, within a selected Saudi Arabian kindergarten and home settings. The collaboratively developed program focused on building specific leadership skills—such as communication, and perseverance—through structured, play-based activities. Its design followed a skills-based perspective and drew on Vygotsky’s (1978) theoretical notions and research-informed strategies aligned with the Saudi context to ensure cultural relevance and developmental appropriateness. Specifically, the study aimed to explore educators’ and mothers’ perceptions and practices regarding children’s leadership skills development. This study draws on Vygotsky’s (1978) theoretical notions of the roles of adults and of play in children’s learning and development, providing a developmental frame for considering children’s leadership. The study also captured their reflections on the implementation of the play-based leadership program in Saudi Arabian kindergarten and homes.

Using a qualitative case study approach, data were collected during the COVID-19 period from a purposive sample of two educators and 10 mothers of 10 children (fathers could not participate for cultural reasons). Initially, data were gathered to understand educators’ and mothers’ perceptions and guidance of children’s leadership skills development through semistructured interviews and observations. Identifying a need to support educators’ and mothers’

vi knowledge and guidance of children’s leadership skills through play, two workshops were conducted to collaboratively develop a play-based leadership skills program. Following the program’s implementation, data on educators’ and mothers’ guidance of children’s leadership skills, as well as their reflections on the program, were gathered through semi-structured interviews and observations. Interview data were thematically analysed to explore educators’ and mothers’ perceptions of leadership and their reflections on the program. Both interview and observational data were subjected to framework analysis to examine guidance practices and observed leadership skills in children.

The findings revealed varied perceptions of leadership among educators and mothers before they adopted the play-based leadership development program. Educators defined leadership primarily in terms of the leader’s influence, essential traits such as self-confidence and communication, and interaction styles that encourage collaboration. Mothers also echoed these views but placed greater emphasis on control and authority within family and social settings. Both groups agreed leadership extends to early childhood, blending innate traits and learned skills, although some mothers viewed it as solely innate. While most considered ages 2–6 a critical period, opinions varied on the ages at which children can begin to develop leadership skills. Further, while educators and mothers implicitly promoted children’s leadership skills by encouraging responsibility and fostering independent choices, they were not explicitly or actively developing these skills at home or in kindergarten, and particularly not doing so through play. Instead, educators predominantly focused on teaching curricular subjects and relied on general teaching strategies. Barriers limiting educators’ opportunities to support leadership development through play included the impact of COVID-19, restrictive curriculum design, inconsistent support from mothers, and inadequate training programs.

vii However, educators and mothers intentionally began to promote leadership skills like decision-making, teamwork, and initiative through play after implementing the play-based program developed for this study and guided by the researcher over 7 weeks. Fitting into the kindergarten schedule and COVID-era feasibility constraints, there was only a seven-week period to scaffold and support participants’ understanding of leadership skills development across kindergarten and home settings. During this time, educators and mothers engaged intensively in practicing leadership-promoting activities—fostering greater facilitation confidence, strengthening their collaboration, and equipping them with strategies to continue guiding children’s leadership skills development after the program. This period is thus deemed sufficient. Educators integrated a broader set of leadership skills, such as problem-solving, conflict resolution, teamwork, initiative, and empathy, into daily lessons through guided play. Mothers also fostered a wider range of leadership skills, such as perseverance, problem-solving, conflict resolution, teamwork, initiative, and empathy, by combining free and guided play at home. Both groups emphasised the program’s broader benefits, reporting a new understanding of leadership and an appreciation for the role of play in developing children’s leadership skills. They recognised the importance of collaboration between kindergartens and home to sustain this development. Educators noted that fostering leadership skills increased children’s enthusiasm for learning, while mothers observed improved family dynamics, particularly strengthening the mother-child bond. Despite challenges posed by the COVID-19 pandemic, such as limited time and interaction, both educators and mothers expressed a commitment to continuing these approaches to nurture leadership skills utilising play in the future.

This study highlights the role of play and adult guidance in children’s leadership

development, offering valuable insights into the adoption of play-based approaches in Saudi Arabian kindergartens and homes. It underscores the importance of understanding

viii stakeholders’ initial perceptions and practices to tailor educational interventions effectively for educators and parents. The study recommends explicitly integrating play-based leadership into the kindergarten curriculum, providing leadership training programs for educators, and offering resources to support mothers in facilitating home-based leadership activities. Limitations of the study included cultural constraints, time restrictions, and the impact of the COVID-19 pandemic. Future research should broaden the demographic scope, extend the timeframe to assess long-term benefits, and refine the focus on specific play-based strategies to enhance the development of leadership skills in young children.