Guided Play as Context for Teacher Practice: Exploring Young Children’s Leadership Development in Macau

Abstract

This study examines how guided play can serve as a meaningful context for developing leadership among young children, particularly those with special educational needs (SEN), in an inclusive kindergarten classroom in Macau. Existing leadership research has largely centred on adolescents and adults, positioning early childhood as merely preparatory, while research on young children’s leadership often overlooks its relational and dynamic nature. This study examines how guided play supports young learners’ developmental growth and experiences. Using participatory action research and grounded theory analysis, data were collected across two intervention cycles with one lead teacher and six child participants. Video recordings and teacher reflective diaries were analysed to identify patterns of children’s leadership behaviours and supporting pedagogical conditions. Findings reveal guided play as an effective pedagogical approach for nurturing young children’s leadership, notably for children with SEN. Four key teacher practice pillars emerged as critical to supporting children’s leadership: cultivating an observational presence, preparing for responsive adaptation, approaching with affirming mindsets, and centering equity awareness. Researchers in this study also propose a TAP Model that may benefit future research on teachers’ practices and the opportunities for children’s agency in play.