The field of leader development has recently begun to focus more on the role of pre-adult leadership experiences in shaping leader development. However, research has largely neglected to account for children’s and adolescents’ agency in shaping their own leader development, instead focusing on external drivers of such development (e.g., parents, schools). This integrative conceptual article provides a model for leader development from childhood through adolescence, drawing on insights from the cognitive and social child development literature. This model focuses on the reciprocal influences of agency, early leadership experiences, and foundational socio-cognitive skills, including theory of mind, metacognition, self-regulation, and autobiographical reasoning, to foster growth and complexity in leadership skills and mindsets. In addition, the enabling forces that influence the early development and expression of agency, socio-cognitive skills, and leader mindsets are described.

中文翻译：

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“我要当线长！”早期领导者发展中的认知和社会过程

领导者发展领域最近开始更多地关注成年前领导经验在塑造领导者发展中的作用。然而，研究在很大程度上忽略了儿童和青少年在塑造自身领导者发展方面的作用，而是关注这种发展的外部驱动因素（例如父母、学校）。这篇综合概念性文章借鉴了认知和社会儿童发展文献的见解，为从童年到青春期的领导者发展提供了一个模型。该模型侧重于代理、早期领导经验和基本社会认知技能（包括心理理论、元认知、自我调节和自传推理）的相互影响，以促进领导技能和心态的成长和复杂性。此外，还描述了影响代理、社会认知技能和领导者心态的早期发展和表达的推动力。