Emotional intelligence activity
Young Leaders
Be the leader for 5 minutes! Pick a game, give it a name, and tell everyone what to do. Then trade — let someone else lead.
Materials and setup
- paper
- pencil
- markers
- project planning materials
How this changes by age
Pre-K (ages 3–4)
Be the leader for 5 minutes! Pick a game, give it a name, and tell everyone what to do. Then trade — let someone else lead.
Steps
- Stand up tall and say: 'I am the leader now!' Pick one game everyone will play.
- Lead the activity: explain the rules in your leader voice and start the game.
- Practice 'leader voice': clear, kind, and loud enough for everyone to hear.
- Lead by helping: pick up toys, help set the table, or hold the door. Leaders help without being asked!
- Talk about: what makes a good leader? (Kind, fair, helpful, listens to others)
- Design a 'leader badge' sticker and wear it during your 5 minutes.
Learning objectives
- Understand that leaders help and include others
- Practice leading a simple group activity
- Identify qualities of good leaders
Kindergarten (ages 5–6)
Explore different types of leadership. Practice leading, following, and collaborating. Learn that good leaders listen and care about their team.
Steps
- Discuss: there are many ways to be a leader. Some lead from the front (giving directions), some lead by example (showing the way).
- Play 'Follow the Leader' - everyone takes a turn being the leader.
- Practice team leadership: plan a family activity together. Take votes, listen to everyone's ideas, and make a group decision.
- Study a leader you admire (Martin Luther King Jr., a family member, a coach). What makes them a good leader?
- Discuss: leaders also follow. A good leader listens to their team and changes plans when someone has a better idea.
Learning objectives
- Identify different leadership styles
- Practice both leading and following in group settings
- Recognize that good leaders listen and adapt
Early elementary (ages 6–8)
Develop leadership skills: communication, delegation, problem-solving, and responsible decision-making. Lead a real project from start to finish.
Steps
- Study leadership qualities: vision, communication, empathy, accountability, and courage. Rate yourself in each area.
- Practice delegation: plan a project and assign tasks to family members based on their strengths.
- Lead a real project: plan a family game night, a neighborhood cleanup, or a craft session. Handle all planning, communication, and execution.
- Practice making hard decisions: when team members disagree, how do you decide? (Vote, compromise, or make a judgment call with explanation)
- Study a leadership failure: what went wrong? What could the leader have done differently?
- Write a self-reflection: what kind of leader are you? What are your strengths and areas for growth?
Learning objectives
- Apply core leadership qualities in real-world projects
- Delegate tasks based on team members' strengths
- Reflect on personal leadership style and areas for growth
Upper elementary (ages 8–10)
Master leadership concepts: servant leadership, ethical decision-making, inspiring others, and creating lasting positive change.
Steps
- Study servant leadership: the leader's primary role is to serve the needs of the team, not to command them. How is this different from traditional leadership?
- Practice ethical leadership: given 3 dilemma scenarios, make decisions that balance effectiveness with ethics. Justify your reasoning.
- Study inspiring leaders from history: analyze their communication style, vision, and how they motivated others to action.
- Lead a community service project: identify a need, recruit volunteers, plan the project, execute it, and report on outcomes.
- Develop a personal leadership philosophy: what values guide your leadership? How will you handle failure? How will you develop your team?
- Create a 'Leadership Lessons' presentation: share what you've learned about leadership with your family or peers.
Learning objectives
- Compare leadership models: servant, transformational, and authoritative
- Make ethical decisions in complex leadership scenarios
- Plan and execute community service projects demonstrating leadership
Safety and evidence note
Read the full activity before beginning. An adult should supervise tools, heat, food, outdoor work, movement, and experiments as appropriate. Completion records that the activity was done; the child’s explanation, work sample, photo, or demonstration is stronger evidence of learning than a completion check alone.
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