The dynamics of leadership are complex and multidimensional in that no textbook style is effective for every situation, and individual methods differ according to personality and experience. Children begin learning some practical aspects of leadership almost from the day they develop intellectually enough to begin coherent communication. Without appropriate environment and guidance, dominant children rapidly begin to realise they can do what they like; that is unless they encounter someone bigger and stronger! These characteristics are sometimes the precursor for oppression and dictatorial systems of government. Some may even consider this leadership however, force of personality and physical strength are no match for intelligent leadership.

During early stages of childhood development and before the first year of school, we usually see dominance established within a group of children according to physical size and extraverted personality. Without guidance or appropriate adult supervision, dominance soon evolves into a pack mentality whereby weaker and introverted children become isolated and bullied. In exceptional circumstances, a naturally dominant child might demonstrate one or two rudimentary characteristics of inclusive leadership yet such are rare. Due to immature higher reasoning skills, it is more usual to witness an instinctive survival of the fittest concept underlying group dynamics of very young children.

Leadership skills can sometimes be a natural ability, more often they are skills acquired through learning and experience. Arguably, some children will never be capable of any effective leadership no matter what the stimuli or guidance. This leaves the remaining aspect of practical experience and opportunity. Few school systems provide sufficient opportunity to exploit the more important aspects of leadership gained only through practical experience and exposure to challenging situations. One reason for this is that school systems in each nation institutionalise as much as they indoctrinate according to curricula and culture. The fundamentals of leadership therefore become an academic study with limited practical value.

The catalytic effect of leadership taught in the academic sense is only a means through which children begin to develop an individual style according to relative intelligence and personality. Relative intelligence means effective leadership is not the sole domain of children able to achieve high academic

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