Anchored on Theory on Progressive Education by John Dewey that education must prepare students for active participation in a democratic, global society, this study explores the early childhood education teachers? perceptions on child leadership. With the belief that the leaders of the future are in school today, and to better address the interconnected global challenges everyone is facing, this study also discusses the teachers? best practices on how the leadership potentials of young children could be enhanced and developed. Using qualitative research design, ten (10) teachers were purposively chosen to participate in the Focus Group discussion. The researcher used direct quotations in accordance with the nature of the data to ensure transferability. To ensure consistency, external researchers who were experts in the field were consulted for verifiability. Results show that the participants have varied views on child leadership. Enumerated child leadership characteristics were clustered under themes and classroom scenarios on how leadership skills could be enhanced were identified. Lists of suggested activities were created for teachers to be guided to facilitate explorations of the young learners in engaging, creative, and child-centered programs. Since future leaders are shaped by today?s training and learning, researches on the development of leadership among young children are recommended to fill the gap in the literature and to encourage building a positive teaching-learning process.

leadership skills

sustainable education

child leadership