ACTING TRAINING AS A METHOD FOR DEVELOPING LEADERSHIP SKILLS IN CHILDREN THROUGH ACTING EDUCATION

The article is dedicated to examining how acting training, with an emphasis on film-acting techniques, contributes to the development of leadership competencies in children’s acting education. Relevance stems from the growing demand for experiential methods that strengthen communication, emotional intelligence, adaptability, and authentic presence in contemporary educational leadership contexts. Novelty lies in synthesizing film-acting practices with leadership development theory, illustrating how camera-based exercises foster nuanced expression and reflective self-assessment. The work describes how acting tasks cultivate expressiveness, confidence, and empathic engagement, and it studies the pedagogical value of improvisation, character work, and on-camera analysis. Special attention is paid to identifying transferable skills that arise from acting practice and support leadership performance in dynamic environments. The work sets itself the task of evaluating the effectiveness of these techniques for young learners. Qualitative synthesis and interpretive analysis are used to solve this task. A wide range of academic and practitioner sources has been studied to support the findings. The conclusion describes the potential of acting training to enhance soft-skill acquisition in leadership-oriented developmental programs for children. The article will be useful for educators, acting instructors, and specialists designing experiential learning curricula