Beliefs, practices and support needs of preschool teachers toward shy-withdrawn behaviours

IF 2.8 4区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Infant and Child Development Pub Date : 2024-02-26 DOI:10.1002/icd.2499

Maryse Guedes, Manuela Veríssimo, António J. Santos

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引用次数: 0

Abstract

Shy-withdrawn behaviours place preschoolers at increased risk of experiencing adverse developmental outcomes. Positive teacher-child relationships play a protective role against these negative socioemotional outcomes. This study aimed to understand, in-depth, the beliefs, practices and support needs of preschool teachers toward shy-withdrawn children. Thirty preschool teachers of children aged 3–5 years were interviewed, using a semistructured guide. The thematic analysis revealed that most preschool teachers were aware of the main manifestations, transactional influences and consequences of shy-withdrawn behaviours, and of the empirically validated strategies that may be useful to modify them. However, a noteworthy proportion of participants reported misconceptions about the intentionality of shy-withdrawn behaviours, negative emotions and inconsistent or less effective practices. Our findings highlight that strengthening pre-service and in-service training and providing coaching to the preschool staff may be helpful to restructure dysfunctional beliefs about shy-withdrawn behaviours, translate developmental knowledge in evidence-based classroom practices and enhance professionals' self-awareness.

Highlights

This study explored, in-depth, the beliefs, practices and support needs of preschool teachers toward shy-withdrawn children.
Most of the 30 interviewed preschool teachers were aware of the main manifestations, transactional influences and consequences of shy-withdrawn behaviours.
Our findings highlight the need to strengthen teachers' training, bridging theoretical knowledge with professional development.

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学前教师对害羞行为的看法、做法和支持需求

害羞和退缩行为会增加学龄前儿童出现不良发展结果的风险。积极的师幼关系对这些负面的社会情感结果起着保护作用。本研究旨在深入了解学前教师对害羞、退缩儿童的信念、做法和支持需求。采用半结构式指南，对 30 名 3-5 岁儿童的学前教师进行了访谈。专题分析表明，大多数学前教师都了解害羞--退缩行为的主要表现形式、交易影响和后果，以及经经验验证可能有助于改变这些行为的策略。然而，也有相当一部分参与者对害羞--退缩行为的故意性、消极情绪和不一致或不太有效的做法存在误解。我们的研究结果强调，加强职前和在职培训以及为学前教育人员提供辅导，可能有助于调整对羞怯行为的功能失调信念，将发展知识转化为以证据为基础的课堂实践，并提高专业人员的自我意识。在 30 位受访的学前教师中，大多数都了解害羞、退缩行为的主要表现、交易影响和后果。我们的研究结果凸显了加强教师培训、将理论知识与专业发展相结合的必要性。

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来源期刊

Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

2.90

自引率

9.10%

发文量

期刊介绍： Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)