Chinese kindergarten teachers' beliefs about young children's classroom social behavior

被引：32

作者：

Li, Yan ^{[1
]}

Coplan, Robert J. ^{[2
]}

Archbell, Kristen A. ^{[2
]}

Bullock, Amanda ^{[2
]}

Chen, Lu ^{[1
]}

机构：

[1] Shanghai Normal Univ, Dept Educ, 100 Guilin Rd, Shanghai 200234, Peoples R China

[2] Carleton Univ, Dept Psychol, 1125 Colonel By Dr, Ottawa, ON K1S 5B6, Canada

来源：

EARLY CHILDHOOD RESEARCH QUARTERLY | 2016年 / 36卷

关键词：

Teacher beliefs; China; Kindergarten; Social withdrawal; Aggression; Prosocial; Culture; RELATIONAL AGGRESSION; PHYSICAL AGGRESSION; HONG-KONG; ACADEMIC-ACHIEVEMENT; GENDER-DIFFERENCES; SCHOOL ADJUSTMENT; EARLY ADOLESCENCE; NONSOCIAL PLAY; UNITED-STATES; PEER GROUP;

D O I：

10.1016/j.ecresq.2015.10.008

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

study examined Chinese kindergarten teachers' beliefs about children's classroom social behaviors. Participants were N=672 kindergarten teachers in Shanghai, China. Teachers viewed hypothetical vignettes depicting kindergarten children (i.e., aged 4-6 years) displaying aggressive (physical/relational), socially withdrawri (shy/unsociable), exuberant, and prosocial (empathetic/sociable) behaviors and responded to questions regarding their attitudes, beliefs, and reactions. Exuberance and aggression were least tolerated and most likely to evoke anger among teachers. However, teachers reported more negative views toward physical than relational aggression, and were more worried about shy than unsociable children. Implications of the similarities and differences among teacher beliefs across cultures are considered. (c) 2015 Elsevier Inc. All rights reserved.

引用

页码：122 / 132

页数：11

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