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

共 50 条

[41] Primary Teachers' beliefs about Scientific Creativity in the Classroom Context
Liu, Shu-Chiu
Lin, Huann-shyang
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 2014, 36 (10) : 1551 - 1567
[42] Chinese and US Preschool Teachers’ Beliefs About Children’s Cooperative Problem-Solving During Play
Meilan Jin
Mary Jane Moran
Early Childhood Education Journal, 2021, 49 : 503 - 513
[43] Preschool teachers' beliefs about children's print literacy development
Lynch, Jacqueline
EARLY YEARS, 2009, 29 (02) : 191 - 203
[44] Chinese and US Preschool Teachers' Beliefs About Children's Cooperative Problem-Solving During Play
Jin, Meilan
Moran, Mary Jane
EARLY CHILDHOOD EDUCATION JOURNAL, 2021, 49 (03) : 503 - 513
[45] Children's participation in the organisation of a kindergarten classroom
Manassakis, Evangeline Smaree
JOURNAL OF EARLY CHILDHOOD RESEARCH, 2020, 18 (01) : 18 - 28
[46] Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers' beliefs and practices
Yan, Qiaozhen
Zhang, Lawrence Jun
Dixon, Helen R.
FRONTIERS IN PSYCHOLOGY, 2022, 13
[47] Teachers' beliefs about peer social interactions and their relationship to practice in Chinese inclusive preschools
Tan, Run
Schwab, Susanne
Perren, Sonja
INTERNATIONAL JOURNAL OF EARLY YEARS EDUCATION, 2022, 30 (02) : 463 - 477
[48] Kindergarten teachers' knowledge of and beliefs in the influence of music and movement on children's self-regulation
Ng, Siu-Ping
Bautista, Alfredo
Williams, Kate E.
REVISTA ELECTRONICA DE LEEME, 2023, (51): : 116 - 130
[49] Teachers' Beliefs About Children's Anger and Skill in Recognizing Children's Anger Expressions
Hagan, Courtney A.
Halberstadt, Amy G.
Cooke, Alison N.
Garner, Pamela W.
FRONTIERS IN PSYCHOLOGY, 2020, 11
[50] Kindergarten teachers' facilitation of social and emotional learning in classroom play contexts
Larsen, Nicole
Pyle, Angela
Danniels, Erica
Marzouca, Marsha
Nazeem, Raadiyah
EDUCATION INQUIRY, 2023,

← 1 2 3 4 5 →