Exploring the Role of Play Behaviors in the Links between Preschoolers' Shyness and Teacher-Child Relationships

Autor/inn/en	Sette, Stefania; Zava, Federica; Baumgartner, Emma; Laghi, Fiorenzo; Coplan, Robert J.
Titel	Exploring the Role of Play Behaviors in the Links between Preschoolers' Shyness and Teacher-Child Relationships
Quelle	In: Early Education and Development, 33 (2022) 2, S.187-203 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sette, Stefania) ORCID (Zava, Federica) ORCID (Baumgartner, Emma) ORCID (Laghi, Fiorenzo) ORCID (Coplan, Robert J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1885237
Schlagwörter	Play; Student Behavior; Shyness; Teacher Student Relationship; Preschool Children; Foreign Countries; Prediction; Social Behavior; Measures (Individuals); Rating Scales; Italy; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Spiel; Student behaviour; Schülerverhalten; Schüchternheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Vorhersage; Social behaviour; Soziales Verhalten; Messdaten; Rating-Skala; Italien
Abstract	Research Findings: The goal of this study was to investigate the role of play behaviors in the links between child shyness and teacher-child relationship quality in preschool. Participants were 212 (102 girls) young children (M = 58.32 months, SD = 10.72) recruited from 10 classrooms in three preschools in central Italy. Parents evaluated children's shyness and teachers rated their relationships with children as well as play behaviors at preschools. Results from path analysis showed that shyness predicted the display of reticent behaviors (onlooking, unoccupied), which in turn, was associated with dependent teacher-child relationships. Shyness also predicted less social play, which in turn was related to less closeness with teachers. Practice or Policy: The findings provide evidence of the role of social play in impacting the quality of teacher relationships with shy preschool children. Teachers' understanding that children's characteristics may influence the quality of teacher-child relationships could be part of teacher training at preschool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01