Publicação
Beliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviours
| Resumo: | Shy-withdrawn behaviours place preschoolers at increasedrisk of experiencing adverse developmental outcomes. Posi-tive teacher-child relationships play a protective role againstthese negative socioemotional outcomes. This study aimedto understand, in-depth, the beliefs, practices and supportneeds of preschool teachers toward shy-withdrawn children.Thirty preschool teachers of children aged 3–5 years wereinterviewed, using a semistructured guide. The thematic anal-ysis revealed that most preschool teachers were aware of themain manifestations, transactional influences and conse-quences of shy-withdrawn behaviours, and of the empiricallyvalidated strategies that may be useful to modify them.However, a noteworthy proportion of participants reportedmisconceptions about the intentionality of shy-withdrawnbehaviours, negative emotions and inconsistent or less effec-tive practices. Our findings highlight that strengthening pre-service and in-service training and providingcoachingto thepreschool staff may be helpful to restructure dysfunctionalbeliefs about shy-withdrawn behaviours, translate develop-mental knowledge in evidence-based classroom practices andenhance professionals' self-awareness.Highlights•This study explored, in-depth, the beliefs, practicesand support needs of preschool teachers toward shy-withdrawn children Most of the 30 interviewed preschool teachers were aware of the main manifestations, transactional influences and consequences of shy-withdrawn behaviours.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. |
|---|---|
| Autores principais: | Guedes, Maryse |
| Outros Autores: | Veríssimo, Manuela; Santos, António J. |
| Assunto: | Beliefs Early childhood Practices Preschool teachers Shywithdrawn behaviours Support needs |
| Ano: | 2024 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso restrito |
| Instituição associada: | Ispa-Instituto Universitário |
| Idioma: | inglês |
| Origem: | Repositório do Ispa - Instituto Universitário |
| _version_ | 1866252671128698880 |
|---|---|
| author | Guedes, Maryse |
| author2 | Veríssimo, Manuela Santos, António J. |
| author2_role | author author |
| author_facet | Guedes, Maryse Veríssimo, Manuela Santos, António J. |
| author_role | author |
| contributor_name_str_mv | Repositório do ISPA |
| country_str | PT |
| creators_json_txt | [{\"Person.name\":\"Guedes, Maryse\",\"Person.identifier.orcid\":\"0000-0003-3242-2016\"},{\"Person.name\":\"Veríssimo, Manuela\"},{\"Person.name\":\"Santos, António J.\",\"Person.identifier.orcid\":\"0000-0003-2451-9352\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Repositório do ISPA |
| datacite.creators.creator.creatorName.fl_str_mv | Guedes, Maryse Veríssimo, Manuela Santos, António J. |
| datacite.date.Accepted.fl_str_mv | 2024-01-01T00:00:00Z |
| datacite.date.available.fl_str_mv | 2024-05-15T15:39:45Z |
| datacite.date.embargoed.fl_str_mv | 2024-05-15T15:39:45Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_16ec |
| datacite.subjects.subject.fl_str_mv | Beliefs Early childhood Practices Preschool teachers Shywithdrawn behaviours Support needs |
| datacite.titles.title.fl_str_mv | Beliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviours |
| dc.contributor.none.fl_str_mv | Repositório do ISPA |
| dc.creator.none.fl_str_mv | Guedes, Maryse Veríssimo, Manuela Santos, António J. |
| dc.date.Accepted.fl_str_mv | 2024-01-01T00:00:00Z |
| dc.date.available.fl_str_mv | 2024-05-15T15:39:45Z |
| dc.date.embargoed.fl_str_mv | 2024-05-15T15:39:45Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10400.12/9789 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | John Wiley and Sons Ltd |
| dc.rights.cclincense.fl_str_mv | http://creativecommons.org/licenses/by/4.0/ |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_16ec |
| dc.subject.none.fl_str_mv | Beliefs Early childhood Practices Preschool teachers Shywithdrawn behaviours Support needs |
| dc.title.fl_str_mv | Beliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviours |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | Shy-withdrawn behaviours place preschoolers at increasedrisk of experiencing adverse developmental outcomes. Posi-tive teacher-child relationships play a protective role againstthese negative socioemotional outcomes. This study aimedto understand, in-depth, the beliefs, practices and supportneeds of preschool teachers toward shy-withdrawn children.Thirty preschool teachers of children aged 3–5 years wereinterviewed, using a semistructured guide. The thematic anal-ysis revealed that most preschool teachers were aware of themain manifestations, transactional influences and conse-quences of shy-withdrawn behaviours, and of the empiricallyvalidated strategies that may be useful to modify them.However, a noteworthy proportion of participants reportedmisconceptions about the intentionality of shy-withdrawnbehaviours, negative emotions and inconsistent or less effec-tive practices. Our findings highlight that strengthening pre-service and in-service training and providingcoachingto thepreschool staff may be helpful to restructure dysfunctionalbeliefs about shy-withdrawn behaviours, translate develop-mental knowledge in evidence-based classroom practices andenhance professionals' self-awareness.Highlights•This study explored, in-depth, the beliefs, practicesand 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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| eu_rights_str_mv | restrictedAccess |
| format | article |
| fulltext.url.fl_str_mv | https://repositorio.ispa.pt/bitstreams/9dede5f1-a49f-40fd-9a4f-1c3196df25ba/download |
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| identifier.url.fl_str_mv | http://hdl.handle.net/10400.12/9789 |
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| institution | Ispa-Instituto Universitário |
| instname_str | Ispa-Instituto Universitário |
| language | eng |
| network_acronym_str | ispa |
| network_name_str | Repositório do Ispa - Instituto Universitário |
| oai_identifier_str | oai:repositorio.ispa.pt:10400.12/9789 |
| organization_str_mv | urn:organizationAcronym:ispa |
| person_str_mv | Guedes, Maryse Guedes, Maryse https://www.ciencia-id.pt/2814-A429-2381 2814-A429-2381 http://orcid.org/0000-0003-3242-2016 0000-0003-3242-2016 Veríssimo, Manuela Santos, António J. Santos, António J. https://www.ciencia-id.pt/9313-95AC-B1F0 9313-95AC-B1F0 http://orcid.org/0000-0003-2451-9352 0000-0003-2451-9352 |
| publishDate | 2024 |
| publisher.none.fl_str_mv | John Wiley and Sons Ltd |
| reponame_str | Repositório do Ispa - Instituto Universitário |
| repository_id_str | urn:repositoryAcronym:ispa |
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| spelling | engJohn Wiley and Sons Ltdpt_PTShy-withdrawn behaviours place preschoolers at increasedrisk of experiencing adverse developmental outcomes. Posi-tive teacher-child relationships play a protective role againstthese negative socioemotional outcomes. This study aimedto understand, in-depth, the beliefs, practices and supportneeds of preschool teachers toward shy-withdrawn children.Thirty preschool teachers of children aged 3–5 years wereinterviewed, using a semistructured guide. The thematic anal-ysis revealed that most preschool teachers were aware of themain manifestations, transactional influences and conse-quences of shy-withdrawn behaviours, and of the empiricallyvalidated strategies that may be useful to modify them.However, a noteworthy proportion of participants reportedmisconceptions about the intentionality of shy-withdrawnbehaviours, negative emotions and inconsistent or less effec-tive practices. Our findings highlight that strengthening pre-service and in-service training and providingcoachingto thepreschool staff may be helpful to restructure dysfunctionalbeliefs about shy-withdrawn behaviours, translate develop-mental knowledge in evidence-based classroom practices andenhance professionals' self-awareness.Highlights•This study explored, in-depth, the beliefs, practicesand 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.application/pdfpt_PTBeliefs, practices and support needs of preschool teachers toward shy‐withdrawn behavioursPersonalGuedes, MaryseDSpacehttp://dspace.org/items/7c50df91-5bc3-41b2-bcea-a3384d16c9f0DSpacehttp://dspace.org/items/7c50df91-5bc3-41b2-bcea-a3384d16c9f0GuedesMaryseCiência IDhttps://www.ciencia-id.pt2814-A429-2381ORCIDhttp://orcid.org0000-0003-3242-2016Researcher IDhttps://www.researcherid.comA-9993-2013Scopus Author IDhttps://www.scopus.com55595570400Veríssimo, ManuelaPersonalSantos, António J.DSpacehttp://dspace.org/items/1231e5de-a710-42a7-ac7d-41600d6dcedbDSpacehttp://dspace.org/items/1231e5de-a710-42a7-ac7d-41600d6dcedbSantosAntónioCiência IDhttps://www.ciencia-id.pt9313-95AC-B1F0ORCIDhttp://orcid.org0000-0003-2451-9352Researcher IDhttps://www.researcherid.comH-7922-2013Scopus Author IDhttps://www.scopus.com7402213697HostingInstitutionOrganizationalRepositório do ISPAe-mailmailto:repositorio@ispa.ptrepositorio@ispa.ptISSNIsPartOf15227227DOIIsPartOf10.1002/icd.24992024-05-15T15:39:45Z20242024-01-01T00:00:00ZHandlehttp://hdl.handle.net/10400.12/9789http://purl.org/coar/access_right/c_16ecrestricted accessBeliefsEarly childhoodPracticesPreschool teachersShywithdrawn behavioursSupport needs1098672 bytesliteraturehttp://purl.org/coar/resource_type/c_6501journal article2024http://creativecommons.org/licenses/by/4.0/http://purl.org/coar/access_right/c_16ecapplication/pdffulltexthttps://repositorio.ispa.pt/bitstreams/9dede5f1-a49f-40fd-9a4f-1c3196df25ba/downloadInfant and Child DevelopmentUnited Kingdom |
| spellingShingle | Beliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviours Guedes, Maryse Beliefs Early childhood Practices Preschool teachers Shywithdrawn behaviours Support needs |
| status | SINGLETON |
| subject.fl_str_mv | Beliefs Early childhood Practices Preschool teachers Shywithdrawn behaviours Support needs |
| title | Beliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviours |
| title_full | Beliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviours |
| title_fullStr | Beliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviours |
| title_full_unstemmed | Beliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviours |
| title_short | Beliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviours |
| title_sort | Beliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviours |
| topic | Beliefs Early childhood Practices Preschool teachers Shywithdrawn behaviours Support needs |
| topic_facet | Beliefs Early childhood Practices Preschool teachers Shywithdrawn behaviours Support needs |
| url | http://hdl.handle.net/10400.12/9789 |
| visible | 1 |