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

Li, Yan; Coplan, Robert J.; Archbell, Kristen A.; Bullock, Amanda; Chen, Lu

doi:10.1016/j.ecresq.2015.10.008

Cited by 28 publications

(16 citation statements)

References 96 publications

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“…It is possible that these beliefs also apply, at least to some degree, in Chinese kindergartens. In support of this postulation, Li, Coplan, Archbell, et al () reported that Chinese kindergarten teachers reported relatively positive beliefs in response to vignettes depicting unsociable children. However, it appears that older Chinese children come to respond more negatively to unsociability, particularly among boys (Liu et al, ).…”

Section: Discussionmentioning

confidence: 89%

“…However, using confirmatory factory analyses, Li, Zhu, et al () did demonstrate that the shyness and unsociability items (as rated by parents) do appear to load on separate factors. Moreover, there is also previous evidence to suggest that Chinese teachers (Li, Coplan, Archbell, et al, ) and even young children (Ding et al, ) distinguish between these two constructs. Thus, it may be that both shyness and unsociability are associated with indices of socio‐emotional difficulties, but for different reasons .…”

Section: Discussionmentioning

confidence: 94%

“…For example, unsociability in early childhood is considering largely benign, in part because of the normative nature of solitary play in early education settings (Coplan & Ooi, ). In support of this notion, Li, Coplan, Archbell, Bullock, and Chen () reported that Chinese kindergarten teachers reported less negative views of young children displaying unsociable behaviours as compared to shy behaviours (as depicted in hypothetical vignettes).…”

Section: Introductionmentioning

confidence: 93%

See 2 more Smart Citations

Unsociability and socio‐emotional functioning in young Chinese children: A short‐term longitudinal study

Zhu

Baldwin

et al. 2018

Infant and Child Development

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The goal of this study was to examine longitudinal associations among unsociability and indices of socio‐emotional functioning in a sample of young Chinese children. Participants were N = 360 children (Mage = 4.72 years, SD = .67) recruited from kindergarten classes in an urban area of China. Assessments of unsociability and adjustment were obtained at 2 time points (separated by 1 year) using multiple source assessments (maternal reports, child interviews, teacher ratings). Among the results, unsociability was concurrently (but not longitudinally) associated with teacher‐rated anxiety‐withdrawal at school. Some evidence of gender differences was also evident, with Time 1 peer preference more strongly associated with lower unsociability at Time 2 among girls than among boys. Results are discussed in terms of the meaning and implications of unsociability among young children in China. Highlights This study explored associations among young children's unsociability and socio‐emotional functioning in China. Unsociability was associated with anxiety‐withdrawal at Time 1 but did not predict emotional or social difficulties 1 year later. Results suggest that unsociable behaviour may not as problematic for young Chinese children.

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Section: Discussionmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 93%

See 1 more Smart Citation

Unsociability and socio‐emotional functioning in young Chinese children: A short‐term longitudinal study

Zhu

Baldwin

et al. 2018

Infant and Child Development

Self Cite

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“…al., 2013). Chinese teachers often do not tolerate aggression and immediately address maladaptive behaviors that threaten group harmony, such as bullying (Li, Coplan, Archbell, Bullock, & Chen, 2016). However, in recent decades, China has experienced dramatic political, social, and economic changes resulting in the socialization of traditionally individualistic traits such as assertiveness, independence, and competitiveness in children (Chen & Chen, 2010).…”

Section: The Importance Of School Climate In Chinamentioning

confidence: 99%

School climate, victimization, and mental health outcomes among elementary school students in China

Wang

Boyanton²,

Ross

et al. 2018

School Psychology International

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Although school climate has been identified as a protective factor for youth development in the United States, few longitudinal studies have examined the relationship between school climate and student outcomes in China. This study explored the relationship between school climate, victimization, covitality, internalizing symptoms, and academic achievement, and whether school climate moderated the relationship between victimization and mental health outcomes using longitudinal data. Survey data were collected from 1150 Chinese 3rd to 6th grade students (M age ¼ 10.27 years, SD ¼ 1.03 years, 55% boys) from five elementary schools at two time points. Regression results showed that school climate factors, including student-teacher

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“…Preschool and kindergarten teachers generally encourage prosocial behaviors among children. They value children's behaviors directed at helping others in distress to a similarly high degree as do mothers (Döge & Keller, 2014), and they praise and encourage comforting and helping behavior in the classroom more than, for example, sociable behaviors (e.g., inviting others to join in a game, Li, Coplan, Archbell, Bullock, & Chen, 2016). In contrast to work on parental socialization, however, there is no study that has investigated the relations between young children's prosocial behavior and their teachers' socialization goals related to prosociality, obedience, and autonomy.…”

Section: Introductionmentioning

confidence: 99%

How socialization goals and peer social climate predict young children's concern for others: Evidence for a development shift between 2 and 4 years of age

Schmerse

Hepach

2020

Social Development

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Children's concern for others is shaped through socialization, but current theories make different predictions as to how and when in development this socializing occurs. Here we found that mothers' prosocial socialization goals (SGs) predicted concern for others in 2‐year‐old (n = 804) and 4‐year‐old (n = 714) children. In contrast, preschool teachers' SGs predicted concern for others only for 4‐year‐old children. In addition, a positive social climate among classroom peers predicted 4‐year‐olds' prosociality. These results suggest that the nuclear family environment impacts toddlers' concern for others before the broader social environment shapes their prosociality at preschool age.

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

Cited by 28 publications

References 96 publications

Unsociability and socio‐emotional functioning in young Chinese children: A short‐term longitudinal study

Unsociability and socio‐emotional functioning in young Chinese children: A short‐term longitudinal study

School climate, victimization, and mental health outcomes among elementary school students in China

How socialization goals and peer social climate predict young children's concern for others: Evidence for a development shift between 2 and 4 years of age

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