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Beliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviours

2024Journal article Restricted access
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dc.contributor.authorGuedes, Maryse
dc.contributor.authorVeríssimo, Manuela
dc.contributor.authorSantos, António J.
dc.date.accessioned2024-05-15T15:39:45Z
dc.date.available2024-05-15T15:39:45Z
dc.date.issued2024
dc.description.abstractShy-withdrawn behaviours place preschoolers at increasedrisk of experiencing adverse developmental outcomes.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 This study aimedto understand, in-depth, the beliefs, practices and supportneeds of preschool teachers toward shy-withdrawn children.Thirty preschool teachers of children aged 3–5 years wereinterviewed, using a semistructured guide.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that most preschool teachers were aware of themain manifestations, transactional influences and conse-quences of shy-withdrawn behaviours, and of the empiricallyvalidated strategies that may be useful to modify them.However, a noteworthy proportion of participants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training and providingcoachingto thepreschool staff may be helpful to restructure dysfunctionalbeliefs about shy-withdrawn behaviours, translate develop-mental knowledge in evidence-based classroom practices andenhance professionals' self-awareness.Highlights•This study explored, in-depth, the beliefs, practicesand support needs of preschool teachers toward shy-withdrawn children Most of the 30 interviewed preschool teachers were aware of the main manifestations, transactional influences and consequences of shy-withdrawn behaviours.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.pt_PT
dc.description.sponsorshipFundação para a Ciência e Tecnologia - FCTpt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationGuedes, M., Veríssimo, M., & Santos, A. J. (2024). Beliefs, practices and support needs of preschool teachers toward shy-withdrawn behaviours. Infant and Child Development. https://doi.org/10.1002/icd.2499pt_PT
dc.identifier.doi10.1002/icd.2499pt_PT
dc.identifier.issn15227227
dc.identifier.urihttp://hdl.handle.net/10400.12/9789
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherJohn Wiley and Sons Ltdpt_PT
dc.relationPSI-GER/0395/2021pt_PT
dc.relation2020.01755.CEECINDpt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectBeliefspt_PT
dc.subjectEarly childhoodpt_PT
dc.subjectPracticespt_PT
dc.subjectPreschool teacherspt_PT
dc.subjectShywithdrawn behaviourspt_PT
dc.subjectSupport needspt_PT
dc.titleBeliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviourspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceUnited Kingdompt_PT
oaire.citation.titleInfant and Child Developmentpt_PT
person.familyNameGuedes
person.familyNameSantos
person.givenNameMaryse
person.givenNameAntónio
person.identifier351952
person.identifier.ciencia-id2814-A429-2381
person.identifier.ciencia-id9313-95AC-B1F0
person.identifier.orcid0000-0003-3242-2016
person.identifier.orcid0000-0003-2451-9352
person.identifier.ridA-9993-2013
person.identifier.ridH-7922-2013
person.identifier.scopus-author-id55595570400
person.identifier.scopus-author-id7402213697
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication7c50df91-5bc3-41b2-bcea-a3384d16c9f0
relation.isAuthorOfPublication1231e5de-a710-42a7-ac7d-41600d6dcedb
relation.isAuthorOfPublication.latestForDiscovery1231e5de-a710-42a7-ac7d-41600d6dcedb

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