The article will explore early childhood teachers’ perspectives about social behaviours and gender in young children, in particular the way in which children’s gender related to teachers’ reports of the prevalence and interpretations of children’s social behaviours. The specific social behaviours examined were prosocial behaviours, social leadership, social dominance, and aggressive behaviours. This study used a mixed methods online survey to gather teachers’ perspectives. Findings showed that teachers reported little difference in the display of social behaviours across boys and girls. Moreover, teachers’ views of different social behaviours were similar across boys and girls; however, findings suggested that gender might play a limited, but potentially influential role in teachers’ perspectives of prosocial and aggressive behaviours in girls and boys. Findings from the present study are discussed in connection with previous research.

中文翻译：

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老师对学龄前儿童社交行为的看法：性别重要吗？

本文将探讨幼儿教师对幼儿的社会行为和性别的看法，尤其是儿童性别与教师关于儿童社会行为的普遍性和解释的报告相关的方式。研究的特定社会行为是亲社会行为，社会领导，社会支配地位和攻击性行为。这项研究使用了一种混合方法在线调查来收集教师的观点。调查结果显示，教师报告男孩和女孩在社交行为表现上几乎没有差异。此外，男孩和女孩的老师对不同社会行为的看法也相似。但是，研究结果表明，性别可能会发挥有限的作用，但在教师对男孩和女孩亲社会行为和攻击行为的观点中可能具有影响力。结合以前的研究讨论了本研究的发现。