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.

摘要

研究结果：本研究的目的是调查游戏行为在学龄前儿童害羞和师生关系质量之间的联系中的作用。参与者是从意大利中部三所幼儿园的 10 个教室招募的 212 名（102 名女孩）幼儿（M = 58.32 个月，SD  = 10.72）。父母评估孩子的害羞，老师评估他们与孩子的关系以及学前班的游戏行为。路径分析的结果表明，害羞预示着沉默的行为（注视、无所事事）的表现，而这反过来又与依赖的师生关系有关。害羞还预示着社交活动减少，这反过来又与与老师的亲密关系减少有关。实践或政策：研究结果提供了社会游戏在影响教师与害羞学龄前儿童关系质量方面的作用的证据。教师了解儿童的特征可能会影响师生关系的质量，这可能是学前教师培训的一部分。