Abstract
This study examined Chinese kindergarten teachers’ beliefs about children’s classroom social behaviors. Participants were N=672 kindergarten teachers in Shanghai, China. Teachers viewed hypothetical vignettes depicting kindergarten children (i.e., aged 4–6 years) displaying aggressive (physical/relational), socially withdrawn (shy/unsociable), exuberant, and prosocial (empathetic/sociable) behaviors and responded to questions regarding their attitudes, beliefs, and reactions. Exuberance and aggression were least tolerated and most likely to evoke anger among teachers. However, teachers reported more negative views toward physical than relational aggression, and were more worried about shy than unsociable children. Implications of the similarities and differences among teacher beliefs across cultures are considered.
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