Early Childhood Teachers’ Beliefs About Promoting Peer Competence

Abstract

The primary purpose of this study was to describe early childhood teachers’ beliefs about the importance of young children's social competence with peers, and their beliefs about their own influence on children's developing peer competence. Teachers’ beliefs specific to the promotion of peer competence were also examined in relation to their beliefs about developmentally appropriate practice and the observed quality of their classroom environment. Data were collected from 22 teachers of children from age three through six, using interview, various questionnaires, and observations with the Early Childhood Environment Rating Scale. Results suggest that teachers valued peer competence in early childhood, but academic goals were more frequently valued than social goals. Teachers viewed peer competencies as more strongly influenced by the child's inherent nature than by teachers’ efforts, but reported a moderate degree of self‐efficacy for the promotion of peer competence. Lower program quality was associated with lesser commitment to social goals, and with the perception that promoting peer competence is an easy task. Lower program quality was also associated with a higher ranking of the influence of parents on children's peer competence. Implications for teacher education and future research are discussed.