Concordance in Peer Victimization-Related Beliefs across Parents and In-Service and Preservice Early Childhood Teachers

Autor/inn/en	Garner, Pamela W.; Parker, Tameka; Dortch, Marlon K.
Titel	Concordance in Peer Victimization-Related Beliefs across Parents and In-Service and Preservice Early Childhood Teachers
Quelle	In: Early Child Development and Care, 187 (2017) 11, S.1732-1744 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1186017
Schlagwörter	Bullying; Victims; Peer Relationship; Preservice Teachers; Preschool Teachers; Prediction; Coping; Student Attitudes; Parent Attitudes; Teacher Attitudes; Evidence; Preschool Children; Multivariate Analysis; Intervention; Questionnaires; Social Behavior; Statistical Analysis + Suchen Sie Ihr Suchwort? Mobbing; Victim; Opfer; Peer-Beziehungen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Vorhersage; Bewältigung; Schülerverhalten; Elternverhalten; Lehrerverhalten; Evidenz; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Multivariate Analyse; Fragebogen; Social behaviour; Soziales Verhalten; Statistische Analyse
Abstract	The present study examined differences in the victimization-related beliefs of 173 adults (65 early childhood preservice teachers, 62 early childhood in-service teachers, and 46 parents). Additionally, confidence about managing victimization was evaluated as a predictor of proposed responses to negative peer encounters. In-service teachers were more likely to endorse the belief that peer victimization is a normal part of childhood and reported a stronger endorsement of assertiveness in response to it than preservice teachers. Parents had the highest avoidance beliefs, followed by in-service teachers. Group status positively predicted advising independent coping, with in-service teachers being more likely than preservice teachers to encourage independent coping in response to victimization. Findings provide evidence about victimization beliefs and proposed responses of parents and experienced and novice early childhood teachers and could contribute to anti-bullying efforts directed specifically at preschoolers, success of which relies on a commitment of both parents and teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01