ERIC Number: EJ1153701
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Concordance in Peer Victimization-Related Beliefs across Parents and In-Service and Preservice Early Childhood Teachers
Garner, Pamela W.; Parker, Tameka; Dortch, Marlon K.
Early Child Development and Care, v187 n11 p1732-1744 2017
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A