Citation

Garner PW, Parker T, Dortch MK. Early Child Dev. Care 2016; 187(11): 1732-1744.

Copyright

(Copyright © 2016, Informa - Taylor and Francis Group)

DOI

10.1080/03004430.2016.1186017

PMID

unavailable

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.

Language: en