Shy Children in the Classroom: From Research to Educational Practice

Shyness is a temperamental trait characterized by wariness, fear, and self-consciousness in social situations. In elementary school, child shyness is associated with a wide range of socioemotional difficulties, including poor peer relationships (e.g., exclusion, victimization), internalizing problems (e.g., low self-esteem, anxiety, depression), and academic adjustment problems (e.g., lack of engagement, poor academic performance). In the current article we particularly review recent research examining the implication of shyness in educational contexts. Topics covered include the development of shyness, why shy students might perceive the classroom as a potential threat, and the unique challenges faced by shy children at school. Further, we consider research pertaining to shy children and their teachers, including teachers’ attitudes and beliefs toward childhood shyness, and the critical role of teacher– child relationships for shy children’s school adjustment. Thereafter, we briefly summarize the findings from teacher-focused and child-focused intervention programs aimed to improve academic and social performance of shy children. We conclude with a short description of implications of shyness for educational practitioners and posit some directions for future research

Shy Children in the Classroom: From Research to Educational Practice

Shyness is a temperamental trait characterized by wariness, fear, and self-consciousness in social situations. In elementary school, child shyness is associated with a wide range of socioemotional difficulties, including poor peer relationships (e.g., exclusion, victimization), internalizing problems (e.g., low self-esteem, anxiety, depression), and academic adjustment problems (e.g., lack of engagement, poor academic performance). In the current article we particularly review recent research examining the implication of shyness in educational contexts. Topics covered include the development of shyness, why shy students might perceive the classroom as a potential threat, and the unique challenges faced by shy children at school. Further, we consider research pertaining to shy children and their teachers, including teachers’ attitudes and beliefs toward childhood shyness, and the critical role of teacher– child relationships for shy children’s school adjustment. Thereafter, we briefly summarize the findings from teacher-focused and child-focused intervention programs aimed to improve academic and social performance of shy children. We conclude with a short description of implications of shyness for educational practitioners and posit some directions for future research

African Linguistics in Central and Eastern Europe, and in the Nordic Countries

Non peer reviewe

Language endangerment and language documentation in Africa

Non peer reviewe

Participation in Structured Performing Arts Activities in Early to Middle Childhood: Psychological Engagement, Stress, and Links With Socioemotional Functioning

The goals of the present study were (a) to explore different aspects of children’s participation in structured performing arts activities (e.g., dance and music); and (b) to examine links between participation in performing arts and indices of socioemotional functioning. Participants were N = 166 children (75 boys and 91 girls) in Grade 1 (n = 70, Mage = 6.17 years, SD = 0.38), Grade 2 (n = 44, Mage = 7.07 years, SD = 0.26), and Grade 3 (n = 52, Mage = 8.06 years, SD = 0.37). Parents completed assessments of children’s participation in performing arts (activity type, frequency, positive psychological engagement, and stress) and indices of socioemotional functioning. Among the results, children participated most often in dance (particularly girls) and music. There was some evidence to suggest that children were less engaged and experienced more stress in music compared to dance activities. However, participants in music were rated as having fewer peer relationship problems as compared to children who did not participate in performing arts activities. As well, stress in performing arts was positively associated with emotion problems and negatively associated with prosocial behaviors. Results are discussed in terms of the links between performing arts activities and young children’s socioemotional functioning

What did your child do today? Describing young children’s daily activities outside of school

The purpose of this study was to describe the daily activities of Canadian children outside of school. Participants were parents of N = 189 children (90 boys, 99 girls) in grades 1 to 3. The What Your Child Did Today parental telephone interview protocol was developed as a daily log of both the type and social context of children’s activities. Among the results, children spent almost half of their waking time in unstructured activities (e.g. free play), compared to 14 percent of on-screen, and 6 percent in structured activities (e.g. sports). Children spent about two-thirds of their time in the company of family followed by peers (22%), and only 10 percent of time was spent alone. Some gender differences were also noted (e.g. boys engaged in more screen time) and parental education was related to time spent in structured activities. Results are discussed in terms of implications for children’s socio-emotional development

Chinese pre-service teachers' beliefs about hypothetical children's social withdrawal and aggression: Comparisons across years of teacher education

This study examined Chinese kindergarten pre-service teachers' beliefs about hypothetical children's problematic behaviors with peers. Pre-service teachers responded to depictions of children displaying social withdrawal (shyness and unsociability) and physical aggression (for comparison). Among the results, pre-service teachers perceived aggression as the most problematic behavior, followed by shyness and then unsociability. Results suggested that pre-service teachers in later years of the program were able to make fine-grained distinctions between subtypes of social withdrawal. Our research lends support to the notion that pre-service teachers' beliefs may be susceptible to change. Results are discussed in terms of pedagogical development and cultural context

Seeking more solitude: Conceptualization, assessment, and implications of aloneliness

Aloneliness is conceptualized as the negative feelings that arise from the perception that one is not spending enough time alone. We developed and validated an assessment of aloneliness and explored its role in the links between motivations for solitude, time spent alone, and wellbeing. Studies 1 (N = 643) and 2 (N = 379) described the construction and validation of the Solitude and Aloneness Scale (SolAS). Study 3 (N = 418) examined the role of aloneliness as a mediator of the links between motivations for solitude and wellbeing. Study 4 (N = 967) explored aloneliness as a moderator of links between time alone and depressive symptoms. Cumulatively, results supported the validity and theoretical utility of aloneliness in elucidating the complex associations being solitude and wellbeing