Teachers' Perceptions of the School Functioning of Chinese Preschool Children with Callous-Unemotional Traits and Disruptive Behaviors

Xinyi Cao, Matt Somerville, Jennifer Allen

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Abstract

This qualitative study investigated teachers’ views on differences in children with disruptive behavior and high versus low levels of callous-unemotional (CU) traits in response to classroom management strategies, instructional methods, and teacher-child and teacher-caregiver relationship quality. Twenty teachers from three Chinese preschools were interviewed about 40 children with disruptive behavior (aged 4–6 years). Teachers perceived children with CU traits to have more severe disruptive behavior, poorer quality teacher-child and teacher-caregiver relationships and to be less responsive to discipline. The implications of findings for school-based intervention promoting engagement and prosocial behavior for children with CU traits are discussed.

Original languageEnglish
Article number103990
JournalTeaching and Teacher Education
Volume123
Early online date21 Dec 2022
DOIs
Publication statusE-pub ahead of print - 21 Dec 2022

Keywords

  • Callous-unemotional traits
  • Classroom management
  • Disruptive behavior
  • Parent-teacher cooperation
  • Teacher-student relationship

ASJC Scopus subject areas

  • Education

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