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The current study aimed to investigate teacher’s beliefs and strategies regarding three hypothetical behaved (shy and silent, average behavior, exuberant and talkative) children by investigating 216 kindergarten teachers with questionnaires. It also aimed to explore whether the beliefs and strategies varied among teachers with different shyness levels as well as children with different genders. The results indicated that: (1) The main effect of children behavior was significant. In the aspect of teacher’s beliefs, they rated the language and academic abilities as well as the excellence level of shy children as the lowest among three types of children. The shy behavior was viewed as having the most negative influence of children development. Shy and exuberant was considered as unstable traits. The shy behavior was attributed to situational factors rather than personality. In the aspect of strategies, teachers were more likely to report shy behavior to others, and to apply monitoring strategy, social learning strategy and peer-focused strategy to shy children, whereas to apply high-power strategy to exuberant children; and (2) The teacher’s beliefs and strategies varied among teachers with different shyness levels as well as towards children with different genders.

Chinese Teacher’s Beliefs and Strategies Towards Preschool Children With Different Shyness Levels