Shy‐withdrawn behaviours place preschoolers at increased risk of experiencing adverse developmental outcomes. Positive teacher‐child relationships play a protective role against these negative socioemotional outcomes. This study aimed to understand, in‐depth, the beliefs, practices and support needs of preschool teachers toward shy‐withdrawn children. Thirty preschool teachers of children aged 3–5 years were interviewed, using a semistructured guide. The thematic analysis revealed that most preschool teachers were aware of the main manifestations, transactional influences and consequences of shy‐withdrawn behaviours, and of the empirically validated strategies that may be useful to modify them. However, a noteworthy proportion of participants reported misconceptions about the intentionality of shy‐withdrawn behaviours, negative emotions and inconsistent or less effective practices. Our findings highlight that strengthening pre‐service and in‐service training and providing coaching to the preschool staff may be helpful to restructure dysfunctional beliefs about shy‐withdrawn behaviours, translate developmental knowledge in evidence‐based classroom practices and enhance professionals' self‐awareness.Highlights This study explored, in‐depth, the beliefs, practices and support needs of preschool teachers toward shy‐withdrawn children. Most of the 30 interviewed preschool teachers were aware of the main manifestations, transactional influences and consequences of shy‐withdrawn behaviours. Our findings highlight the need to strengthen teachers' training, bridging theoretical knowledge with professional development.

中文翻译：

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学前班教师对害羞孤僻行为的信念、实践和支持需求

害羞孤僻的行为使学龄前儿童面临不良发育结果的风险增加。积极的师生关系对这些负面的社会情感结果发挥着保护作用。本研究旨在深入了解学前教师对害羞孤僻儿童的信念、实践和支持需求。使用半结构化指南对 30 名 3-5 岁儿童的学前班教师进行了采访。主题分析显示，大多数学前班教师都了解害羞孤僻行为的主要表现、交易影响和后果，以及可能有助于改变这些行为的经经验验证的策略。然而，值得注意的是，相当一部分参与者报告了对害羞孤僻行为、负面情绪以及不一致或效果不佳的做法的意图的误解。我们的研究结果强调，加强职前和在职培训并提供辅导向学前班工作人员提供可能有助于重建有关害羞孤僻行为的功能失调信念，将发展知识转化为基于证据的课堂实践，并增强专业人员的自我意识。 这项研究深入探讨了学前教师对害羞孤僻儿童的信念、实践和支持需求。 接受采访的 30 名幼儿教师中，大多数都了解害羞孤僻行为的主要表现、互动影响和后果。 我们的研究结果强调需要加强教师培训，将理论知识与专业发展联系起来。