A program that helps teachers modify their interactions with students
based on an individual's temperament helps shy children to become more engaged
in their class work, and in turn, improves their math and critical thinking
skills.
Led by NYU's Steinhardt School of Culture, Education, and Human
Development, the study offers an evidence-based intervention to help shy
children, who are often at risk for poor academic achievement. The findings
appear in the School Psychology Review.
Shy children are described as anxious, fearful, socially withdrawn,
and isolated. In the classroom, they are less likely to seek attention from
teachers and to be engaged with their peers. As a result, research shows that
they may have difficulty in school, and teachers may perceive them as being
lower in academic skills and intelligence than their more outgoing classmates.
"The needs of shy kids are important but often overlooked because
they're sitting quietly, while children with behavioral problems get more
attention from teachers," says Sandee McClowry, a professor in NYU
Steinhardt's Department of Applied Psychology and the study's senior author.
"It is important to get shy children engaged without overwhelming
them."
Shyness is one of four temperaments identified in INSIGHTS into
Children's Temperament, an intervention designed to help teachers and parents
match environmental demands with an individual's personality. The program
provides a framework for appreciating and supporting differences in the
personalities of children, rather that trying to change them. Participants in
the program learn to recognize four temperaments: shy, social and eager to try,
industrious, and high maintenance.
In the current study, the researchers evaluated whether INSIGHTS
supports the academic development – specifically critical thinking, math and
language skills – of children in urban, low-income schools. Nearly 350 children
and their parents across 22 elementary schools were followed during
kindergarten and across the transition into first grade. Half of the schools
participating were randomized to INSIGHTS, while the other half, which served
as the control group, participated in a supplemental after-school reading
program.
"Kindergarten and first grade are big shifts for children,
regardless of temperament. For example, teacher-student ratios are higher and
classes are more structured. For shy kids, this transition is a particular
challenge," McClowry says.
The researchers were especially interested in what happens after
summer break, as studies have shown that high-risk children's skills decline
over the summer while they are out of school. By providing children with extra
support in the last part of kindergarten, the researchers hoped to sustain the
students' skills over the summer.
Over 10 weeks, teachers and parents in the INSIGHTS program learned
how to recognize differences in children and support them in ways that are
specific to their individual temperaments. During the same time period,
children participated in INSIGHTS classroom activities, using puppets,
flashcards, workbooks, and videotapes to help them solve daily dilemmas – for
instance, having a substitute teacher or a play date at an unfamiliar house –
and understand how individuals differ.
While all children enrolled in INSIGHTS showed improvements in
academic skills, the effects were substantially greater for shy children. Shy
children who participated in INSIGHTS had significant growth in critical
thinking skills and stability in math skills over the transition from
kindergarten to first grade, compared to their shy peers in the control group
who declined in both areas.
The researchers observed no gains in language arts skills among shy
kids from the INSIGHTS intervention compared to the control group, perhaps due
to the benefits the children in the control group gained from the supplemental
reading program.
"Our study supports creating an environment that makes shy
children feel safe and respected in order to support their development,"
said Erin O'Connor, an associate professor in the Department of Teaching and
Learning at NYU Steinhardt and the study's lead author. "We need to
reframe our understanding of these children, because for the most part, shy
children are not just going to 'come out of their shell.'"
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