Examining the longitudinal association between toddlers’ early shyness and their well-being during their first year in Norwegian early childhood education and care

The study investigates the connection between shyness in toddlers and their well-being during the first year in kindergarten. The researchers aimed to understand how the children’s shyness at the start of kindergarten could affect their emotional and social well-being in the long term. The research question is: Is there a correlation between early shyness in young children at the start of kindergarten and their well-being at the end of their first year in kindergarten?

Children who were shyer when they started kindergarten had a lower level of well-being one year later compared to children who were less shy. The results suggest that shyness can affect children’s well-being and social adaptability in kindergarten. The results highlight the need for kindergarten staff to provide extra attention and support to shy children, so that these children can have a better experience and develop positively in the kindergarten environment.

The study followed 567 children who were under 19 months old when they started kindergarten. The data were collected at two points in time: at the start of kindergarten and at the end of the children’s first year. The parents, 415 mothers and 152 fathers, reported on their children’s shyness at the start of kindergarten through a questionnaire. At the end of the year, the kindergarten staff assessed the well-being of the children using a validated scale.

van Trijp, C. P. J., Lekhal, R., Drugli, M. B., Rydland, V., & Solheim Buøen, E. (2023). Examining the longitudinal association between toddlers’ early shyness and their well-being during their first year in Norwegian early childhood education and care. Early Child Development and Care, 193(13–14), 1403–1416.