Egocentrism: A Challenge in Preschool Education

Abstract

 Egocentrism is a common characteristic of preschool children's cognitive and social development that may affect classroom interaction and learning processes. This study investigates preschool educators' perceptions of egocentric behaviours among children in Durrës, Albania. A quantitative survey using a 15-item Likert-scale questionnaire was administered to 102 preschool educators, with 93 valid responses included in the final analysis. Reliability analysis demonstrated high internal consistency (Cronbach's α = .851). Results indicate that egocentric behaviours are perceived as moderately frequent in preschool settings. Educators identified cooperative games, empathy modelling, individual conversations, and parent collaboration as the most effective intervention strategies. However, respondents reported limited parental concern regarding egocentric behaviours and expressed a continued need for professional training. The findings highlight the importance of strengthening teacher preparation, school-family cooperation, and institutional support to facilitate children's social-emotional development and reduce egocentric tendencies in preschool environments.

Received: 20 February 2026  │  Accepted: 10 June 2026  │  Published: 23 July 2026