Relationship of Temperament to Preschoolers' Interactions with Peers and Teachers

Keogh, Barbara K.; Burstein, Nancy

doi:10.1177/001440298805400509

Cited by 36 publications

(20 citation statements)

References 18 publications

(19 reference statements)

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“…This finding contradicts with the findings of the research by Keogh and Burstein (1988), which revealed that the frequency of teacher-student interactions was positively related to task orientation. Moreover, although it was not significant, task orientation was negatively correlated with all the interaction categories.…”

Section: Teacher-child Interactionscontrasting

confidence: 99%

The Relationships between Child Temperament, Teacher-Child Relationships, and Teacher-Child Interactions

Ören¹,

Jones²

2009

IES

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The purpose of the study was to examine the relationships between child temperament, teacher-child relationships, and teacher-child interactions in four preschool classrooms. The preliminary analyses revealed classroom differences for all variables. In all the classrooms except one, the temperament factor Reactivity had positive and high correlations with Conflict in the relationship. Task Orientation was positively correlated to the Closeness subscale in three of the classrooms. In two of the classrooms, Task Orientation was negatively correlated with the Conflict subscale. Behavior Management was the only teacher interaction behavior that was somewhat related to temperament in all of the classrooms. Although the effect of temperament on each teacher was different, the results suggest that teachers' relationships and interactions with children are affected by child temperament; however, there might be other factors affecting the relationships, such as teacher temperament. The results and suggestions are discussed further in the article.

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Section: Teacher-child Interactionscontrasting

confidence: 99%

The Relationships between Child Temperament, Teacher-Child Relationships, and Teacher-Child Interactions

Ören¹,

Jones²

2009

IES

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“…He and others suggested that this pattern ultimately contributes to a "poorness of fit" in both academic and social realms. 20,23,25,26,31 In our children with MM/SH, a cluster of "at risk" behavioral styles involved negative responses to new stimuli (low approach), to changes in routine (low adaptability), and to extraneous distractions (high distractibility) and the ability to maintain persistent focus (poor persistence). Studies indicate that teachers rated the combination of low persistence, low approach, and low adaptability as difficult to manage in nonaffected children with learning differences.…”

Section: Discussionmentioning

confidence: 98%

“…21,22 In typically developing children, temperament characteristics have proved to be predictors of later academic achievement, quality of mother-child and teacher-child interactions, specific problem behaviors, and general health of the child. [22][23][24][25][26][27][28] Among children with developmental disabilities, variations in temperament characteristics may create challenges to the pediatrician and may cause confusion to parents as they try to interpret behaviors in their "at risk" child. The neurodevelopmental variations in MM, associated with ventricular, cortical, and limbic differences in anatomy and function, support the idea of potential important differences in the arena of temperament.…”

mentioning

confidence: 99%

Myelomeningocele, Temperament Patterns, and Parental Perceptions

Vachha

Adams

2005

Pediatrics

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ABSTRACT. Objective. Description of temperament profiles of children has largely been reported in typically developing populations. Children undergo individualized assessments of achievement (developmental/academic) and receive individualized interventions. In contrast, their individual behavioral styles are not evaluated as completely, if at all. For children with developmental disabilities, description of temperament characteristics can provide better understanding of the already complex child. This study describes temperament characteristics in a group of children with myelomeningocele and shunted hydrocephalus (MM/SH).Methods. A consecutive cohort study with historical control group measuring temperament characteristics was conducted at a tertiary-level, university affiliated, interdisciplinary spina bifida program. Analysis includes group comparisons. Primary caregivers of 46 children (age range: 5-12 years) with MM/SH completed age-appropriate Carey Temperament Scales questionnaires as a component of a larger developmental study. The Carey Temperament Scales comprise a series of behavioral rating instruments that assess 9 temperament characteristics: activity, adaptability, approach-withdrawal, mood, intensity, attention/persistence, distractibility, sensory threshold, and rhythmicity/predictability. The Carey questionnaires used in this study were (1) the Behavioral Style Questionnaire for children aged 5 to 7 years and (2) the Middle Childhood Temperament Questionnaire for those aged 8 to 12 years. Both questionnaires assess the same temperament characteristics; the contexts within which items were rated were designed to better reflect developmental levels. Children were excluded when there were comorbid diagnoses of attention-deficit/hyperactivity disorder or mental retardation.Results. One-sample normal tests (Bonferroni corrected) revealed that children within the MM/SH group differed significantly from the standardized population in 5 dimensions: (1) adaptability (less adaptable), (2) approach/withdrawal (poor first approach/greater withdrawal), (3) distractibility (more distractible), (4) attention/persistence (less attentive/persistent), and (5) predictability/rhythm (less predictable). Caregiver perceptions of having a difficult-to-manage child were significantly correlated with negative mood, more intensity of response, and less adaptability.Conclusions. Temperament profiles previously described in typically developing populations (eg, "easy" or "difficult child") were not prominent profiles in this group of children with MM/SH. A constellation of temperament characteristics not commonly recognized may place these children at risk for being contributors to and recipients of misunderstandings of social cues and have implications for successful learning within academic, home/community, and medical settings.

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“…Keogh and Burstein (1988) found that positive temperament characteristics were associated with increased peer interactions for preschoolers with developmental disabilities; however negative temperament characteristics were associated with higher frequency of teacher interactions. Low adaptability and low persistence have been related to the development of aggressive and disruptive behaviors in young children who were born prematurely (Schraeder, Heverly, & Rappaport, 1990).…”

Section: Research On Temperament and Children With Developmental Disamentioning

confidence: 89%

Clinical Implications of Temperamental Characteristics in Young Children with Developmental Disabilities

Hepburn¹

2003

Infants & Young Children

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Temperament refers to the behavioral style of an individual, or the tendency to behave in a certain way in a certain situation. Although temperament has been studied extensively in typically developing children, relatively little research concerning individual differences in the behavioral styles of young children with developmental disabilities has been conducted. The purposes of this article are: (1) to provide a brief review of the literature with regard to temperament and outcomes for children with developmental disabilities and, (2) to explore methods for integrating temperament information into early intervention practice. Consistent with the research on temperament and goodness of fit (Chess & Thomas, 1996), this article proposes that children with developmental disabilities who present with extreme scores in specific domains of temperament may benefit from specific early intervention practices. Ideas for linking practice with child temperament are presented, particularly for children who are resistant to change, non-persistent, or difficult to distract.

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Relationship of Temperament to Preschoolers' Interactions with Peers and Teachers

Cited by 36 publications

References 18 publications

The Relationships between Child Temperament, Teacher-Child Relationships, and Teacher-Child Interactions

The Relationships between Child Temperament, Teacher-Child Relationships, and Teacher-Child Interactions

Myelomeningocele, Temperament Patterns, and Parental Perceptions

Clinical Implications of Temperamental Characteristics in Young Children with Developmental Disabilities

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