Is Good Fit Related to Good Behaviour? Goodness of Fit between Daycare Teacher-Child Relationships, Temperament, and Prosocial Behaviour

Autor/inn/en	Hipson, Will E.; Séguin, Daniel G.
Titel	Is Good Fit Related to Good Behaviour? Goodness of Fit between Daycare Teacher-Child Relationships, Temperament, and Prosocial Behaviour
Quelle	In: Early Child Development and Care, 186 (2016) 5, S.785-798 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1061518
Schlagwörter	Caregiver Child Relationship; Child Caregivers; Personality; Prosocial Behavior; Personality Theories; Preschool Children; Preschool Teachers; Foreign Countries; Teacher Student Relationship; Rating Scales; Questionnaires; Correlation; Multiple Regression Analysis; Goodness of Fit; Canada; Strengths and Difficulties Questionnaire; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Personalität; Personality theory; Persönlichkeitstheorie; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Rating-Skala; Fragebogen; Korrelation; Kanada
Abstract	The Goodness-of-Fit model [Thomas, A., & Chess, S. (1977). Temperament and development. New York: Brunner/Mazel] proposes that a child's temperament interacts with the environment to influence child outcomes. In the past, researchers have shown how the association between the quality of the teacher-child relationship in daycare and child behaviour is moderated by temperament [Vitiello, V., Moas, O., Henderson, H., Greenfield, D., & Munis, P. (2012). "Goodness of fit between children and classrooms: Effects of child temperament and preschool classroom quality on achievement trajectories." "Early Education and Development," 23, 302-322.]. Our goal was to examine how teacher-child relationship quality is associated with prosocial behaviour in preschool children and the moderating role of temperament. Information about 60 children (n = 60) in preschool daycare within Eastern Canada was provided by daycare teachers. Children were classified into temperament categories (undercontrolled, overcontrolled, and resilient) and rated on prosocial behaviour. Results revealed that temperament significantly moderates the association between teacher-child relationship and prosocial behaviour. Goodness of fit was supported, in that having a good fit between teacher-child relationship and temperament was predictive of increased prosocial behaviour. Relevance to goodness of fit is further discussed with relation to previous research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01