Temperament and Preschool Children's Peer Interactions

Autor/inn/en	Acar, Ibrahim H.; Rudasill, Kathleen Moritz; Molfese, Victoria; Torquati, Julia; Prokasky, Amanda
Titel	Temperament and Preschool Children's Peer Interactions
Quelle	In: Early Education and Development, 26 (2015) 4, S.479-495 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.1000718
Schlagwörter	Personality Traits; Preschool Children; Shyness; Correlation; Attention Control; Peer Relationship; Parent Attitudes; Observation; Predictor Variables; Conceptual Tempo; Conflict; Questionnaires; Regression (Statistics) + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schüchternheit; Korrelation; Aufmerksamkeitstest; Peer-Beziehungen; Elternverhalten; Beobachtung; Prädiktor; Konflikt; Fragebogen; Regression; Regressionsanalyse
Abstract	Research Findings: The current study is an examination of children's temperament as a predictor of their interactions with peers in preschool, with a particular focus on children's regulatory temperament characteristics (i.e., inhibitory control and attentional focusing) as moderators of associations between shyness and interactions with peers. Participants were 40 children (19 boys) ages 3 to 5 years enrolled in 8 different preschools in a midwestern city in the United States. Temperament was assessed via parent report when children were approximately 3 years old, and peer interactions were assessed via observations of children during the preschool day (using the Individualized Classroom Assessment Scoring System; J. T. Downer, L. M. Booren, O. K. Lima, A. E. Luckner, & R. C. Pianta, 2010) when the children were 4 years old. Attentional focusing moderated the association between shyness and children's communication and conflict during peer interactions. Inhibitory control and attentional focusing were inversely related to peer conflict, and attentional focusing was positively related to sociability, communication, and assertiveness in peer interactions. Limitations of the current study and future directions are also discussed. Practice or Policy: Teachers can facilitate young children's peer interaction by recognizing children's regulatory and reactive temperamental characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01