The contribution of temperament and parental behaviour to the developmental outcomes of preschool children (original) (raw)
Related papers
Developmental Psychology, 1991
Convergent and discriminant validity were examined for 8 widely used preschooler, toddler, and infant temperament questionnaires in a cross-sectional design that included both mothers and day-care teachers as respondents. The analyses focused on activity level, negative emotionality, and approach-sociability. Surprisingly strong evidence was uncovered for convergence among scales intended to measure similar concepts, with most convergent validity coefficients in the ,50s, .60s, and .70s. Most of the scales also showed reasonable discriminant properties; however, some scales intended to measure distinct concepts also intercorrelated highly enough (in the .40s and .50s) to raise concerns. These cross-scale correlations could often be understood by reference to the actual item content and the contexts of day care versus home. The main analyses were supplemented with a structural modeling approach.
A Study of Association between Temperament and Perceived Parenting Styles in Middle Childhood
Global Social Sciences Review
This research explored the relationship of children's temperament dimensions with perceived parenting style during middle childhood. It was quantitative research based on correlational design. The sample comprised of 7 to 11 years old children attending mainstream school and their parents selected through convenient sampling from different schools of Lahore. Temperament in Middle Childhood Questionnaire and Parental Perception Questionnaire was used for data collection. The results indicated that authoritative parenting style shared a significant positive relationship with positive temperamental traits like surgency and effortful control), whereas negative affectivity temperamental dimension had a significant positive association with permissive and authoritarian parenting styles. Significant gender differences were witnessed in perceived parenting styles and temperamental dimensions. Findings were discussed in the context of previous research studies.
Journal Business and Science Social, 2017
Temperament research in more complex aspects such as cognition, interaction with the context of the environment as well as changes and continuity over time across geographical and cultural boundaries has been explored. Temperament traditionally associated with biological factors inherited and plays an important role in children life. Temperament influences each response, especially during early childhood development and affects behavior, social relationships, personality, physical health, language ability and academic success. This article aims to offer early exposure on temperament and implications to the practice of preschool teachers. Discussions with behavioral responses diversity of children were initiated and followed up with definition on temperament from some researchers. Classification in temperament by the researchers was also discussed by focusing on three types of temperament namely extraversion/surgency, negative affective and effortful control. Temperamental assessment methods are also discussed. The discussion ended with the implications of the practice of preschool teachers. Knowledge and understanding of child's temperament help teachers to plan, offer and carry out more effective and meaningful teaching and learning activities for every child.
Parenting styles and social-emotional development of preschool children
International Journal of Contemporary Pediatrics
Background: A preschool aged child’s social emotional development can be influenced in many ways; one of which being the early style the parent uses to raise them. Identifying social emotional development in pre-schoolers by behaviours related, but not limited to: play, self-esteem, tantrums, interaction with people, disposition, transitions, are used to assess the child’s social emotional development. The purpose of this study was to examine the relationship between social emotional development of preschool children and parenting styles.Methods: A non-experimental survey design was adopted for the study. 200 parents having preschool children were selected by purposive sampling technique. Data were collected using a 5-point rating scale for identifying the parenting style. A 3-point rating scale was used to assess the social emotional development of preschool children.Results: Majority (88.5%) of the parents used authoritative parenting style, 8.5% used authoritarian parenting style...
Temperament ratings in early childhood by parents, teachers, and students
Early Childhood Research Quarterly, 1987
Temperament ratings were made by mothers, teachers, and students enrolled in a child development course in order to determine the level of agreement across observers having varied experience with preschool and kindergarten children. Contrary to expectations, agreement did not increase with the age of the children. Furthermore, teacher and parent ratings were in no greater agreement than parent and student ratings. Instead, the teachers and students displayed the highest number of significant correlations for the temperament dimensions. Results are examined from a contextual perspective and suggest that child behavior may be differentially expressed dependent on the observational setting. Much of the literature on temperament in early childhood has been derived from the work of Thomas, Chess, and Birch (1968) through the course of the New York longitudinal study. Basing their work on repeated interviews and clinical observations, these investigators identified three clusters of behavioral style that appear to have clinical significance: the difficult child, the easy child, and the slow-to-warm-up child (Thomas & Chess, 1977). Difficult children are irregular in biological functioning, withdraw to new stimuli, adapt slowly to change, and are negative in mood. Easy children, in contrast, are seen as regular, willing to approach new experiences, adaptable to change, and usually positive in mood. The slow-to-warm-up child is low in activity, adaptability, and approach, mild in intensity, and variable in rhythmicity. Not all children fit neatly into one of these three patterns, but the clusters do account for 65% of the Thomas, Chess, and Birch sample (1968). For children not fitting the patterns, however, Keogh (1982) has
Parenting Styles as a Predictor of the Preschool Children’s Social Behaviours
Participatory Educational Research, 2018
The aim of this study is to investigate relationship between children's social behaviors and parenting styles. Specifically, the study examines children's aggressive, prosocial and socially inhibited behaviors in association with parenting dimensions namely warmth, inductivereasoning, obedience-demanding and punitive. In addition to this, children's social behaviors and parenting styles are examined in relation to children's gender. The research was conducted on 60-72 month-old 276 children attending preschools in Konya, Turkey. In order to assess parenting styles, the Child Rearing Questionnaire developed by Sanson et al. and adapted by Altan was used. This questionnaire has four subscales, namely inductive reasoning, punishment, obedience demanding behavior and warmth. The questionnaire was completed by mothers. In order to assess child social behaviors, the Teacher Assessment of Social Behavior Scale developed by Cassidy and Asher and adapted by Seven was applied. This scale was completed by the teachers. According to the study results, children's social behavior (aggressive, prosocial and shy/withdrawn) can be predicted significantly by parents inductive reasoning, warmth and punitive styles toward children. In addition to this, boys' aggression scores are found to be significantly higher than girls and girls shyness scores are found to be significantly higher than boys.
Toddlers’ Temperament Profiles: Stability and Relations to Negative and Positive Parenting
Journal of Abnormal Child Psychology, 2010
This study investigated the type and stability of temperament profiles in toddlers, and relations of profile probability to negative and positive parenting trajectories. Mothers (N=96) rated their child's (41 girls and 54 boys) Sociability, Anger Proneness, and Activity Level four times during 1 year. The assessment of parenting included both maternal self-reports and observational measures. Latent profile analysis indicated three child temperament profiles: a well-adjusted 'typical' profile, an 'expressive' profile with heightened externalizing problems, and a 'fearful' profile with heightened internalizing problems. Although toddlers' profile classifications were highly stable across 1 year, individual differences in (changes in) toddlers' temperament profile probability occurred. We identified negative and positive parenting as environmental mechanisms that were related to the development of temperament profiles over time. These results support the notion that, in addition to having a genetic base, temperament is subject to maturation and experience over time.
2016
Zarra-Nezhad, Maryam The joint effects of parenting styles and the child’s temperamental characteristics in children’s social-emotional development Jyväskylä: University of Jyväskylä, 2016, 68 p. (Jyväskylä Studies in Education, Psychology and Social Research ISSN 0075-4625; 565) ISBN 978-951-39-6825-0 (nid.) ISBN 978-951-39-6826-7 (PDF) Diss. This research examined the joint effects of parenting and the temperamental characteristics of children on their social-emotional development during their early school years. Three studies, focusing on different aspects of social-emotional development as well as on different temperamental characteristics, were carried out. The first study investigated the extent to which mothers' and fathers' parenting styles differently impact their children's social-emotional development, based on the children's tendency to show signs of social withdrawal. The second study focused on the different impacts of parenting styles on children's...
Relations among temperament, parenting and problem behavior in young children
Infant Behavior & Development, 2010
The first objective of this study was to investigate which aspects of temperament are related to externalizing problem behavior and which aspects are related to internalizing problem behavior. The second objective was to investigate how parenting influences the link between temperament and problem behavior. The sample included 89 two-parent families and their firstborn 36-month-old children, and 81 day care and preschool playgroup teachers. Mothers, fathers and teachers filled in questionnaires and home observations took place. The results showed that different temperament characteristics predict externalizing and internalizing problems. Further, the results indicate that parenting moderates the relation between temperament and problem behavior. More specifically, positive control of the father buffered the relation between impulsivity and externalizing problems, whereas negative control of the mother and father strengthened the relation between fear and internalizing problems.