Using temperament-based approaches to negotiate the terrains of crisis in Jamaican early childhood classrooms

Kinkead-Clark, Zoyah

doi:10.1080/10901027.2019.1609142

Cited by 3 publications

(6 citation statements)

References 20 publications

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“…Teachers who were trained to use temperament-based approaches in this study felt that it was unfair to use a 'one-size-fits-all' approach with regard to classroom management, appreciated children's temperamental diversity, and better understood how to respond appropriately to each unique child [63]. Further, Kinkead-Clark [63], suggest that it is important to understand what motivates child behaviors and to have realistic expectations about child temperament development, skills, and competencies (e.g., who they are and how this relates to what they do). For instance, it is more realistic to provide children who are low in task persistence with smaller parts of an assignment that are manageable rather than requesting they complete the entire assignment at once.…”

Section: Teachers Supporting Temperament Variancementioning

confidence: 96%

“…A higher quality classroom environment fosters increased social skills and academic achievement as well as decreased aggression and externalizing behavior; this is particularly significant for children who are higher in reactivity and lower in regulation [59][60][61][62]. Understanding temperament is a useful tool for early childhood teachers to promote goodness-of-fit which occurs when teaching or caregiving practices positively align with children's temperament and classroom interactions [41,63,64]. Teachers who are knowledgeable about various temperament types and combinations are better equipped to respond to the individual differences in their classroom more thoughtfully and effectively.…”

Section: Teachers Supporting Temperament Variancementioning

confidence: 99%

Section: Teachers Supporting Temperament Variancementioning

confidence: 99%

“…Kinkead-Clark [63] explored how early childhood teachers perceive the use of temperament-based approaches in classroom management and how children benefit from using temperament-based approaches to solve conflict in the classroom. Teachers who were trained to use temperament-based approaches in this study felt that it was unfair to use a 'one-size-fits-all' approach with regard to classroom management, appreciated children's temperamental diversity, and better understood how to respond appropriately to each unique child [63]. Further, Kinkead-Clark [63], suggest that it is important to understand what motivates child behaviors and to have realistic expectations about child temperament development, skills, and competencies (e.g., who they are and how this relates to what they do).…”

Section: Teachers Supporting Temperament Variancementioning

confidence: 99%

“…The INSIGHTS intervention continues to be replicated to evaluate its efficacy in different environmental contexts. The intervention was adapted for Jamaican classrooms [63] and is currently being implemented within rural Midwestern Nebraskan communities [68]. Samples from these contexts are both considered low-income as well as early childhood.…”

Section: Insights Into Children's Temperamentmentioning

confidence: 99%

See 4 more Smart Citations

Temperament in the Early Elementary Classroom: Implications for Practice

Sealy¹,

Rudasill²,

Barrett³

et al. 2021

Teacher Education in the 21st Century - Emerging Skills for a Changing World

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Temperament is a contextual and biological trait that influences how an individual interacts with the environment. Although scholars have organized and prioritized different dimensions of temperament, in this chapter we focus on temperament dimensions that are most salient to—and how they are exhibited in—early childhood classrooms. Temperament continues to be an important topic in early childhood classrooms because it is both important for children learning to manage their social emotional competence, which relates to long-term academic success and positive mental health, and for teachers to develop classroom management skills that provide a positive climate for an array of children and temperament types. After introducing the notion of temperament, we describe how teachers may create environments and react to children in ways that support child temperament. Finally, INSIGHTS into Children’s Temperament, an empirically based social–emotional intervention, will be introduced. This intervention focuses on how children’s temperament unfolds in the classroom and how the adults in children’s lives can create “goodness-of-fit” for optimal outcomes.

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Section: Teachers Supporting Temperament Variancementioning

confidence: 96%

Section: Teachers Supporting Temperament Variancementioning

confidence: 99%

Section: Teachers Supporting Temperament Variancementioning

confidence: 99%

Section: Teachers Supporting Temperament Variancementioning

confidence: 99%

Section: Insights Into Children's Temperamentmentioning

confidence: 99%

See 3 more Smart Citations

Temperament in the Early Elementary Classroom: Implications for Practice

Sealy¹,

Rudasill²,

Barrett³

et al. 2021

Teacher Education in the 21st Century - Emerging Skills for a Changing World

View full text Add to dashboard Cite

show abstract

Building an Effective Early Childhood Education Workforce

Rao¹,

Pearson²,

Piper³

et al. 2022

Quality Early Learning: Nurturing Children's Potential

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A contextual approach to the characteristics of a preschooler’s temperament: The role of the educational environment

Rudnova,

Kornienko

2023

Vestnik SPbSU. Psychology

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According to numerous past and contemporary studies, biological factors (such as matura- tion of the nervous system) and a number of environmental factors influence the develop- ment of temperament. It has been demonstrated that, among other environmental factors that influence the manifestation of temperamental characteristics, the relationships be- tween parents and children can be viewed as an indicator of the social environment. When a child transitions from the family environment to the educational environment, the quality of which is a significant element in the continued development of preschoolers, the child’s temperament characteristics begin to play an increasingly essential role in the process of socialization. In this regard, it is important to investigate whether there is a correlation between the characteristics of temperament and the structural and procedural aspects of the educational environment. According to previous studies, the characteristics of the edu- cational milieu are related to the temperamental characteristics of a child. More research has been conducted on the relationship between a child’s temperament and the procedural characteristics of the environment, i. e. the interactions and relationships between the child and the teacher. One of the principal conclusions is that this relationship is reciprocal: the teacher’s attitude toward the child influences the manifestation of temperamental traits, and the child’s temperament influences the quality of the relationship. The structure of the educational environment is also related to a child’s temperament; however, data on this re- lationship have been collected for a very long time and are extremely limited, necessitating further empirical research to validate the results obtained. This paper examines the rela- tionship between temperament and the parameters of the educational environment, taking into consideration its interactivity (M.Rothbart), the goodness of fit (A.Thomas, S.Chess), the niche picking (S. Scarr, C.McCarthy), the differential susceptibility hypothesis (B. Ellis), and sensitive periods of the development of temperament properties. The possibilities of considering children’s temperament into the implementation of educational programs in preschool institutions are discussed.

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Using temperament-based approaches to negotiate the terrains of crisis in Jamaican early childhood classrooms

Cited by 3 publications

References 20 publications

Temperament in the Early Elementary Classroom: Implications for Practice

Temperament in the Early Elementary Classroom: Implications for Practice

Building an Effective Early Childhood Education Workforce

A contextual approach to the characteristics of a preschooler’s temperament: The role of the educational environment

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