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Relationships between temperament and development in preschool children
Author(s) -
Moller Jill Strathman
Publication year - 1983
Publication title -
research in nursing and health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.836
H-Index - 85
eISSN - 1098-240X
pISSN - 0160-6891
DOI - 10.1002/nur.4770060106
Subject(s) - temperament , psychology , developmental psychology , mood , gross motor skill , peabody picture vocabulary test , persistence (discontinuity) , child development , reactivity (psychology) , cognition , clinical psychology , personality , motor skill , medicine , psychiatry , social psychology , geotechnical engineering , alternative medicine , pathology , engineering
In this study the relationship between temperament and development in preschool children was determined. Thirty‐one children, age 3 and 4 years old, were selected from day‐care centers. The child's temperament was measured with the Behavioral Style Questionnaire. Cognitive‐verbal and motor development were assessed using the Pea‐body Picture Vocabulary Test, the Goodenough Draw‐a‐Person Test, and the developmental subtests of the Comprehensive Identification Process. Significant correlations ( p < .05) using the Pearson product moment were found between development and six categories of reactivity for temperament: activity, rhythmicity, approach, adaptability, mood, and persistence. All significant correlation coefficients showed an inverse relationship between temperament and developmental scores. This suggests that children who are mildly active, rhythmic, adaptable, persistent, approachable, and have a positive mood attain a more advanced developmental level during their preschool years.