Temperament and Social Adjustment in First Grade: The Moderating Role of Teacher Sensitivity

Autor/inn/en	Frohn, Scott R.; Acar, Ibrahim H.; Rudasill, Kathleen Moritz; Buhs, Eric S.; Pérez-González, Sam
Titel	Temperament and Social Adjustment in First Grade: The Moderating Role of Teacher Sensitivity
Quelle	In: Early Child Development and Care, 191 (2021) 9, S.1427-1448 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Acar, Ibrahim H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1656618
Schlagwörter	Grade 1; Elementary School Students; Student Adjustment; Correlation; Infants; Infant Behavior; Social Development; Elementary School Teachers; Teacher Student Relationship; Peer Relationship; At Risk Students; Personality Traits; Check Lists; Personality Measures; Longitudinal Studies; Comparative Analysis; Stress Variables; Educational Quality; Educational Environment; Classroom Observation Techniques; Child Development + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Korrelation; Infant; Toddler; Toddlers; Kleinkind; Soziale Entwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Checkliste; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kindesentwicklung
Abstract	The present study examined teacher sensitivity as a potential moderator of the relationship between children's temperament in infancy and their social development in first grade. Using data from the Study of Early Child Care and Youth Development (NICHD SECCYD), we found that first grade teachers who were sensitive and responsive to students' individual needs tended to have a buffering effect against poor peer interactions during unstructured play for children with difficult temperament. Furthermore, for children low in temperamental approach, greater teacher sensitivity was linked to more positive peer interactions. Greater teacher sensitivity was also related to fewer negative peer interactions for children rated high in negative affect and low in adaptability. Our findings suggest teacher sensitivity is an important factor in young children's social development, and may be particularly beneficial to children at temperamental risk for poor social adjustment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01