Temperament in the Early Elementary Classroom: Implications for Practice

Autor/inn/en	Sealy, Martinique Ann; Rudasill, Kathleen Moritz; Barrett, Jentry S.; Eum, Jungwon; Adams, Nicole; Hinrichs, Angela; McClowry, Sandee
Titel	Temperament in the Early Elementary Classroom: Implications for Practice
Quelle	(2021), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rudasill, Kathleen Moritz) ORCID (Barrett, Jentry S.) ORCID (Eum, Jungwon) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Students; Primary Education; Personality Traits; Elementary School Teachers; Classroom Environment; Student Needs; Social Emotional Learning; Self Control; Intervention; Faculty Development; Parent Education; Early Childhood Education; Student Behavior + Suchen Sie Ihr Suchwort? Primarbereich; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Selbstbeherrschung; Parents education; Elternbildung; Elternschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Student behaviour; Schülerverhalten
Abstract	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. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01