Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom

Journal of Applied Developmental Psychology

Volumn 23, Issue 4, 2002, Pages 451-470

  Rimm Kaufman, Sara E ^a   Pianta, Robert C ^a   Early, Diane M ^b   Cox, Martha J ^c   Saluja, Gitanjali ^c   Bradley, Robert H ^d   Payne, Chris ^e  

^a UNIVERSITY OF VIRGINIA   (United States)

^b UNIVERSITY OF NORTH CAROLINA   (United States)

^c University of North Carolina at Chapel Hill   (United States)

^d UNIVERSITY OF ARKANSAS AT LITTLE ROCK   (United States)

^e UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

Author keywords

Competent behavior; Early behavioral attributes; Kindergarten

Indexed keywords

ACADEMIC ACHIEVEMENT; ADJUSTMENT; CHILD BEHAVIOR; COMPETENCE; CONTROLLED STUDY; FEMALE; HUMAN; HUMAN EXPERIMENT; KINDERGARTEN; MALE; NORMAL HUMAN; PREDICTION; PRESCHOOL CHILD; REVIEW; SOCIAL INTERACTION; TASK PERFORMANCE; TEACHER;

EID: 0036851599     PISSN: 01933973     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0193-3973(02)00128-4     Document Type: Article

References (61)

1. Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment. Hillsdale, NJ: Erlbaum.
2. Arcus, D. (1991). The experiential modification of temperamental bias in inhibited and uninhibited children. Unpublished doctoral dissertation. Harvard University, Cambridge, MA.
3. Asendorpf, J. (1989). Shyness as a final common pathway for two different kinds of inhibition. Journal of Personality and Social Psychology, 57, 481-492.
4. Asendorpf, J. B. (1991). Development of inhibited children's coping with unfamiliarity. Child Development, 62, 1460-1474.
5. Biederman, J., Rosenbaum, J. F., Hirshfeld, D. R., Faraone, S. V., Boldue, E. A., Gersten, M., Meminger, S. R., Kagan, J., Snidman, N. C., & Reznick, J. S. (1990). Psychiatric correlates of behavioral inhibition in young children of parents with and without psychiatric disorders. Archives of General Psychiatry, 47, 21-26.
6. Birch, S., & Ladd, G. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79.
7. Blair, C. (2002). School readiness: integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57(2), 111-127.
8. Broberg, A., Lamb, M., & Hwang, P. (1990). Inhibition: its stability and correlates in sixteen to forty month old children. Child Development, 61(4), 1153-1163.
9. Caldwell, J., & Pullis, M. E. (1983). Assessing changes in the meaning of children's behavior: factorial invariance of teachers' temperament ratings. Journal of Educational Psychology, 75, 553-560.
10. Calkins, S. D., Fox, N. A., & Marshall, T. R. (1996). Behavioral and physiological antecedents of inhibited and uninhibited behavior. Child Development, 97(2), 523-540.
11. Caspi, A., & Silva, P. (1995). Temperamental qualities at age three predict personality traits in young adulthood: longitudinal evidence from a birth cohort. Child Development, 66(2), 486-498.
12. Denham, S., & Burton, R. (1996). A social-emotional intervention for at-risk four-year olds. Journal of School Psychology, 34, 225-246.
13. Early, D. M., Rimm-Kaufman, S. E., Cox, M. J., Saluja, G., Pianta, R. C., Bradley, R. H., & Payne, C. C. (2002). Maternal sensitivity and child wariness in the transition to kindergarten. Parenting: Science and Practice, 2(4), 355-377.
14. Engfer, A. (1996). Antecedents and consequences of shyness in boys and girls: a 6-year longitudinal study. In K. H. Rubin, & J. Asendorpf (Eds.), Social withdrawal, inhibition, and shyness in childhood (pp. 49-80). Hillsdale, NJ: Erlbaum.
15. Fox, N. A., Henderson, H. A., Rubin, K. H., Calkins, S. D., & Schmidt, L. A. (2001). Continuity and discontinuity of behavioral inhibition and exuberance: psychophysiological and behavioral influences across the first four years of life. Child Development, 72(1), 1-21.
16. Gersten, M. S. (1986). The contribution of temperament to behavior in natural contexts. Unpublished doctoral dissertation. Harvard University, Cambridge, MA.
17. Goldsmith, H. H., Aksan, N., Essex, M., Smider, N. A., & Vandell, D. L. (2001). Temperament and socioemotional adjustment to kindergarten: a multi-informant perspective. In T. D. Wachs, & G. A. Kohnstamm (Eds.), Temperament in context (pp. 103-138). Mahwah, NJ: Erlbaum.
18. Greenwood, C. R. (1991). Classwide peer tutoring: longitudinal effects on the reading, language, and mathematics achievement of at-risk students. Journal of Reading, Writing, and Learning Disabilities International, 7(2), 105-123.
19. Hart, D., Hofman, V., Edelstein, W., & Keller, M. (1997). The relations of childhood personality types to adolescent behavior and development: a longitudinal study of Icelandic children. Developmental Psychology, 33(2), 195-205.
20. Henderson, H., & Fox, N. (1998). Inhibited and uninhibited children: challenges in school settings. School Psychology Review, 27(4), 492-505.
21. Kagan, J. (1994). Galen's prophecy. New York: Basic Books.
22. Kagan, J., Reznick, J. S., & Snidman, N. (1988). Biological bases of childhood shyness. Science, 240, 167-171.
23. Kagan, J., Snidman, N., & Arcus, D. (1998). Childhood derivatives of high and low reactivity in infancy. Child Development, 69, 1483-1493.
24. Kagan, J., Snidman, N., Zentner, M., & Peterson, E. (1999). Infant temperament and anxious symptoms in school age children. Development and Psychopathology, 11, 209-224.
25. Kellam, S., Ling, X., Merisca, R., Brown, C., & Ialongo, N. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165-185.
26. Keogh, B. (1994). Temperament and teachers' views of teachability. In W. B. Carey, & S. C. McDevitt (Eds.), Prevention and early intervention: individual differences as risk factors for the mental health of children (pp. 246-256). New York: Brunner/Mazel.
27. Kerr, M., Lambert, W. W., Stattin, H., & Klackenberg-Larsson, I. (1994). Stability of inhibition in a Swedish longitudinal sample. Child Development, 65(1), 138-146.
28. Kochanska, G. (1993). Toward a synthesis of parental socialization and child temperament in early development of conscience. Child Development, 64, 325-347.
29. Kochanska, G. (1995). Children's temperament, mothers' discipline, and security of attachment: multiple pathways to emerging internalization. Child Development, 66, 597-615.
30. Kontos, S., & Keyes, L. (1999). An ecobehavioral analysis of early childhood classrooms. Early Childhood Research Quarterly, 14(1), 35-50.
31. Ladd, G., Birch, S., & Buh, E. (1999). Children's social and scholastic lives in kindergarten: related spheres of influence? Child Development, 70(6), 1373-1400.
32. Martin, R. P. (1994). Child temperament and common problems in schooling: hypotheses about causal connections. Journal of School Psychology, 32(2), 119-134.
33. Martin, R. P., & Holbrook, J. (1985). Relationship of temperament characteristics to the academic achievement of first grade children. Journal of Psychoeducational Assessment, 3, 119-134.
34. Martin, R. P., Nagel, R., & Paget, K. (1983). Relationship between temperament and classroom behavior, teacher attitudes, and academic achievement. Journal of Psychoeducational Assessment, 1, 377-386.
35. Mobley, C. E., & Pullis, M. E. (1991). Temperament and behavioral adjustment in preschool children. Early Childhood Research Quarterly, 6, 577-586.
36. National Center for Education Statistics [NCES] (1993). Public school kindergarten teachers' views on children's readiness for school (NCES Statistical Analysis Report, No. 93410). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement. Available at: http://nces.ed.gov/pubs93/93410.pdf.
37. National Center for Education Statistics [NCES] (2000). America's kindergartners (NCES Statistical Analysis Report No. 2000070). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement. Available at: http://nces.ed.gov/pubs2000/2000070.pdf.
38. Nelson, B., Martin, R. P., Hodge, S., Havill, V., & Kamphaus, R. (1999). Modeling the prediction of elementary school adjustment from preschool temperament. Personality and Individual Differences, 26, 687-700.
39. Newman, D. L., Caspi, A., Moffitt, T. E., & Silva, P. A. (1997). Antecedents of adult interpersonal functioning: effects of individual differences in age 3 temperament. Developmental Psychology, 33(2), 206-217.
40. NICHD Early Child Care Network (1994). Child care and child development: the NICHD Study of Early Child Care. In S. Friedman, & H. C. Haywood (Eds.), Developmental follow-up: concepts, domains, and methods (pp. 377-396). New York: Academic Press.
41. NICHD Early Child Care Research Network (1997). The effects of infant child care on infant-mother attachment security: results of the NICHD Study of Early Child Care. Child Development, 68, 860-879.
42. NICHD Early Child Care Research Network (in preparation). Social functioning in first grade: associations with earlier home and child care predictors and with current classroom experiences.
43. Orth, L., & Martin, R. (1994). Interactive effects of student temperament and instruction method on classroom behavior and achievement. Journal of School Psychology, 32(2), 149-166.
44. Pianta, R. C. (1999). Enhancing relationships. Washington, DC: American Psychological Association.
45. Pianta, R. C., La Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. Elementary School Journal, 102(3), 225-238.
46. Rimm-Kaufman, S. E. (1996). Infant predictors of kindergarten behavior: the contribution of inhibited and uninhibited temperament types. Unpublished dissertation.
47. Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers' judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15, 147-166.
48. Rothbart, M. K., Ahadi, S. A., & Hershey, K. L. (1994). Temperament and social behavior in childhood. Merrill-Palmer Quarterly, 40(1), 21-39.
49. Rothbart, M. K., & Jones, L. (1998). Temperament, self-regulation, and education. School Psychology Review, 27(4), 479-491.
50. Rubin, K., Burgess, K. B., & Hastings, P. D. (2002). Stability and social-behavioral consequences of toddlers' inhibited temperament and parenting behaviors. Child Development, 73(2), 483-495.
51. Rubin, K., Coplan, R., Fox, N., & Calkins, S. (1995). Emotionality, emotion regulation, and preschoolers' social adaptation. Development and Psychology, 7, 49-62.
52. Rubin, K. H., Hastings, P. D., Stewart, S., Henderson, H. A., & Chen, X. (1997). The consistency and concomitants of inhibition: some of the children, all of the time. Child Development, 68(3), 467-483.
53. Rubin, K. H., & Mills, R. S. L. (1988). The many faces of social isolation in childhood. Journal of Consulting and Clinical Psychology, 56(6), 916-924.
54. Stevenson-Hinde, J., & Shouldice, A. (1990). Fear and attachment in 2.5-year-olds. British Journal of Developmental Psychology, 8, 319-333.
55. Suomi, S. J. (1997). Early determinants of behaviour: evidence from primate studies. British Medical Bulletin, 53, 1-15.
56. Swartz, J. P., & Walker, D. K. (1984). The relationship between teacher ratings of kindergarten classroom skills and second-grade achievement scores: an analysis of gender differences. Journal of School Psychology, 22, 209-217.
57. Thompson, R. A. (1994). Emotion regulation: a theme in search of definition. In N. A. Fox (Ed.), The development of emotion regulation: biological and behavioral considerations. Monographs of the Society for Research in Child Development, 59(2-3), 25-52 (Serial No. 240).
58. U.S. Department of Labor, Bureau of Labor Statistics (1994). Current population survey, March 1991. U.S. Department of Labor, Women's Bureau. Handbook on women workers: trends and issues. Washington, DC: U.S. Government Printing Office.
59. Volling, B., & Feagans, L. (1995). Infant day care and children's social competence. Infant Behavior and Development, 18, 177-188.
60. Woodward, S. A., Lenzenweger, M. F., Kagan, J., Snidman, N., & Arcus, D. (2000). Taxonic structure of infant reactivity: evidence from a taxometric perspective. Psychological Science, 11, 296-301.
61. Zeger, S. L., & Liang, K. (1986). Longitudinal data analysis for discrete and continuous outcomes. Biometrics, 42, 121-130.