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Do Infant Temperament Characteristics Predict Core Academic Abilities in Preschool-Aged Children?

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Title: Do Infant Temperament Characteristics Predict Core Academic Abilities in Preschool-Aged Children?
Authors: Gartstein, Maria A., Putnam, Samuel P., Kliewer, Rachel
Source: Learning & Individual Differences. Jan2016, Vol. 45, p299-306. 8p.
Subjects: Temperament, Academic ability, Psychology of preschool children, Readiness for school, Bracken Basic Concept Scale, Individual differences
Abstract: Examined relationships between temperament, measured via parent report at 4 months and structured laboratory observations at 12 months of age, and a school readiness battery administered at about 4 years of age (N = 31). Scores on the School Readiness Assessment of the Bracken Basic Concept Scale (BBCS) were related to infant Positive Affectivity/Surgency (PAS), with infants described as demonstrating higher levels of PAS at 4 months of age later demonstrating greater school readiness in the domains of color, letter, and number skills. Regulatory Capacity/Orienting (RCO) at 4 months also predicted color skills, with more regulated infants demonstrating superior pre-academic functioning in this area. Analyses involving laboratory observations of temperament provided additional information concerning the importance of infant Positive Affectivity/Surgency, predictive of letter skills and overall school-readiness scores later in childhood. Results are discussed in the context of implications for theory and research, as well as early education settings. [ABSTRACT FROM AUTHOR]
Copyright of Learning & Individual Differences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="DE" term="%22Temperament%22">Temperament</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+ability%22">Academic ability</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+preschool+children%22">Psychology of preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink><br /><searchLink fieldCode="DE" term="%22Bracken+Basic+Concept+Scale%22">Bracken Basic Concept Scale</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+differences%22">Individual differences</searchLink>
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  Data: Examined relationships between temperament, measured via parent report at 4 months and structured laboratory observations at 12 months of age, and a school readiness battery administered at about 4 years of age (N = 31). Scores on the School Readiness Assessment of the Bracken Basic Concept Scale (BBCS) were related to infant Positive Affectivity/Surgency (PAS), with infants described as demonstrating higher levels of PAS at 4 months of age later demonstrating greater school readiness in the domains of color, letter, and number skills. Regulatory Capacity/Orienting (RCO) at 4 months also predicted color skills, with more regulated infants demonstrating superior pre-academic functioning in this area. Analyses involving laboratory observations of temperament provided additional information concerning the importance of infant Positive Affectivity/Surgency, predictive of letter skills and overall school-readiness scores later in childhood. Results are discussed in the context of implications for theory and research, as well as early education settings. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning & Individual Differences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Type: general
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      – SubjectFull: Psychology of preschool children
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              Text: Jan2016
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