The Research Connections website is in the process of transitioning all datasets and related materials to the Child & Family Data Archive. Child care and early education research, publications and other resources will remain on Research Connections.

For the best experience, please use Chrome, Firefox, Safari, or Edge.

The role of child temperament on low-income preschool children's relationships with their parents and teachers

Resource Type: Reports & Papers
Author(s): Acar, Ibrahim H.; Torquati, Julia C.; Encinger, Amy Johnson; Colgrove, Amy
Date Issued: January/February 2018
Description: The current study examined the associations between low-income preschool children's temperament (reactive and regulatory) and their relationships with parents and teachers. In particular, we focused on the moderating role of regulatory temperament on reactive temperament in the prediction of closeness and conflict with parents and teachers. Two hundred ninety-one children ([mean] = 53.88 months, SD = 6.44 months), their parents, and teachers from 3 different preschools serving low-income children in 2 midwestern cities in the United States participated. Parents reported on temperament and parent-child relationships, and teachers reported on teacher-child relationships. Hierarchical regression models using SAS PROC MIXED were employed to allow for nesting of children within classrooms. After controlling for child age, gender, ethnicity, and parent education, children's reactive temperament was negatively associated with parent-child closeness and positively associated with parent-child conflict and teacher-child conflict. Children's regulatory temperament was positively related to teacher-child closeness and negatively associated with teacher-child conflict. Regulatory temperament moderated the association between reactive temperament and teacher-child closeness. These findings suggest that although reactive temperament potentially undermines closeness in relationships with teachers, regulatory temperament can buffer the influence of reactive temperament on teacher-child closeness. Highlights: - This study examined the association between children's temperament and their relationships with parents and teachers. - Reactive temperament was positively associated with parent/teacher-child conflict and negatively associated with parent-child closeness. Regulatory temperament was a moderator for the association between reactive temperament and teacher-child closeness. - Improving children's regulatory temperament may be helpful for children with the reactive temperament to have better social relationships with their teachers. (author abstract)
show entire record ↓
Journal Title: Infant and Child Development
Volume Number: 27
Issue Number: 1
Page Range: 1-17
Note: Article number e2045
Topics: Children & Child Development

Child Care & Early Education Quality > Process Quality

Parents & Families
Country: United States
ISSN: 1522-7227 Paper
1522-7219 Online
Peer Reviewed: yes
hide record ↑

Our Search Engine Recommends...

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Challenging temperament, teacher-child relationships, and behavior problems in urban low-income children: A longitudinal examination Reports & Papers
Teachers' perceptions of teacher-child relationships: Links with children's observed interactions Reports & Papers
Temperament and teacher-child conflict in preschool: The moderating roles of classroom instructional and emotional support Reports & Papers
Gender as a moderator of the association between teacher-child relationship and social skills in preschool Reports & Papers
Shyness, child-teacher relationships, and socio-emotional adjustment in a sample of Italian preschool-aged children Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.