Temperament ratings in early childhood by parents, teachers, and students

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

Temperament ratings were made by mothers, teachers, and students enrolled in a child development course in order to determine the level of agreement across observers having varied experience with preschool and kindergarten children. Contrary to expectations, agreement did not increase with the age of the children. Furthermore, teacher and parent ratings were in no greater agreement than parent and student ratings. Instead, the teachers and students displayed the highest number of significant correlations for the temperament dimensions. Results are examined from a contextual perspective and suggest that child behavior may be differentially expressed dependent on the observational setting.

Original languageEnglish (US)
Pages (from-to)169-179
Number of pages11
JournalEarly Childhood Research Quarterly
Volume2
Issue number2
DOIs
StatePublished - Jun 1987

    Fingerprint

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this