Naslov
Preschool children’s temperament and their strengths and difficulties: Teachers’ assessment of their relationship

Autori
Tatalović Vorkapić, Sanja ; Slaviček, Maja

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
Protection and promotion of the well-being of children, youth, and families: Selected Proceedings of the 1st International Scientific Conference of the Department of Psychology at the Catholic University of Croatia

Urednik/ci
Nakić Radoš, Sandra

Izdavač
Hrvatsko katoličko sveučilište

Grad
Zagreb

Godina
2018

Raspon stranica
11-28

ISBN
9789538014222

Ključne riječi
early and preschool age ; developmental psychopathology ; positive psychology ; strengths and difficulties ; temperament

Sažetak
Given the importance of studying risk and protective factors in child development, as well as the fact that there is a scarce number of similar research in our country, this research is focused on analyzing the strength and difficulties of preschool children and their temperament. Therefore, the goal of this study was: (1) to examine the basic descriptive analysis of the emotionality, activity, and sociability as temperament dimensions as well as strength and difficulties of preschool children, and (2) to determine their relationship and to predict the strengths and difficulties of children based on their temperament. The research was conducted in 6 kindergartens in one Croatian county, where 29 preschool teachers evaluated the strength, difficulties, and temperament of 461 preschool-aged children. Two instruments were applied: the Emotionality, Activity, Sociability (EAS) questionnaire for measuring the three dimensions of temperament (emotionality, activity and sociability) and the Strength and Difficulties Questionnaire (SDQ) for measuring the strength and difficulties (pro-social behavior, hyperactivity, emotional problems, behavioral problems, and peer problems) of preschool children. Descriptive analysis showed lower levels of emotionality and activity, and higher sociability of preschool children with high scores on the pro-social behavior subscale and low scores on the subscales of difficulties. The boys are evaluated as significantly more hyperactive and showing conduct problems, while the girls are evaluated as being significantly more pro-social. In addition, the level of difficulties and strength was correlated with older age. Finally, as can be inferred from the regression analysis, temperament represents a significant predictor of strength and difficulties in preschool-aged children. Discussion of the findings is focused on creating concrete implications for work with children in the context of early and preschool education.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA