Temperament and Teacher-Child Relationship Quality in Preschool: The Moderating Roles of Classroom Environmental Support and Family Income

Authors

Amanda Prokasky, University of Nebraska-LincolnFollow
Kathleen Moritz Rudasill, University of Nebraska-LincolnFollow
Victoria J. Molfese, University of Nebraska-LincolnFollow
Xiaoqing Tu, University of Nebraska–Lincoln
Kate Sirota, University of Nebraska-LincolnFollow

Date of this Version

2014

Citation

Poster session 2014

Comments

Copyright 2014 Amanda Prokasky, Kathleen Moritz Rudasill, Victoria Molfese, XiaoqingTu& Kate Sirota

Abstract

The present study is designed to examine the association between child temperament and teacher-child relationship quality, focusing on the moderating role of income and classroom emotional support in preschool.

Findings are consistent with other research linking children’s temperament and teacher-child relationships, and highlight the importance of considering the role of children’s temperament in the development of relationships with teachers in early childhood.

Teacher training and professional development programs could be strengthened by emphasizing individual differences in temperament,and the way that these individual differences impact a child’s development.

Results also point to the contributions of environmental influences, namely classroom emotional support and family income, to the development of children’s relationships with their teachers.