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Gartstein MA, Putnam S, Kliewer R. Do Infant Temperament Characteristics Predict Core Academic Abilities in Preschool-Aged Children?. Learn Individ Differ. 2016;45:299-306doi: 10.1016/j.lindif.2015.12.022.
Gartstein, M. A., Putnam, S., & Kliewer, R. (2016). Do Infant Temperament Characteristics Predict Core Academic Abilities in Preschool-Aged Children?. Learning and individual differences, 45299-306. https://doi.org/10.1016/j.lindif.2015.12.022
Gartstein, Maria A, et al. "Do Infant Temperament Characteristics Predict Core Academic Abilities in Preschool-Aged Children?." Learning and individual differences vol. 45 (2016): 299-306. doi: https://doi.org/10.1016/j.lindif.2015.12.022
Gartstein MA, Putnam S, Kliewer R. Do Infant Temperament Characteristics Predict Core Academic Abilities in Preschool-Aged Children?. Learn Individ Differ. 2016 Jan 01;45:299-306. doi: 10.1016/j.lindif.2015.12.022. PMID: 26949323; PMCID: PMC4772741.
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Learn Individ Differ. 2016 Jan 01;45:299-306. doi: 10.1016/j.lindif.2015.12.022.

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

Learning and individual differences

Maria A Gartstein, Sam Putnam, Rachel Kliewer

Affiliations

  1. Washington State University, Department of Psychology, P.O. Box 644820, Pullman, WA 99164-4820, USA; (509) 335-4651.
  2. Bowdoin College, Department of Psychology, 6900 College Station, Brunswick ME 04011, USA; (207) 725-3152.

PMID: 26949323 PMCID: PMC4772741 DOI: 10.1016/j.lindif.2015.12.022

Abstract

Examined relationships between temperament, measured via parent report at 4 months and structures 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 overall 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.

Keywords: Individual Differences; Infancy; School Readiness; Temperament

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