Контекстуальный подход к описанию характеристик темперамента дошкольника: роль образовательной среды

Авторы

  • Наталья Руднова Московский государственный университет имени М. В. Ломоносова, Российская Федерация, 119991, Москва, Ленинские горы, 1 https://orcid.org/0000-0003-2063-2892
  • Дмитрий Корниенко Московский государственный университет имени М. В. Ломоносова, Российская Федерация, 119991, Москва, Ленинские горы, 1 https://orcid.org/0000-0002-6597-264X

DOI:

https://doi.org/10.21638/spbu16.2023.403

Аннотация

Развитие свойств темперамента, согласно современным исследованиям, зависит не только от созревания структур нервной системы, но и от ряда параметров среды. В частности, установлено, что отношение родителей как показатель социальной среды, а также характеристики физической среды могут влиять на проявление темпераментальных особенностей ребенка. Свойства темперамента начинают играть особенно важную роль в процессе социализации, когда ребенок попадает из семейной среды в образовательную, качество которой является значимым фактором дальнейшего развития дошкольников. В связи с этим важно установить, есть ли связь между свойствами темперамента и характеристиками образовательной среды (структурными и процессуальными). Согласно проведенному анализу, большинство реализованных исследований рассматривает связи процессуальных характеристик образовательной среды с особенностями темперамента ребенка, то есть с особенностями взаимодействия и отношений между ребенком и педагогом; влияние отношения педагога к ребенку на проявление свойств темперамента; связи свойств темперамента ребенка с качеством отношений с педагогом. Структурные характеристики образовательной среды также демонстрируют связь с темпераментом ребенка, однако результаты изучения этой связи получены достаточно давно и значительно ограничены, что актуализирует вопрос о необходимости исследований в данном направлении. В обзоре обсуждаются особенности интерпретации связи темперамента с параметрами образовательной среды с учетом ее интерактивности (М.Ротбарт), критерия соответствия (А.Томас, С.Чесс), феномена выбора ниши (С.Скарр, К.Маккарти), гипотезы дифференциальной восприимчивости (Б.Эллис) и сензитивных периодов развития свойств темперамента. Обсуждаются возможности учета темперамента детей в процессе реализации образовательных программ дошкольных учреждений.

Ключевые слова:

темперамент, дошкольный возраст, структурные характеристики образовательной среды, процессуальные характеристики образовательной среды

Скачивания

Данные скачивания пока недоступны.
 

Библиографические ссылки

Литература

Абдулаева Е. А. От отзывчивости к самоорганизации: сопоставление подходов к ребенку в вальдорфской и «директивной» педагогике // Национальный психологический журнал. 2022. № 3 (47). С. 77–88. https://doi.org/10.11621/npj.2022.0310

Алмазова О. В., Бухаленкова Д. А., Симонян М. С. Изучение образовательной среды с помощью методики CLASS: теоретические основания и практические перспективы // Современное дошкольное образование. Теория и практика. 2018. № 4 (86). С. 40–49. https://doi.org/10.24411/1997-9657-2018-10016

Бухаленкова Д. А., Алмазова О. В. Опыт применения методики CLASS для оценки качества образовательной среды детского сада // Вестник Московского университета. Сер. 14. Психология. 2022. № 2. С. 128–152. https://doi.org/10.11621/vsp.2022.02.06

Бухаленкова Д. А., Алмазова О. В., Веракса А. Н. Методики CLASS и ECERS-R в исследовании качества образовательной среды как предиктора развития регуляции у дошкольников // Теоретическая и экспериментальная психология. 2022. Т. 15. № 1. С. 24–51. https://doi.org/10.24412/2073-0861-2022-1-24-51

Гаврилова М. Н., Веракса А. Н., Бухаленкова Д. А. Связь качества образовательной среды дошкольного учреждения и психического развития ребенка: теоретический обзор // Вестник Томского государственного университета. 2018. № 433. С. 135–145. https://doi.org/10.17223/15617793/433/19

Егорова М. С., Зырянова Н. М., Паршикова О. В., Пьянкова С. Д., Черткова Ю. Д. Генотип. Среда. Развитие. М.: ОГИ, 2004.

Казакова Е. В., Соколова Л. В. Сравнительный анализ эмоционального здоровья первоклассников при разных стилях семейного воспитания // Российский психологический журнал. 2021. № 18 (4). С. 18–29. https://doi.org/10.21702/rpj.2021.4.2

Канунникова Л. В. Технология психолого-педагогического сопровождения образовательного процесса с учетом свойств типа темперамента ребенка дошкольного возраста // Смальта. 2021. № 1. С. 93–106.

Корнеев А. А., Букинич А. М., Матвеева Е. Ю., Ахутина Т. В. Оценка управляющих функций и функций регуляции активности у детей 6–9 лет: Конфирматорный факторный анализ данных нейропсихологического обследования // Вестник Московского университета. Сер. 14. Психология. 2022. № 1. С. 29–52. https://doi.org/10.11621/vsp.2022.01.02

Корниенко Д. С., Ротманова Н. В. Оценка родительского отношения и свойства индивидуальности сиблингов // Вестник ПГГПУ. Сер. 1. Психологические и педагогические науки. 2015. № 1. С. 120–129.

Лобаскова М. М. Природа индивидуальных различий темперамента в подростковом возрасте: дис. … канд. психол. наук. М., 2006.

Лобаскова М. М., Васин Г. М., Малых С. Б. Взаимосвязь темперамента с эмоциональными и поведенческими проблемами в старшем подростковом возрасте: близнецовое исследование // Теоретическая и экспериментальная психология. 2017. Т. 10, № 4. С. 34–47.

Малых С. Б., Егорова М. С., Мешкова Т. А. Основы психогенетики. М.: Эпидавр, 1998.

Новгородова Ю. О. Психогенетические исследования темперамента в рамках концепции М. К. Ротбарт // Теоретическая и экспериментальная психология. 2012. № 1. С. 56–61.

Олейник Ю. Н., Елисеева И. Н. История исследований темперамента и характера в отечественной психологии: наукометрический анализ диссертационных исследований // Вестник Пермского университета. Философия. Психология. Социология. 2022. № 1. С. 65–77. https://doi.org/10.17072/2078-7898/2022-1-65-77

Слободская Е. Р., Козлова Е. А., Баирова Н. Б., Петренко Е. Н., Лето И. В. Произвольная регуляция и психологическое благополучие детей // Психологический журнал. 2019. T. 40, № 5. C. 62–73. https://doi.org/10.31857/S020595920005450-1

Русалов В. М., Трофимова И. Н. О представленности типов психической деятельности в различных моделях темперамента // Психологический журнал. 2011. Т. 32, № 3. С. 74–84.

Ушакова О. С. Становление отечественной системы дошкольного воспитания // Современное дошкольное образование. 2023. № 1 (115). С. 26–34. https://doi.org/10.24412/2782-4519-2023-1115-26-34

Хармс Т., Клиффорд Р. М., Крайер Д. Шкалы для комплексной оценки качества образования в дошкольных образовательных организациях. М.: Национальное образование, 2016.

Юдина Е. Г. Шкалы ERCES как метод оценки качества и развития российской системы дошкольного образования // Современное дошкольное образование. Теория и практика. 2015. № 7 (59). С. 22–26.

Barclay J. P. A meta-analysis of temperament-treatment interactions with alternative learning and counselling treatments // Developmental Review. 1983. No. 3. P. 410–443. https://doi.org/10.1016/0273-2297(83)90023-0

Bates J. E., Pettit G. S. Temperament, parenting, and socialization // Handbook of socialization: Theory and research / eds J. E. Grusec, P. D. Hastings. New York: The Guilford Press, 2007. P. 153–177.

Bolders A. C., Tops M., Band G. P. H., Stallen P. J. M. Perceptual sensitivity and response to strong stimuli are related // Frontiers of Psychology. 2017. No. 8. P. 1642. https://doi.org/10.3389/fpsyg.2017.01642

Boyce W. T., Ellis B. J. Biological sensitivity to context: I. An evolutionary-developmental theory of the origins and functions of stress reactivity // Development and Psychopathology. 2005. No. 17. P. 271–301. https://doi.org/10.1017/S0954579405050145

Goldsmith H., Buss A., Plomin R., Rothbart M., Thomas A., Chess S., Hinde R., McCall R. Roundtable: What is temperament? Four approaches // Child Development. 1987. Vol. 58, no. 2. P. 505–529. https://doi.org/10.2307/1130527

Cadima J., Doumen S., Verschueren K., Buyse E. Child engagement in the transition to school: Contributions of self-regulation, teacher — child relationships and classroom climate // Early Childhood Research Quarterly. 2015. No. 32. P. 1–12. https://doi.org/10.1016/j.ecresq.2015.01.008

Cadima J., Enrico M., Ferreira T., Verschueren K., Leal T., Matos P. M. Self-regulation in early childhood: The interplay between family risk, temperament and teacher — child interactions // European Journal of Developmental Psychology. 2016. No. 13. P. 341–360. https://doi.org/10.1080/17405629.2016.1161506

Chichinina E. A., Gavrilova M. N. Growth of executive functions in preschool-age children during the COVID-19 lockdown: Empirical evidence // Psychology in Russia: State of the Art. 2022. No. 15 (2). P. 124–136. https://doi.org/10.11621/pir.2022.0209

Cloninger C. R., Cloninger K. M., Zwir I., Keltikangas-Järvinen L. The complex genetics and biology of human temperament: A review of traditional concepts in relation to new molecular findings // Translational Psychiatry. 2019. No. 9. Art. 290. https://doi.org/10.1038/s41398-019-0621-4

Ellis B. J., Boyce W. T., Belsky J., Bakermans-Kranenburg M. J., van IJzendoorn M. H. Differential susceptibility to the environment: An evolutionary-neurodevelopmental theory // Development and Psychopathology. 2011. No. 23 (1). P. 7–28. https://doi.org/10.1017/s0954579410000611

Erbay F., Saltalı N. D. Do the school adaptation levels of preschoolers vary according to their relationship with their teachers? // International Journal of Evaluation and Research and Education. 2020. No. 9 (4). P. 857–864. https://doi.org/10.11591/ijere.v9i4.20540

Finders J. K., Budrevich A., Duncan R. J., Purpura D. J., Elicker J., Schmitt S. A. Variability in preschool CLASS scores and children’s school readiness // AERA Open. 2021. No. 7 (1). P. 1–19. https://doi.org/10.1177/23328584211038938

Harms T., Clifford R. M., Cryer D. Early Childhood Environment Rating Scale (ECERS-R). Rev. ed. New York: Teachers College Press, 2005.

Hu B. Y., Fan X., Wu Y., LoCasale-Crouch J., Song Z. Teacher — child interaction quality and Chinese children’s academic and cognitive development: New perspectives from piecewise growth modeling // Early Childhood Research Quarterly. 2020. No. 51. P. 242–255.

Keogh B. K., Burstein N. D. Relationship of temperament to preschoolers’ interactions with peers and teachers // Exceptional Children. 1988. No. 54 (5). P. 456–461. https://doi.org/10.1177/001440298805400509

Kinkead-Clark Z. Using temperament-based approaches to negotiate the terrains of crisis in Jamaican early childhood classrooms // Journal of Early Childhood Teacher Education. 2020. No. 41 (3). P. 209–222. https://doi.org/10.1080/10901027.2019.1609142

Koomen H. M. Y., Verschueren K., van Schooten E., Jak S., Pianta R. C. Validating the Student — Teacher Relationship Scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample // Journal of School Psychology. 2012. No. 50. P. 215–234. https://doi.org/10.1016/j.jsp.2011.09.001

Kornienko D. S. Child temperament and mother’s personality as a predictors of maternal relation to child // Procedia-Social and Behavioral Sciences. 2016. Vol. 233. P. 343–347. https://doi.org/10.1016/j.sbspro.2016.10.148

Kujawa A., Proudfit G. H., Kessel E. M., Dyson M., Olino T., Klein D. N. Neural reactivity to monetary rewards and losses in childhood: Longitudinal and concurrent associations with observed and self-reported positive emotionality // Biological Psychology. 2015. No. 104. P. 41–47. https://doi.org/10.1016/j.biopsycho.2014.11.008

Liu P., Kryski K., Smith H., Joanisse M., Hayden E. Transactional relations between early child temperament, structured parenting, and child outcomes: A three-wave longitudinal study // Development and Psychopathology. 2020. No. 32 (3). P. 923–933. https://doi.org/10.1017/S0954579419000841

Matheny A. P., Wilson R. S., Thoben A. S. Home and mother: Relations with infant temperament // Developmental Psychology. 1987. No. 23 (3). P. 323–331. https://doi.org/10.1037/0012-1649.23.3.323

McCartney K. On the meaning of models: A signal amidst the noise // Children’s influence on family dynamics / eds A. C. Crouter, A. Booth. Mahwah: Lawrence Erlbaum Associates, 2003. P. 27–36.

McClowry S. G. Temperament-based elementary classroom management. Lanham: Rowman & Littlefield, 2014.

McGrath M. C., Thurman S. K., Raisch M. M., Lucey E. M. Considering individual differences and environmental influences in the assessment of temperament, self-regulation, and social skill development in young children: A framework for practitioners // Early childhood assessment in school and clinical child psychology / ed. by A. Garro. New York: Springer, 2016. P. 183–202. https://doi.org/10.1007/978-1-4939-6349-2_9

McKellar S. E., Cortina K. S., Ryan A. M. Teaching practices and student engagement in early adolescence: A longitudinal study using the Classroom Assessment Scoring System // Teaching and Teacher Education. 2020. No. 89. Art. 102936. https://doi.org/10.1016/j.tate.2019.102936

Merritt E. G., Wanless S. B., Rimm-Kaufman S. E., Cameron C., Peugh J. L. The contributions of teachers’ emotional support to children’s social behaviors and self-regulatory skills in first grade // School Psychology Review. 2012. No. 41. P. 141–159. https://doi.org/10.1080/02796015.2012.12087517

Neuenschwander R., Rothlisberger M., Cimeli P., Roebers C. M. How do different aspects of self-regulation predict successful adaptation to school? // Journal of Experimental Child Psychology. 2012. No. 113. P. 353–371. https://doi.org/10.1016/j.jecp.2012.07.004

Paget K. D., Nagle R. J., Martin R. P. Interrelations between temperament characteristics and first-grade teacher-student interaction // Journal of Abnormal Child Psychology. 1984. No. 12 (4). P. 547–560. https://doi.org/10.1007/BF00916849

Pianta R. C., La Paro K. M., Hamre B. K. Classroom Assessment Scoring System [CLASS] manual: Pre-K. Baltimore: Brookes Publ., 2008.

Pluess M., Belsky J. Differential susceptibility to rearing experience: The case of childcare // Journal of child psychology and psychiatry. 2009. No. 50 (4). P. 396–404. https://doi.org/10.1111/j.1469-7610.2008.01992.x

Putnam S. P., Rothbart M. K. Development of short and very short forms of the Children’s Behavior Questionnaire // Journal of personality assessment. 2006. No. 87 (1). P. 102–112. https://doi.org/10.1207/s15327752jpa8701_09

Putnam S. P., Gartstein M. A., Rothbart M. K. Measurement of fine-grained aspects of toddler temperament: The early childhood behavior questionnaire // Infant Behavior and Development. 2006. No. 29. P. 386–401. https://doi.org/10.1016/j.infbeh.2006.01.004

Rothbart M. K. Temperament in Childhood: A Framework // Temperament in Childhood / eds G. A. Kohnstamm, J. E. Bates, M. K. Rothbart. New York: John and Sons, 1989. P. 59–73.

Rothbart M. K. Become who we are. Temperament and personality in development. New York: Guilford Press, 2011. P. 80–85.

Rothbart M. K., Derryberry D. Development of individual differences in temperament // Advances in developmental psychology / eds M. L. Lamb, A. L. Brown. New York: Guilford, 1981. Vol. 1. P. 37–86.

Rothbart M. K., Rueda M. R. The development of effortful control // Developing individuality in the human brain: A tribute to Michael I. Posner / eds U. Mayr, E. Awh, S. W. Keele. Washington: American Psychological Association, 2005. P. 167–188. https://doi.org/10.1037/11108-009

Rothbart M. K., Ahadi S. A., Hershey K. L., Fisher P. Investigations of temperament at three to seven years: the Children’s Behavior Questionnaire // Child development. 2001. No. 72 (5). P. 1394–1408. https://doi.org/10.1111/1467-8624.00355

Rudasill K. M., Rimm-Kaufman S. E. Teacher — child relationship quality: The roles of child temperament and teacher — child interactions // Early Childhood Research Quarterly. 2009. No. 24. P. 107–120. https://doi.org/10.1016/j.ecresq.2008.12.003

Rueda M. R., Rothbart M. K., McCandliss B. D., Saccomanno L., Posner M. I. From the cover: Training, maturation, and genetic influences on the development of executive attention // Proceedings of the National Academy of Sciences. 2005. No. 102 (41). P. 14931–14936. https://doi.org/10.1073/pnas.0506897102

Sealy M. A, Rudasill K. M., Barrett J. S., Eum J., Adams N., Hinrichs A., McClowry S. Temperament in the Early Elementary Classroom: Implications for Practice // Teacher Education in the 21st Century — Emerging Skills for a Changing World. London: IntechOpen, 2021. P. 1–16. https://doi.org/10.5772/intechopen.96270

Shiner R. L., Buss K. A., McClowry S. G., Putnam S. P., Saudino K. J., Zentner M. What is temperament now? Assessing progress in temperament research on the 25th anniversary of Goldsmith et al. (1987) // Child Development Perspectives. 2012. Vol. 6, no. 4. P. 436–444. https://doi.org/10.1111/j.1750-8606.2012.00254.x

Shishova E. O., Akhatova A. Z. Interaction of communicative creativity and primary school students’ creativeness in the context of educational environment // New Ideas in Child and Educational Psychology. 2022. No. 2 (1–2). P. 66–79.

Vandenbroucke L., Spilt J., Verschueren K., Piccinin C., Baeyens D. The classroom as a developmental context for cognitive development: A meta-analysis on the importance of teacher — student interactions for children’s executive functions // Review of Educational Research. 2018. No. 88 (1). P. 125–164. https://doi.org/10.3102/0034654317743200

Wachs T. D. Relevance of physical environmental influences for toddler temperament // Infant Behaviour & Development. 1988. No. 11. P. 431–445. https://doi.org/10.1016/0163-6383(88)90004-5

Yoleri S. Teacher-child relationships in preschool period: The roles of child temperament and language skills // International Electronic Journal of Elementary Education. 2017. No. 9. P. 210–224.


References

Abdulaeva, E. A. (2022). From responsiveness to self-organization: a comparative study of approaches to children in Waldorf and “Directive” preschool education. Natsional’nyi Psikhologocheskii Zhurnal, 3 (47), 77–88. https://doi.org/10.11621/npj.2022.0310 (In Russian)

Almazova, O. V., Buhalenkova, D. A., Simonyan, M. S. (2018). Educational environment evaluation by means of CLASS: Theoretical grounds and practical perspectives. Sovremennoe Doshkol’noe Obrazovanie, 4 (86), 40–49. https://doi.org/10.24411/1997-9657-2018-10016 (In Russian)

Barclay, J. P. (1983). A meta-analysis of temperament-treatment interactions with alternative learning and counselling treatments. Developmental Review, 3, 410–443. https://doi.org/10.1016/0273-2297(83)90023-0

Bates, J. E., Pettit, G. S. (2007). Temperament, parenting, and socialization. In: J. E. Grusec, P. D. Hastings (eds). Handbook of Socialization: Theory and research (pp. 153–177). New York, The Guilford Press.

Boyce, W. T., Ellis, B. J. (2005). Biological sensitivity to context: I. An evolutionary-developmental theory of the origins and functions of stress reactivity. Development and Psychopathology, 17, 271–301. https://doi.org/10.1017/S0954579405050145

Bukhalenkova, D. A., Almazova, O. V. (2022). Experience in applying the CLASS method for assessing the quality of the educational environment of a kindergarten. Vestnik of Moscow University. Ser. 14. Psikhologiia, 2, 128–152. https://doi.org/10.11621/vsp.2022.02.06 (In Russian)

Bukhalenkova, D. A., Almazova, O. V., Veraksa, A. N. (2022). The CLASS and ECERS-R methods in the study of the quality of the educational environment as a predictor of the self-regulation development in preschoolers. Theoreticheskaia i Experimentalnaia Psykhologiia, 1 (15), 24–51. https://doi.org/10.24412/2073-0861-2022-1-24-51 (In Russian)

Cadima, J., Doumen, S., Verschueren, K., Buyse, E. (2015). Child engagement in the transition to school: Contributions of self-regulation, teacher-child relationships and classroom climate. Early Childhood Research Quarterly, 32, 1–12. https://doi.org/10.1016/j.ecresq.2015.01.008

Cadima, J., Enrico, M., Ferreira, T., Verschueren, K., Leal, T., Matos, P. M. (2016). Self-regulation in early childhood: The interplay between family risk, temperament and teacher-child interactions. European Journal of Developmental Psychology, 13, 341–360. https://doi.org/10.1080/17405629.2016.1161506

Chichinina, E. A., Gavrilova, M. N. (2022). Growth of executive functions in preschool-age children during the COVID-19 lockdown: Empirical evidence. Psychology in Russia: State of the Art, 15 (2), 124–136. https://doi.org/10.11621/pir.2022.0209

Cloninger C. R., Cloninger K. M., Zwir I., Keltikangas-Järvinen L. (2019). The complex genetics and biology of human temperament: a review of traditional concepts in relation to new molecular findings. Translational Psychiatry, 9, 290. https://doi.org/10.1038/s41398-019-0621-4

Egorova, M. S., Zyryanova, N. M., Parshikova, O. V., P’yankova, S. D., Chertkova, Yu. D. (2004). Genotype. Environment. Development. Moscow, O. G. I. Publ. (In Russian)

Ellis, B. J., Boyce, W. T., Belsky, J., Bakermans-Kranenburg, M. J., Van IJzendoorn, M. H. (2011). Differential susceptibility to the environment: An evolutionary-neurodevelopmental theory. Development and Psychopathology, 23 (1), 7–28. https://doi.org/10.1017/s0954579410000611

Erbay, F., Saltalı, N. D. (2020). Do the school adaptation levels of preschoolers vary according to their relationship with their teachers? International Journal of Evaluation and Research and Education, 9 (4), 857–864. https://doi.org/10.11591/ijere.v9i4.20540

Finders, J. K., Budrevich, A., Duncan, R. J., Purpura, D. J., Elicker, J., Schmitt, S. A. (2021). Variability in preschool CLASS scores and children’s school readiness. AERA Open, 7 (1), 1–19. https://doi.org/10.1177/23328584211038938

Gavrilova, M. N., Veraksa, A. N., Bukhalenkova, D. A. (2018). Connection between the classroom quality of a pre-school institution and children’s outcomes: A theoretic overview. Vestnik of Tomsk State University, 433, 135–145. https://doi.org/10.17223/15617793/433/19 (In Russian)

Goldsmith, H., Buss, A., Plomin, R., Rothbart, M., Thomas, A., Chess, S., Hinde, R., McCall, R. (1987). Roundtable: What is temperament? Four approaches. Child Development, 58 (2), 505–529. https://doi.org/10.2307/1130527

Harms, T., Clifford, R. M., Cryer, D. (2005). Early Childhood Environment Rating Scale (ECERS-R) Revised Edition. New York, Teachers College Press.

Hu, B. Y., Fan, X., Wu, Y., LoCasale-Crouch, J., Song, Z. (2020). Teacher — child interaction quality and Chinese children’s academic and cognitive development: New perspectives from piecewise growth modeling. Early Childhood Research Quarterly, 51, 242–255.

Kanunnikova, L. V. (2021). Technology of psycho-pedagogical support of the educational process taking into account the properties of temperament in preschool children. Smal’ta, 1, 93–106. (In Russian)

Kazakova, E. V., Sokolova, L. V. (2021). A comparative analysis of emotional health among first-grade children raised with different parenting styles. Russian Psychological Journal, 18 (4), 18–29. https://doi.org/10.21702/rpj.2021.4.2 (In Russian)

Keogh, B. K., Burstein, N. D. (1988). Relationship of temperament to preschoolers’ interactions with peers and teachers. Exceptional Children, 54 (5), 456–461. https://doi.org/10.1177/001440298805400509

Kinkead-Clark, Z. (2020). Using temperament-based approaches to negotiate the terrains of crisis in Jamaican early childhood classrooms. Journal of Early Childhood Teacher Education, 41 (3), 209–222. https://doi.org/10.1080/10901027.2019.1609142

Koomen, H. M. Y., Verschueren, K., van Schooten, E., Jak, S., Pianta, R. C. (2012). Validating the student — teacher relationship scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample. Journal of School Psychology, 50, 215–234. https://doi.org/10.1016/j.jsp.2011.09.001

Korneev, A. A., Bukinich, A. M., Matveeva, E. Yu., Akhutina, T. V. (2022). Executive functions and activity regulation functions in 6–9 year-old children: Confirmatory factor analysis of neuropsychological data. Vestnik of Moscow Universitety. Ser. 14. Psikhologiia, 1, 29–52. https://doi.org/10.11621/vsp.2022.01.02 (In Russian)

Kornienko, D. S. (2016). Child temperament and mother’s personality as a predictors of maternal relation to child. Procedia-Social and Behavioral Sciences, 233, 343–347. https://doi.org/10.1016/j.sb-spro.2016.10.148

Kornienko, D. S., Rotmanova, N. V. (2015). Sibling’s parent relations and individuality traits. Vestnik PGGPU. Ser. 1. Psihologicheskie i pedagogicheskie nauki, 1, 120–129. (In Russian)

Kujawa, A., Proudfit, G. H., Kessel, E. M., Dyson, M., Olino, T., Klein, D. N. (2015). Neural reactivity to monetary rewards and losses in childhood: Longitudinal and concurrent associations with observed and self-reported positive emotionality. Biological Psychology, 104, 41–47. https://doi.org/10.1016/j.biopsycho.2014.11.008

Liu, P., Kryski, K., Smith, H., Joanisse, M., Hayden, E. (2020). Transactional relations between early child temperament, structured parenting, and child outcomes: A three-wave longitudinal study. Development and Psychopathology, 32 (3), 923–933. https://doi.org/10.1017/S0954579419000841

Lobaskova, M. M. (2006). The nature of individual differences in temperament in adolescence. PhD dissertation (Psychology). Moscow. (In Russian)

Lobaskova, M. M., Vasin, G. M., Malykh, S. B. (2017). Interrelation of temperament with emotional and behavioral problems in senior adolescence: a twin study. Theoreticheskaia i Experimentalnaia Psykhologiia, 10 (4), 34–47. (In Russian)

Malykh, S. B., Egorova, M. S., Meshkova, T. A. (1998). Basics psychogenetics. Moscow, Epidavr Publ. (In Russian)

Matheny, A. P., Wilson, R. S., Thoben, A. S. (1987). Home and mother: Relations with infant temperament. Developmental Psychology, 23 (3), 323–331. https://doi.org/10.1037/0012-1649.23.3.323

McCartney, K. (2003). On the meaning of models: A signal amidst the noise. In: A. C. Crouter, A. Booth (eds). Children’s Influence on Family Dynamics (pp. 27–36). Mahwah, Lawrence Erlbaum Associates.

McClowry, S. G. (2014). Temperament-based Elementary Classroom Management. Lanham, Rowman & Littlefield.

McGrath, M. C., Thurman, S. K., Raisch, M. M., Lucey, E. M. (2016). Considering individual differences and environmental influences in the assessment of temperament, self-regulation, and social skill development in young children: A framework for practitioners. In: A. Garro (ed.). Early Childhood Assessment in School and Clinical Child Psychology (pp. 183–202). New York, Springer. https://doi.org/10.1007/978-1-4939-6349-2_9

McKellar, S. E., Cortina, K. S., Ryan, A. M. (2020). Teaching practices and student engagement in early adolescence: A longitudinal study using the Classroom Assessment Scoring System. Teaching and Teacher Education, 89, 102936. https://doi.org/10.1016/j.tate.2019.102936

Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S. E., Cameron, C., Peugh, J. L. (2012). The contributions of teachers’ emotional support to children’s social behaviors and self-regulatory skills in first grade. School Psychology Review, 41, 141–159. https://doi.org/10.1080/02796015.2012.12087517

Neuenschwander, R., Rothlisberger, M., Cimeli, P., Roebers, C. M. (2012). How do different aspects of selfregulation predict successful adaptation to school? Journal of Experimental Child Psychology, 113, 353–371. https://doi.org/10.1016/j.jecp.2012.07.004

Novgorodova, Yu. O. (2012). Psychogenetic studies of temperament in the concept of M. K. Rothbart. Theoreticheskaia i Experimentalnaia Psykhologiia, 1, 56–61. (In Russian)

Oleinik, Yu. N., Yeliseyeva, I. N. (2022). History of temperament and character research in Russian psychology: scientometric analysis of dissertation research. Vestnik of Perm University. Filosofiia. Psihologiia. Sociologiia, 1, 65–77. https://doi.org/10.17072/2078-7898/2022-1-65-77 (In Russian)

Orth, L. C., Martin, R. P. (1994). Interactive effects of student temperament and instruction method on classroom behaviour and achievement. Journal of School Psychology, 32, 149–166. https://doi.org/10.1016/0022-4405(94)90008-6

Paget, K. D., Nagle, R. J., Martin, R. P. (1984). Interrelations between temperament characteristics and firstgrade teacher-student interaction. Journal of Abnormal Child Psychology, 12 (4), 547–560. https://doi.org/10.1007/BF00916849

Pianta R. C., La Paro K. M., Hamre B. K. (2008). Classroom assessment scoring system [CLASS] manual: Pre-K. Baltimore, Brookes Publishing.

Pluess, M., Belsky, J. (2009) Differential susceptibility to rearing experience: The case of childcare. Journal of child psychology and psychiatry, 50 (4), 396–404. https://doi.org/10.1111/j.1469-7610.2008.01992.x

Putnam, S. P., Gartstein, M. A., Rothbart, M. K. (2006). Measurement of fine-grained aspects of toddler temperament: The early childhood behavior questionnaire. Infant Behavior and Development, 29, 386–401. https://doi.org/10.1016/j.infbeh.2006.01.004

Putnam, S. P., Rothbart, M. K. (2006). Development of short and very short forms of the Children’s Behavior Questionnaire. Journal of personality assessment, 87 (1), 102–112. https://doi.org/10.1207/s15327752j-pa8701_09

Rothbart M. K. (2011). Become who we are. Temperament and personality in development (pp. 80–85). New York, Guilford Press.

Rothbart M. K., Derryberry D. (1981). Development of individual differences in temperament. In: M. L. Lamb, A. L. Brown (eds). Advances in developmental psychology (vol. 1, pp. 37–86). New York, Guilford.

Rothbart, M. K., Ahadi, S. A., Hershey, K. L., Fisher, P. (2001). Investigations of temperament at three to seven years: the Children’s Behavior Questionnaire. Child Development, 72 (5), 1394–1408. https://doi.org/10.1111/1467-8624.00355

Rothbart, M. K., Rueda, M. R. (2005). The development of effortful control. In: U. Mayr, E. Awh, S. W. Keele (eds). Developing Individuality in the Human Brain: A tribute to Michael I. Posner (pp. 167–188). Washington, American Psychological Association. https://doi.org/10.1037/11108-009

Rudasill, K. M., Rimm-Kaufman, S. E. (2009). Teacher — child relationship quality: The roles of child temperament and teacher — child interactions. Early Childhood Research Quarterly, 24, 107–120. https://doi.org/10.1016/j.ecresq.2008.12.003

Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L., Posner, M. I. (2005). From the cover: Training, maturation, and genetic influences on the development of executive attention. Proceedings of the National Academy of Sciences, 102 (41), 14931–14936. https://doi.org/10.1073/pnas.0506897102

Rusalov, V. M., Trofimova, I. N. (2011). On the representation of types of psychological activities in different models of temperament. Psikhologicheskii zhurnal, 32 (3), 74–84.

Sanson, A., Hemphill, S. A., Smart, D. (2004). Connections between temperament and social development: A review. Social Development, 13 (1), 142–170. https://doi.org/10.1046/j.1467-9507.2004.00261.x

Sealy, M. A., Rudasill, K. M., Barrett, J. S., Eum, J., Adams, N., Hinrichs, A., McClowry, S. (2021). Temperament in the early elementary classroom: Implications for practice. In: Teacher Education in the 21st Century — Emerging Skills for a Changing World (pp. 1–16). London, IntechOpen. https://doi.org/10.5772/intechopen.96270

Shiner R. L., Buss, K. A., McClowry, S. G., Putnam, S. P., Saudino, K. J., Zentner, M. (2012). What is temperament now? Assessing progress in temperament research on the 25th anniversary of Goldsmith et al. (1987). Child Development Perspectives, 6 (4), 436–444. https://doi.org/10.1111/j.1750-8606.2012.00254.x

Shishova, E. O., Akhatova, A. Z. (2022). Interaction of communicative creativity and primary school students’ creativeness in the context of educational environment. New Ideas in Child and Educational Psychology, 2 (1–2), 66–79.

Slobodskaya, E., Kozlova, E., Bairova, N., Petrenko, E., Leto, I. (2019). Effortful control and child well-being. Psikhologicheskii Zhurnal, 40 (5), 62–73. https://doi.org/10.31857/S020595920005450-1 (In Russian)

Ushakova, O. S. (2023). Formation of the national system of preschool education. Sovremennoe Doshkol’noe Obrazovanie, 1 (115), 26–34. (In Russian)

Vandenbroucke, L., Spilt, J., Verschueren, K., Piccinin, C., Baeyens, D. (2018). The classroom as a developmental context for cognitive development: A meta-analysis on the importance of teacher — student interactions for children’s executive functions. Review of Educational Research, 88 (1), 125–164. https://doi.org/10.3102/0034654317743200

Wachs, T. D. (1988). Relevance of physical environmental influences for toddler temperament. Infant Behaviour & Development, 11, 431–445. https://doi.org/10.1016/0163-6383(88)90004-5

Yoleri, S. (2017) Teacher-child relationships in preschool period: The roles of child temperament and language skills. International Electronic Journal of Elementary Education, 9, 210–224.

Yudina, E. G. (2015). ECERS scales as a method of assessing quality and development of the Russian preschool educational system. Sovremennoe Doshkol’noe Obrazovanie. Teoriya i Praktika, 7 (59), 22–26. (In Russian)

Загрузки

Опубликован

16.12.2023

Как цитировать

Руднова, Н., & Корниенко, Д. (2023). Контекстуальный подход к описанию характеристик темперамента дошкольника: роль образовательной среды. Вестник Санкт-Петербургского университета. Психология, 13(4), 475–492. https://doi.org/10.21638/spbu16.2023.403

Выпуск

Том 13 № 4 (2023)

Раздел

Теоретико-методологические проблемы психологии

Лицензия

Статьи журнала «Вестник Санкт-Петербургского университета. Психология» находятся в открытом доступе и распространяются в соответствии с условиями Лицензионного Договора с Санкт-Петербургским государственным университетом, который бесплатно предоставляет авторам неограниченное распространение и самостоятельное архивирование.