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

机译：婴儿的气质特征是否可以预测学龄前儿童的核心学习能力？

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摘要

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.
机译：检查气质之间的关系，气质之间通过4个月的家长报告测量，并在12个月大时进行结构化实验室观察，并在大约4岁时进行就学准备（N = 31）。蕨菜基本概念量表（BBCS）的入学准备评估得分与婴儿的积极情感/紧迫感（PAS）有关，据描述，婴儿在4个月大时表现出较高的PAS水平，而在以下几个方面则显示出较高的入学准备：颜色，字母和数字技能。 4个月时的调节能力/定向（RCO）也预测了色彩技巧，受更多调节的婴儿在这一领域表现出了出色的学前功能。涉及实验室气质观察的分析提供了有关婴儿积极情感/紧迫性，对总体字母技能的预测以及在儿童后期的整体入学准备得分的重要性的其他信息。在理论和研究意义以及早期教育背景下讨论了结果。

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