NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1163231
Record Type: Journal
Publication Date: 2018
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1040-9289
Applications of Temperament: A Review of Caregiver-Focused Temperament-Driven Interventions
Iverson, Sydney L.; Gartstein, Maria A.
Early Education and Development, v29 n1 p31-52 2018
Research Findings: Temperament, often defined in terms of reactive and regulatory tendencies, has been shown to predict child outcomes over and above other risk factors and represents a critical aspect of social-emotional development. The present article is a systematic review of temperament-based interventions targeting caregivers, wherein the aim is to inform caregivers about temperament in an effort to influence a variety of outcomes, such as goodness of fit, parenting stress, achievement, and behavior problems. In total, 13 randomized and nonrandomized trials were reviewed, with promising outcomes. Temperament-driven interventions have demonstrated the capacity to increase parental knowledge of temperament, reduce behavior problems, improve math and reading achievement, create more positive teacher-child relationships, and reduce numbers of medical visits. Caregivers report satisfaction with and usefulness of the interventions, which suggests promise for future application of temperament-based approaches. Temperament-driven interventions can be leveraged to improve multiple developmental outcomes, especially in early childhood, and are useful for both teachers and parents. Practice or Policy: Implications of temperament-based interventions for early childhood educators are discussed, as are limitations and future directions.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A