ABSTRACT

Evidence indicates that children’s personalities shape their interactions and relationships with others. This study aims to identify the relationship between child personality types and interaction quality in preschools, which is of high predictive importance for the development of children’s competencies. Interaction quality was determined using the Individualized Classroom Assessment Scoring System (inCLASS) in a sample of 181 children attending 61 preschools in Austria. After including control variables, our results indicated that children characterised as ‘overcontrollers’ and ‘undercontrollers’ had significantly less peer interactions, compared to ‘resilients’. Furthermore, ‘undercontrollers’ tended to show less task orientation than ‘resilients’ and had more conflict interactions than ‘overcontrollers’. Consideration of child personality offers opportunities to support children in their interactions with others to improve interaction quality in preschools.

摘要

有证据表明，儿童的性格塑造了他们与他人的互动和关系。本研究旨在确定学龄前儿童人格类型与互动质量之间的关系，这对儿童能力的发展具有很高的预测意义。在奥地利 61 所学前班的 181 名儿童样本中，使用个性化课堂评估评分系统 (inCLASS) 确定了互动质量。在包括控制变量后，我们的结果表明，与“弹性”相比，被描述为“过度控制”和“控制不足”的儿童的同伴互动明显较少。此外，“欠控制者”往往比“有弹性”的人表现出更少的任务导向，并且比“过度控制者”有更多的冲突互动。