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6 - Temperament Preferences for Children Ages 8 Through 17 in a Nationally Represented Sample

Published online by Cambridge University Press:  05 August 2012

By
Kyle Bassett  and
Thomas Oakland
Edited by
James C. Kaufman
Kyle Bassett
Affiliation:
School Board of Hillsborough County, Florida
Thomas Oakland
Affiliation:
University of Florida
James C. Kaufman
Affiliation:
California State University, San Bernardino
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Summary

This chapter describes the prevailing temperament qualities in a representative sample of children and youth, ages 8 to 17, in the United States. This may be the first reported study with a national scope. Age and gender differences also are described. Information on children's temperament is discussed in light of broader literature on child and adolescent development.

The topic of temperament is viewed as suitable and important for this book, as it recognizes the contributions of Dr. Alan Kaufman. Temperament characterizes important and enduring qualities displayed by children, youth, and adults – a life span age range consistent with Dr. Kaufman's commitment to research-based scholarship that addresses important issues for persons of all ages (e.g., Kaufman, 1979, 1994). The availability of reliable measures of temperament for children and youth facilitates its assessment and provides nationally representative data on children. Additionally, the topic of temperament is consistent with Dr. Kaufman's commitment to a fundamental principle that professional services in psychology and education rest first and foremost on an accurate description of enduring traits.

Temperament constructs constitute enduring traits. Moreover, an understanding of the impact of temperament on behavior is fundamental to an understanding of children. This understanding complements the many methods developed by Dr. Kaufman to describe cognitive development. The authors hope this discussion will encourage others to routinely assess children's temperament and thereby identify some of their strengths that, when properly utilized, have the potential to foster academic, social, emotional, and vocational development.

Type
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Intelligent Testing
Integrating Psychological Theory and Clinical Practice
 , pp. 53 - 72
Publisher: Cambridge University Press
Print publication year: 2009

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