Контекстуальный подход к описанию характеристик темперамента дошкольника: роль образовательной среды

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/). 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 PG- GPU. 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 Psykhologi- ia, 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/jjecp.2012.07.004

Novgorodova, Yu. O. (2012). Psychogenetic studies of temperament in the concept of M. K. Rothbart. Theo- reticheskaia 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 first- grade 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 21^st 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 25^th anniversary of Goldsmith et al. (1987). Child Development Perspectives, 6 (4), 436-444. https://doi.org/10.1111Zj.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)

Размещено на Allbest.ru