Child Temperament and Academic Performances among Kindergarteners

Saagyum Philip Dare

doi:10.47191/ijcsrr/v4-i5-02

Abstract

The study examined the relationship between child temperament and academic performances among kindergarteners in the Wa East and Wa West districts of the upper west region of Ghana. A sample of 150 fathers were selected at random from the two districts to participate in the study. Children of the fathers selected were made of 69 boys and 81girls. Self-reported data from questionnaires were used to examine the relationship between child temperament and academic performances among the kindergarten children of the selected region. Analyses of the data revealed that low intensity, anger/frustration, attentional focusing, fear, and falling reactivity/soothability characteristics of child temperament categories predicted the academic performances of the kindergarten children within the two districts. It was also realized from the study that the occupation of fathers exhibited significant relationship with the academic performances of the kindergarten children. However, child gender, their ages and that of fathers’, fathers’ income levels, and the districts of origin showed no relationship with the academic performances of the kindergarten children. It is hereby recommended that behavioral disorder/disability centers should be established at kindergarten centers to guide and counsel practice on behave management and practices.

Highlights

Kindergarten education embedded in the early childhood Education (ECE) is evidenced by research as the key determinant of later educational successes among children [1]
The current study investigated the relationship between temperament and academic performances among kindergarteners in the two districts in the upper west region; the Wa East and Wa West districts
The study examined the relationship between child temperament and their academic performances

Summary

Introduction

Kindergarten education embedded in the early childhood Education (ECE) is evidenced by research as the key determinant of later educational successes among children [1] This certifies that assessing the transitional academic procedures that take place within this period is commendable [2]. Within the Ghanaian context and the upper west region, there exist no research/study findings on the relationships between kindergarten children’s temperament characteristics and their academic performances. As temperament has being found to predict children’s performances, it is worthwhile researching since kindergarten forms a key predictor of future academic successes [1] [2] of children This forms the basis of the current investigation. The indigenes of the two districts shared similar cultural orientations, believes, and general livelihood

Methods

Results

Discussion

Conclusion