The role of child temperament on Head Start preschoolers' social competence in the context of cumulative risk

Abstract

This study examined the main and interactive effects of cumulative risk and child temperament on teacher ratings of social competence and observer ratings of peer play in a sample of Head Start preschoolers. A cumulative risk index (CRI) was computed by summing the total number of risk factors for each family. There was a difference in the predictive power of the CRI when it consisted of 10 (including child temperament) versus 8 possible risk factors (excluding child temperament) for teacher ratings of social competence. The CRI based on 10 risk factors was related significantly and negatively to social competence. A significant interaction between inhibited child temperament and cumulative environmental risk revealed that highly inhibited children were perceived by their teachers as equally competent under both high- and low-risk, whereas less inhibited children received lower ratings as environmental risk increased. Less inhibited and less impulsive temperament emerged as promotive factors associated with high levels of interactive peer play and teacher ratings of social competence, respectively, regardless of the risk level.