The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament.

Abstract

The present study examines the moderating role first grade classroom quality may have on the rela tions between children’s difficult temperament (assessed in infancy) and their academic and social out comes in early elementary school (first grade). Using data from the National Institute of Child Health and Human Development’s Study of Early Child Care and Youth Development, 1032 children were rated by their mothers at 6 months of age on difficult temperament. The quality of first grade class room environments were then observed and rated along three domains: emotional support, classroom organization, and instructional support. Regression analyses examined the statistical interactions between difficult temperament and classroom quality domains on children’s academic and social out comes. Results indicate high-quality classroom environments may ameliorate the academic and social risks associated with having a difficult temperament.