Infant Predictors of Kindergarten Behavior: The Contribution of Inhibited and Uninhibited Temperament Types

By S. Rimm-Kaufman, Jerome Kagan. 2005

127 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1d9571a8a99eed1efb4803fb47ff0201b37496eb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Robert J. Coplan
2. M. Weeks
3. Kimberley A. Arbeau
4. Kathleen Moritz Rudasill
5. Julie C. Bowker
6. Kenneth H. Rubin

In Education

1. Robert J. Coplan
2. M. Weeks
3. Kimberley A. Arbeau
4. Kathleen Moritz Rudasill
5. Julie C. Bowker
6. Kenneth H. Rubin

Citations in the corpus

• Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010, background): “In early education settings, shy children speak less, make fewer social initiations to peers, and display poorer social skills (e.g., Asendorpf & Meier, 1993; Bohlin, Hagekull, & Andersson, 2005; Coplan et al., 2004; Evans, 2001; Rimm-Kaufman & Kagan, 2005).”
• Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade (2011, background): “…of temperament change with development (Rothbart and Bates, 2006; Thomas and Chess, 1977) and are influenced by forces in the environment (e.g., parenting behavior), temperament shows some stability in children at least through middle childhood (Kagan et al., 1988; Rimm-Kaufman and Kagan, 2005).”
• The Stresses of a “Brave New World”: Shyness and School Adjustment in Kindergarten (2008, background): “, Rubin, K. H., Cheah, C. S. L., & Nelson, L. J. (2005). Behavioral inhibition, social withdrawal, and parenting.”