Teacher Ethnotheories & Child Temperament: Impact on Classroom Interactions

Abstract

The effects of eight teachers’ ethnotheories (beliefs and values) were examined in relation to interactions in the classroom (teachers, target children) with two broad groupings of child temperament (Difficult Temperament N = 16, Easy Temperament N = 16) which were established on the basis of teachers’ ratings of child temperament using The Preschool Inventory (Billman, 1981). Temperament (individual behavioural style) was conceptualised as the manifestation of affective displays and social behaviours in context, with emotions acting as signals for interactions. Interviews were conducted with the teachers to elicit their beliefs and values, their expectations for children, and to establish their tolerance levels for the more difficult child behaviours. Sixty-four hours of classroom observations were conducted. A pattern of different positive and negative interactions emerged between the more difficult temperament group (Difficult Temperament), and those with relatively easy temperaments (Easy Temperament). Difficult Temperament children consistently gave and received from teachers more negative-valence in emotional and social behaviours, than the Easy Temperament children. Easy Temperament children displayed and were responded to with more positive-valence in emotional and social behaviours. Evidence was found for the impact of teacher tolerance levels and expectations on classroom interactions. These findings suggested that early childhood teachers need to give careful consideration to their beliefs and values in developing more effective teaching techniques for children with differing temperaments.