Introduction Method Results References

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Ascending development of early child competences is con=nually shaped by many forces ... Bayley Scales of Infant and Toddler Development [BSID], 3rd ed.
Introduction

COGNITIVE 38 months

LANGUAGE

3 years

Ascending development of early child competences is con5nually shaped by many forces, temperament among them. This cons5tu5onally based interac5on with environment is considerably stable during early years (Gartstein, Putnick, Kwak, Hahn, & Bornstein, 2015; Canals, Hernández-MarNnez, & Fernández-Ballart, 2011; Janson & Mathiesen, 2008) while rapidly developing abili5es are characterized by heterochrony across domains and has uneven connec5ons with temperamental aSributes. Infants’ performance on cogni5ve tasks were differen5ally related to temperamental dimensions at dis5nct periods of infancy (Rothbart, 2012), children with less reac5ve temperament develop more sophis5cated Theory of Mind abili5es (Mink, Henning, & Aschersleben, 2014). Our longitudinal study was carried out to inves5gate the ques5on if/how the emerging cogni5ve, language, and motor abili5es in period from 10 to 38 months are related to temperamental aSributes at 36 months?

Method

EXPRESSIVE FINE

MOTOR

GROSS

COGNITIVE 32 months

LANGUAGE

RECEPTIVE EXPRESSIVE FINE

MOTOR

GROSS

DISCOMFORT FEAR SADNESS FRUSTRATION SOOTHABILITY

Results 25 months

2 years

LANGUAGE

MOTOR

RECEPTIVE EXPRESSIVE

SHYNESS MOTOR ACTIVATION PERCEPTUAL SENSITIVITY

FINE

POSITIVE ANTICIPATION

GROSS

SOCIABILITY HIGH-INTENSITY PLEASURE

COGNITIVE

ACTIVITY LEVEL

SURGENCY / EXTRAVERSION

IMPULSIVITY 22 months

LANGUAGE

RECEPTIVE EXPRESSIVE FINE

MOTOR

GROSS

INHIBITORY CONTROL ATTENTION SHIFTING LOW-INTENSITY PLEASURE CUDDLINESS ATTENTION FOCUSING

EFFORTFUL CONTROL

COGNITIVE 13 months

LANGUAGE

RECEPTIVE EXPRESSIVE FINE

1 year

Results indicate that around the first birthday infants’ cogni5ve abili5es were posi5vely connected to: a) Posi5ve An5cipa5on and High-Intensity Pleasure at 10 and 13 months, b) Ac5vity Level at 13 months. Fine motor skills had posi5ve 5es with ASen5on Shijing at 10 months. During first two years gross motor achievements were posi5vely associated with Inhibitory Control. Nega5ve affec5vity appeared to have adverse rela5onships with mainly two scales of BSID: up 5ll 22 months motor skills were nega5vely correlated to Sadness (this is especially true for fine motor domain), at 22 months – to Fear and Shyness; from 22 months onwards Shyness was nega5vely related to cogni5ve achievements. Approach to the second birthday was also marked by posi5ve connec5ons between recep5ve language competences and ASen5on Focusing (represen5ng Efforlul Control dimension) as well as Perceptual Sensi5vity (standing for Nega5ve Affec5vity dimension); between gross motor abili5es and Sociability (from Surgency/Extraversion dimension). Entrance into the third year is peculiar by con5nuous opposite rela5onships between child’s cogni5ve competencies and Shyness. Not earlier than at 32 months cogni5ve abili5es were posi5vely related to Soothability. Solely at 38 months cogni5ve abili5es had posi5ve correla5ons with Sociability, gross motor competences – with Posi5ve An5cipa5on. High-Intensity Pleasure kept its significant bounds with cogni5ve abili5es at 32 and 38 months, with recep5ve language – at 38 months. All above men5oned Spearman’s rho correla5ons were significant (p ≤ 0.05), of moderate to strong value (Fig.). Our 3-years longitudinal measurement of child development enables to generalize that one temperamental dimension – Surgency/Extraversion – is sound with cogni5ve achievements at 1-year and 3-years of life; the Nega5ve Affec5vity in face of Shyness is inversely related to cogni5ve domain star5ng from 25 months. This is more or less consistent with other findings (Rueda, Posner, & Rothbart, 2011; Canals et al., 2011; Kochanska, Murray, & Garlan, 2000). Expressive language at any age between birth to 3 years had no 5es with temperamental aSributes. Around 2 years of life nearly all domains of development were moderately correlated with all three dimensions of temperament – Surgency/Extraversion, Nega5ve Affec5vity and Efforlul Control. It seems appropriate to search for typical paSerns of affec5ve and cogni5ve aSributes at discrete early 5me intervals using person-oriented analy5c approach (Bergman, Nurmi, & von Eye, 2012; Janson & Mathiesen, 2008).

COGNITIVE

NEGATIVE AFFECTIVITY

Bayley Scales of Infant and Toddler Development [BSID], 3rd ed. (2006) were individually administered to 20 typically developing children during the period from their birth to 42 months (15–17 sessions with each child). Their mothers filled Early Childhood Behavior Ques5onnaire [ECBQ]-Long form (Putnam, Gartstein, & Rothbart, 2006) when children reached 36 months. BSID and ECBQ were sa5sfactorily reliable. Data were collected in 2011–2015 years.

RECEPTIVE

MOTOR

GROSS

COGNITIVE 10 months

LANGUAGE

RECEPTIVE EXPRESSIVE FINE

MOTOR

GROSS

Fig. Rela5ons between developmental achievements (BSID) and temperamental dimensions (ECBQ).

Note. Posi5ve correla5ons are marked in blue, nega5ve – in red.

References Bayley, N. (2006). Bayley Scales of Infant and Toddler Development (3rd ed.). San Antonio, Texas: Harcourt Assessment. Bergman, L., Nurmi, J.-E., & von Eye, A. (2012). I-states-as-objects-analysis (ISOA): Extensions of an approach to studying short-term developmental processes by analyzing typical paSerns. Journal of Behavioral Development, 36(3), 237–246. doi: 10.1177/0165025412440947 Canals, J., Hernández-MarNnez, C., & Fernández-Ballart, J. D. (2011). Rela5onships between early behavioural characteris5cs and temperament at 6 years. Infant Behavior Development, 34(1),152–60. doi: 10.1016/j.inqeh.2010.11.003. Gartstein, M. A., Putnick, D., Kwak, K., Hahn, C. S., Bornstein, M. H. (2015). Stability of temperament in South Korean infants from 6 to 12 to 18 months: Modera5on by age, gender, and birth order. Infant Behavior and Development, 40, 103–107. doi: 10.1016/j.inqeh.2015.05.002 Janson, H., & Mathiesen, K. S. (2008). Temperament profiles from infancy to middle childhood: Development and associa5ons with behavior problems. Developmental Psychology, 44(5), 1314–1328. doi: 10.1037/a0012713 Kochanska, G., Murray, K. T., & Harlan E. T. (2000). Efforlul control in early childhood: Con5nuity and change, antecedents, and implica5ons for social development. Developmental Psychology, 36(2), 220–232. doi: 10.1037/0012-1649.36.2.220 Mink, D., Henning, A., & Aschersleben, G. (2014). Infant shy temperament predicts preschoolers Theory of Mind. Infant Behavior and Development, 37(1), 66–75. doi: 10.1016/j.inqeh.2013.12.001 Putnam S. P., Gartstein M. A., Rothbart M. K. (2006). Measurement of fine-grained aspects of toddler temperament: The Early Childhood Behavior Ques5onnaire. Infant Behavior and Development, 29, 386–401. doi:10.1016/j.inqeh.2006.01.004 Rothbart, M. K. (2012). Becoming who we are: Temperament and personality in development. New York; London: Guilford Press. Rueda, M. R., Posner, M. I., & Rothbart, M. K. (2011). ASen5on and self-regula5on. In D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulaJon: Research, theory and applicaJons (2nd ed., pp. 284–299). New York: Guilford Press.