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Early Childhood Assessment in School and Clinical Child Psychology pp 183–202Cite as

Considering Individual Differences and Environmental Influences in the Assessment of Temperament, Self-regulation, and Social Skill Development in Young Children: A Framework for Practitioners

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Abstract

The purpose of this chapter is to review existing research on the constructs of temperament, self-regulation, and social skills development in young children, and to discuss how these constructs can be assessed in clinical and school settings. Our premise is that, while each can be assessed independently, it is necessary to consider the interrelations and interactions among these characteristics in order to best understand the child’s overall functioning. Moreover, the chapter also considers the connections of temperament, self-regulation, and social skills to environmental factors, such as parenting and educational environments. Following this discussion, we present an assessment model that encompasses these constructs and includes transactional influences. Lastly, the chapter provides information regarding specific tools that can be used to assess temperament, self-regulation, and related constructs in young children.

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Authors and Affiliations

  1. School Psychology, Immaculata University, Immaculata, PA, USA

    Marie C. McGrath

  2. Special Education, Temple University, Philadelphia, PA, USA

    S. Kenneth Thurman

  3. College of Education, Temple University, Philadelphia, PA, USA

    M. Meghan Raisch

  4. School Psychology Program, Temple University, Philadelphia, PA, USA

    Erin M. Lucey

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  1. Marie C. McGrath
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  2. S. Kenneth Thurman
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  3. M. Meghan Raisch
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  4. Erin M. Lucey
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Correspondence to Marie C. McGrath .

Editor information

Editors and Affiliations

  1. Dept. Advanced Studies in Psychology, Kean University, Hillside, New Jersey, USA

    Adrienne Garro

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McGrath, M.C., Kenneth Thurman, S., Meghan Raisch, M., Lucey, E.M. (2016). Considering Individual Differences and Environmental Influences in the Assessment of Temperament, Self-regulation, and Social Skill Development in Young Children: A Framework for Practitioners. In: Garro, A. (eds) Early Childhood Assessment in School and Clinical Child Psychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-6349-2_9

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