Considering individual differences and environmental influences in the assessment of temperament, self-regulation, and social skill development in young children: A framework for practitioners

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.