The book presents an empirical model of commonly occurring individual differences in children that is derived from a large-scale research effort assessing parental and teacher perceptions of children in middle childhood. It examines eight characteristic behavioral traits, most of which have been widely shown to be present in infants, toddlers, and preschool-aged children. The book demonstrates the importance of considering profiles of these relatively stable individual differences for the educational, social, and emotional life of the child. It describes characteristic behaviors of children within each profile - emphasizing the assets and liabilities of each - and how they are perceived by their parents, teachers, and peers. Chapters explore issues related to the most developmentally effective management of children exhibiting each profile type. In addition, the book addresses a critical need in child development, parenting, and teaching to understand the wide range of individual differences observed every day in school-aged children. Not only does this volume underscore that commonly occurring differences can be understood as being normal and do not suggest a pathology, it also discusses implications of the model in diagnosing pathology. The book describes what is known about the stability of temperament behaviors and profiles across the lifespan as well as the origins of these behaviors. Key topics addressed include: Nurturing development of well-adjusted children. Causes of individual differences in children's behavior. Temperamental tendencies and profiles of children. Diagnosing psychopathology in children. This book is a must-have resource for researchers, professors, and graduate students as well as clinicians and related professionals in developmental, clinical child and school psychology, social work, public health, pediatrics, family studies, educational psychology and counseling, and all other interrelated disciplines.

The book presents an empirical model of commonly occurring individual differences in children that is derived from a large-scale research effort assessing parental and teacher perceptions of children in middle childhood. It examines eight characteristic behavioral traits, most of which have been widely shown to be present in infants, toddlers, and preschool-aged children. The book demonstrates the importance of considering profiles of these relatively stable individual differences for the educational, social, and emotional life of the child. It describes characteristic behaviors of children within each profile - emphasizing the assets and liabilities of each - and how they are perceived by their parents, teachers, and peers. Chapters explore issues related to the most developmentally effective management of children exhibiting each profile type. In addition, the book addresses a critical need in child development, parenting, and teaching to understand the wide range of individual differences observed every day in school-aged children. Not only does this volume underscore that commonly occurring differences can be understood as being normal and do not suggest a pathology, it also discusses implications of the model in diagnosing pathology. The book describes what is known about the stability of temperament behaviors and profiles across the lifespan as well as the origins of these behaviors. Key topics addressed include: Nurturing development of well-adjusted children. Causes of individual differences in children's behavior. Temperamental tendencies and profiles of children. Diagnosing psychopathology in children. This book is a must-have resource for researchers, professors, and graduate students as well as clinicians and related professionals in developmental, clinical child and school psychology, social work, public health, pediatrics, family studies, educational psychology and counseling, and all other interrelated disciplines.

Das Buch stellt ein empirisches Modell der haufig vorkommenden individuellen Unterschiede bei Kindern vor, das aus einer gross angelegten Forschungsarbeit abgeleitet wurde, bei der die Wahrnehmungen von Eltern und Lehrern von Kindern in der mittleren Kindheit untersucht wurden. Es werden acht charakteristische Verhaltensmerkmale untersucht, von denen die meisten nachweislich bei Sauglingen, Kleinkindern und Kindern im Vorschulalter vorhanden sind. Das Buch zeigt, wie wichtig die Berucksichtigung von Profilen dieser relativ stabilen individuellen Unterschiede fur das padagogische, soziale und emotionale Leben des Kindes ist. Es beschreibt charakteristische Verhaltensweisen von Kindern innerhalb jedes Profils - wobei die Vorzuge und Nachteile jedes Profils hervorgehoben werden - und wie sie von ihren Eltern, Lehrern und Gleichaltrigen wahrgenommen werden. In den Kapiteln werden Fragen im Zusammenhang mit dem entwicklungsmassig effektivsten Umgang mit Kindern, die die einzelnen Profiltypen aufweisen, untersucht. Daruber hinaus befasst sich das Buch mit dem kritischen Bedurfnis in der kindlichen Entwicklung, der Elternschaft und dem Unterricht, die grosse Bandbreite individueller Unterschiede zu verstehen, die taglich bei Kindern im Schulalter beobachtet werden. Dieser Band unterstreicht nicht nur, dass haufig auftretende Unterschiede als normal angesehenwerden koennen und nicht auf eine Pathologie hindeuten, sondern eroertert auch die Auswirkungen des Modells auf die Diagnose von Pathologien. Das Buch beschreibt, was uber die Stabilitat von Verhaltensweisen und Profilen des Temperaments uber die gesamte Lebensspanne hinweg bekannt ist, sowie die Ursprunge dieser Verhaltensweisen. Zu den wichtigsten Themen gehoeren: Foerderung der Entwicklung von Kindern, die sich gut entwickeln. Ursachen fur individuelle Unterschiede im Verhalten von Kindern. Temperamentvolle Tendenzen und Profile von Kindern. Diagnose von Psychopathologie bei Kindern. Dieses Buch ist ein unverzichtbares Hilfsmittel fur Forscher, Professoren und Studenten sowie fur Kliniker und verwandte Berufsgruppen in den Bereichen Entwicklungs-, klinische Kinder- und Schulpsychologie, Sozialarbeit, oeffentliches Gesundheitswesen, Padiatrie, Familienstudien, padagogische Psychologie und Beratung sowie allen anderen verwandten Disziplinen.