Avtor/Urednik		Zupančič, Maja
Naslov		Razvoj osebnostnih značilnosti predšolskih otrok
Prevedeni naslov		Development of personality characteristics of pre-school children
Tip		članek
Vir		Anthropos
Vol. in št.		Letnik 34, št. 4-6
Leto izdaje		2002
Obseg		str. 93-106
Jezik		slo
Abstrakt		Until recently, personality characteristics of pre-school children were studied by developmental psychologists in terms of primary reaction patterns - temperamental traits. Various structural models of temperament development have been proposed, but none of them satisfied the quest for the best explanation of developing individual differences in children that were important for parents and teachers in their every day interactions with children. Based on the criticism of the existing temperamental models and the replication of the five roboust personality dimensions (extraversiou, agreeableness, conscientiousness, neuroticism and openness-intellect) in school children, developmental psychologists begun a search for the antecedents of these five dimensions using a free descriptive approach to study the individual differences in children. A systematic categorization of free descriptions of children that were obtained by their parents and teachers suggested the Five-Factor model as relevant for describing individual differences in children of different ages. This contribution presents some new findings on the development of personality characteristics in pre-school children that were derived from (a) distributions of adults' free descriptions of children as coded through a newly developed personality taxonomy for children; (b) factor analytic studies of personality questionnaries for children based on a dictionary approach; (c) factor analytic studies using the newest personality questionnaries developed through a free descriptive approach. A special attention is payed to the developmental differentiation of personality (sub)dimensions in pre-school period and the importance of individual differences as reflected through developing personality dimensions in relation to children's social adaptation and their later school achievement is highlighted.
Izvleček		Osebnostne značilnosti predšolskih otrok so razvojni psihologi in psihologinje do nedavnega preučevali v smislu primarnih vzorcev odzivanja - temperamentnih potez. Oblikovali so različne strukturne modele razvoja teh potez, vendar z nobenim izmed njih niso uspeli zadovoljivo pojasniti individualnih razlik v razvoju otrok, ki so pomembne za njihove starše in vzgojiteljice. Na podlagi kritik temperamentnih modelov in replikacije petih robustnih dimenzij osebnosti (ekstravertnost, sprejemljivost, vestnost, nevroticizem in intelekt-odprtost) pri šolskih otrocih se je v razvojni psihologiji uveljavil pristop prostih opisov k preučevanju otrokovih individualnih značilnosti. Rezultati sistematičnega razvrščanja opisov, ki so jih o otrocih podale njihove referenčne osebe (starši, vzgojiteljice/učiteljice), so pokazali, da lahko individualne razlike v osebnostnih značilnostih predšolskih in šolskih otrok ustrezno razložimo s petfaktorskim modelom. V prispevku predstavljam nove ugotovitve o razvoju osebnostnih značilnosti predšolskih otrok, ki izhajajo iz (a) porazdelitve prostih opisov različno starih otrok v taksonomski shemi osebnostnih značilnosti; (b) faktorizacije osebnostnih vprašalnikov, prilagojenih za ocenjevanje otrok, ki temeljijo na leksikalnem pristopu; (c) faktorizacije osebnostnih vprašalnikov, ki so jih avtorji in avtorice razvili za preučevanje osebnostnih značilnosti otrok na podlagi prostih opisov. Pri tem se osredotočam predvsem na razvojno diferenciacijo posameznih (pod)dimenzij osebnosti v predšolskem obdobju in na pomen dosedanjih ugotovitev o razvoju osebnostnih dimenzij pri predšolskih otrocih v kontekstu njihovega socialnega prilagajanja in kasnejše učne uspešnosti.
Deskriptorji		PERSONALITY DEVELOPMENT PERSONALITY ASSESSMENT CHILD, PRESCHOOL