The Temperament Task Orientation Cluster among Preschool Educators

BACKGROUND In today’s schools, success all too often is measured by test scores. Early childhood research literature, however, points to a more inclusive definition of school success that involves positive adjustment to the school environment. Early adjustment is considered a priority for future school success by many researchers who propose that most learning and behavior patterns are established by the third grade (Pianta & Steinberg, 1992). Empirical demonstrations found that early acculturation to school results in positive long-term social-emotional, academic, and behavioral competencies; whereas poor adaptation often leads to negative long-term outcomes (Entwisle & Hayduk, 1988; Kazdin, 1987; Ladd, Kochenderfer, & Coleman, 1996). Entwisle and Hayduk purported that children who transition easily to the school setting tend to be better prepared emotionally to learn. This readiness gives them a positive foundation upon which to build.