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Presents a study that examined the personality types of six-year-old children. Associations of the personality types with academic achievement and behavior; Methodology; Identification and distribution of the personality types.

Presents a study that examined the interactions among personality types, stress and participation in Head Start, the national preschool intervention program in the U.S. Methodology; Background of the Head Start program; Relation of personality types with academic achievement.

Discusses the results of a study on the personality and development in children. Types of personality in children; Relation between personality and behavior; Importance of the personality typology for understanding the life course of children.

Presents a study that investigated the precursors to personality types and behavior in children. Methodology; Analysis of the stability and transitions of personality types; Association of risk factors on personality transformation in early childhood.

Investigates the relation of personality types to the growth and decline of academic achievement of children. Effect of personality type on intellectual developmental; Role of personality in academic growth; Impact of behavior problems in academic development.

Presents a study that examined the personality types of five-year-old children. Associations of the personality types with academic achievement and behavior; Methodology; Analysis of the behavioral problems of five-year-old children.

Introduces a study on personality and development in children using a person-centered approach. Methods of person-centered research; Information on research on personality types in childhood; Controversies in the study of personality types.

Discusses the application of a person-centered approach to the study of personality development in children. Aims and features of the approach; Benefits of the approach; Details on the personality types in children.

Presents a list of books and periodical articles used in the study of personality and development in children. "Personality: A Psychological Interpretation," by G. Allport; "Socioeconomic Status and Child Development," by R.H. Bradley and R.E. Corwyn published in the 2002 issue of the "Annual Review of Psychology"; "The Psychology of Moral Development," by L. Kohlberg.

The article focuses on the observation of the behavior of the child during the intelligence test using the Stanford Binet test. According to the author, intelligence test will be administered to each child after they have become accustomed to nursery school. Administering the test primarily gauges their intelligence, and as evidence on the whole debatable question of the changing intelligence quotients of children. In addition, a great deal of interesting material comes out on personality differences between children in their handling of this standardized situation. Other significant analyses of the author are presented.

The chapter deals with a study that examined the persistent qualities of individual children, as seen apart from the newness of the situation and as carried over from one age to another. Also, special consideration will be given to deviations from these settled qualities as they relate to factors in the child's personality and environment. The items of watching and associative play seem better indices of emotional adjustment and social maturity than the other two because they present sharper differences between individuals. A young child talks a great deal to the room as a whole. It is a definite communication quite different from the talking he or she does off in a corner to himself or herself over his or her solitary play. It is social, a bid for attention, without recognizing individuals as listeners, and goes on whether anyone pays attention--not waiting for responses. Therefore, excessive speech to adults suggests a desire for adult attention or reassurance. Of course, participation in organized group activities was of a more advanced character, interest lasted longer and more ideas originated in the group as age increased, but the willingness to gather together in a group and participate appropriately for a given age seemed more an individual than an age matter. An emotional disturbance was defined as any instance where a child was led to express his or her emotions by crying, screaming, stiffening on the floor, gagging on purpose to gain attention or other such violent manifestations.

The article presents several forms and sample questioners related to the assessment of the personality and behavior development of the children in the U.S.

Chapter 7 of the book "Monographs of the Society for Research in Child Development" is presented. It presents the methodological aspects of a longitudinal study of personality and behavior development in a normal group of children in the U.S. It reveals that the relationship of a child to himself is based on clinical judgments from summarized findings by age as well as by environmental changes. Teachers' judgments of first grade children shows little difference in social adjustment.

The article discusses the relationship of intelligence and physical factors to personality traits of children. Studies have revealed that children having superior intelligence quotient, having scores above 140, have manifested higher scores than the unselected control group, in terms of moral traits, volitional traits, emotional stability, and sense of humor. However, little difference has been noted. Generalizations regarding personality traits of children with extreme mental defect are difficult to draw, since there are many clinical types of amentia. Susceptibility and impulsiveness are likely to be prominent symptoms when intelligence is too low to enable the individual to foresee the consequences of his acts.

A list of figures used in the study concerning the assessment of the children's personality and behavior development in the U.S. is presented. It features a figure that highlights the constancy of mental test performance among the individual children. Another figure shows the constancy of their weight and height sigma scores. The figure about the age level frequency for restlessness in sleep and dreams is also included.

A list of tables used in the study concerning the assessment of children's personality and behavior development in the U.S. is presented. It presents a table about personal, home and family data collected in the guidance and control groups from birth through eight years. Another table shows the constancy of mental test performance by intercorrelations. There is also a table that reflects the relation of child's mental test score to the education of their parents.

Presents an abstract of the study "Personality and Development in Childhood: A Person-Centered Approach," by Daniel Hart, Robert Atkins and Suzanne Fegley published in the 2003 issue of the "Monographs of the Society for Research in Child Development."