**Author details**

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

engagement, and improved teacher-child relationships [51, 65, 67].

temperament and to provide scaffolding that bolsters children's self-regulation. These strategies have led to improvement in teachers' ability to positively interact with children and to respond to their behavior [67]. The intervention was first developed and implemented in an urban metropolitan New York context. There are several significant findings from the randomized clinical trials that tested the efficacy of the intervention including decreased behavior problems, increased emotional support in teacher practices, less off-task behaviors, improved child

The *INSIGHTS* intervention continues to be replicated to evaluate its efficacy in different environmental contexts. The intervention was adapted for Jamaican classrooms [63] and is currently being implemented within rural Midwestern Nebraskan communities [68]. Samples from these contexts are both considered low-income as well as early childhood. Replication in various U.S. (and Caribbean) subcultural contexts addresses the current literature gap regarding subcultural temperament variation. Rather or not regional culture and racial/ethnic makeup affects temperament outcomes, adjusting for age as well as socioeconomic status (i.e., will there be temperament variation across contexts where developmental level and financial limitations are constant?), will be an original finding in temperament literature. For more information regarding early childhood classroom temperament, we recommend Sandee McClowry's *Temperament-Based Classroom Management* [7].

It is essential that research on temperament development in classrooms continues to be conducted so that the concept remains relevant and reliable as children face new and unprecedented challenges. As previously mentioned, today in the United States alone, more than half of young children experience some form of trauma [8, 9]. Due to the spread of COVID and the continuation of racial injustices, youth trauma is likely to increase [10]. As an external factor, trauma impacts child mental health by interacting with temperament and ultimately affecting child behavior and success in school. Interventions such as INSIGHTS help children and teachers recognize and work with temperament, thus fostering the development of social–emotional competence for navigating current and future challenges [1, 8]. Still, there is much we do not yet know. There is evidence that temperament influences intrinsic classroom motivation, although research [69] suggest that it does not significantly influence extrinsic classroom motivation. There is also little information on how modern classroom realities interact with temperament (e.g., virtual learning, social distancing/ decreased social contact, and increased attachment to the home setting). Although these global stressors affect each individual child's temperament combinations and behaviors, understanding the major temperament dimensions allows teachers to consider child point of views and more fluently adjust to accommodate individual differences.

This video provides introductory overview of the INSIGHTS intervention. Footage was collected from Nebraska samples. https://vimeo.com/339204616

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**Video**

**Acknowledgements**

INSIGHTS New York, Jamaica, Nebraska.

**7. Conclusion**

Martinique Ann Sealy1 \*, Kathleen Moritz Rudasill1 , Jentry S. Barrett<sup>2</sup> , Jungwon Eum2 , Nicole Adams2 , Angela Hinrichs2 and Sandee McClowry3,4

1 Virginia Commonwealth University, Richmond, USA

2 University of Nebraska-Lincoln, Lincoln, USA

3 New York University, New York, USA

4 INSIGHTS Intervention, LLC, New Fairfield, USA

\*Address all correspondence to: sealym@vcu.edu

© 2021 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
