Abstract
The present study attempted to construct a teacher-report scale of preschool children's resilience in their daily life, including testing the reliability and validity of the scale. Stressful situations were selected on the basis of observations in a preschool, and adults with child-care experience rated the frequency and degree of displeasure of those situations. The resilience scale was constructed from situations rated as high in both frequency and degree of displeasure. Teachers rated their students; 289 four-to five-year-old preschoolers were rated. Internal consistency reliability was determined with Cronbach's alpha coefficient, and test-retest reliability assessed with the intraclass correlation coefficient for test-retest values. Both were acceptable. Factor analyses indicated a unidimensional structure for the scale. Intraclass correlations between teachers from the same class showed stability between raters. Validity was explored through scores on a positive sociometric test and responses to interpersonal conflict situations. Significant correlations were found between scores on the resilience scale and data on 3 variables provided by the children: positive sociometric scores, degree of displeasure at a situation in which a peer broke a promise, and scores on doll play that were rated from the perspective of resilience.
