The Relationship Between Weather and Preschoolers' Behavior

Adults who live and work with young children have often associated children's behavior with the weather, although there is little empirical evidence in the biometeorological literature to support this connection. Over a 5-week period, 67 preschoolers were observed daily and rated on 10 behavioral categories. These observational data were then analyzed in relation to data obtained from the National Weather Bureau to assess the relationship between children's behavior and the weather. Results indicate that children interact significantly more with peers and adults and less with materials during unstable weather (characterized by such variables as precipitation, barometric fluctuation, low temperatures, and wind) or Transitional I weather (moving from unstable to stable). Conversely, pleasant, stable weather and Transitional II weather (moving from stable to unstable) were associated with greater interaction with materials and less with peers and adults. In addition, it was found that girls seemed more sensitive to weather patterns than boys in their interactions with materials and that older preschoolers were more responsive to the weather than their younger peers in relation to interaction with adults. Possible reasons for these findings and tentative implications are discussed.