Reviews research on four dimensions of temperament: positive emotionality/approach, fear, irritability/frustration, and attentional persistence. Applies knowledge of temperament to teachers' approaches to children's mastery motivation, fear of novelty, and ego-based anxiety. Argues that educators' training should include understanding of development of temperament and methods for assessing individual differences in children's emotional reactivity and attentional self-regulation. (Author/JDM)