Temperament .... Can you change it?

Many parents are concerned that when they first begin to understand their babies temperament that this is a reaction to them, or maybe there is something wrong with their child... Their baby is more fussy than other babies, their baby is less responsive or seems unattentive to things- But, Temperament is actually biologically linked- an innate characteristic of your baby! Some aspects can be modified, but it is more likely the parent is going to have to modify to the temperament- Here is a short discussion of the topic I recently wrote-

Temperament- Nature vs. Nurture How does the Caregiver fit in?

Temperament is the innate trait that mediates a child’s interactions and approach to their environment, and the social aspects within their world (Child Development Institute). Personality is formed from the interactions within the environment and the biological traits characteristic of that child (Child Development Institute). Temperament can be distinguished very early in development. These observations are of biologically linked behaviors that are individual and unique to that child (Sturm, 2004). Characteristics that are observable include fear, irritability, frustration, level of activity, positive approach and attentional persistence (Sturm, 2004).

Temperament is referred to as the building block of personality and can best be explained by use of a theoretical model (Sturm, 2004). The current model used dissects temperament into (Sturm, 2004). These dimensions are explained as emotional or Attentional Reactivity and Self Regulation (Sturm, 2004). Emotional and Attentional Reactivity is explained as the intensity and reaction to the external stimuli, while Self Regulation is the ability to accept and manage the personal reaction to the stimuli (Sturm, 2004). Attentional control, another dimension used to explain temperament, develops later in childhood (Sturm, 2004).

Temperament is based in the genetic makeup of the infant. Research has identified similar temperament of identical twins contrary to the findings in research of fraternal twins (Berk, 2008). Similarities in temperament characteristics can be determined across ethnic and gender populations (Berk, 2008). There is some consideration given to cultural and caregiver values in regards to their reactions to the child (Berk, 2008). For example, some caregiver reactions are gender biased in that the reactions differ based on the gender of the child (Berk, 2008). Similarly, cultural values towards parenting and reactions differ greatly. Asian parents react to their infants much differently than Native Americans (Berk, 2008). The cultural experience influences how affectionate, proximity, paternal involvement, etc. caregivers express in their child rearing practices (Berk, 2008). The cultural values also promote or impair the Goodness of fit in regards to care giving (Berk, 2008). Goodness of fit refers to eh ability of the caregiver to adapt their reactions to the temperament of the child (Berk, 2008).

Although temperament is observable with infants, it is most often measured in research through use of questionnaires, thus the risk of biased reporting is always a factor (Berk, 2008). Temperament shows some stability over time, however, situations also influence the stability of individual temperament characteristics (Sturm, 2004). Temperament appears to be modified by parenting skills, reactions to distress and other signals exerted by the infant, and the immediate familial environment of the child (Berk, 2008). Nutritional and emotional neglect can alter temperament, creating fearful, inattentive characteristics (Berk, 2008). These characteristics remain present even after an intervention has been implemented (Berk, 2008).

Temperament also develops with age; therefore any predictions relative to temperament should be postponed until the child is at least three years of age (Berk, 2008). This is largely due to the development of emotional, attentional and activity systems (Berk, 2008). For example, impulse control is thought to develop along with the frontal lobe development between ages two and three (Berk, 2008).

Temperament is a biologically based reactivity state of the child to stimuli within the environment. The characteristics of the temperament determine the eventual personality of the child and influence future outcomes. The temperament can be altered by both positive and negative caregiver reactions to the infant. The reactions of the caregiver can be linked to the cultural values the family is experiencing, or unique behaviors of the caregiver. A key component to understanding and addressing the child’s temperament is the acceptance of the temperament and ability to adapt the environment to best meet the child’s unique characteristics. Temperament may change with age, experiences, and biological development, but some characteristics may remain consistent throughout development for the child. Acceptance of the temperament characteristics and the view that these characteristics created the uniqueness for that child is imperative for the caregiver to acknowledge.


Valerie Poling

References:

Berk, L. E. (2008). Temperament. In L. E. Berk, Infants, Children, and Adolescents (pp. 129-249). Boston: Pearson Publishing.

Child Development Institute. (n.d.). Temperament and Your Child's Personality. Retrieved January 30, 2010, from Child Development Institute: http://www.childdevelopmentinfo.com/development/temperament_a...

Sturm, L. (2004, March). Temperament in Early childhood: A primer for the Perplexed. Retrieved January 28, 2010, from Zero to Three: http://zerotothree.org/site/DocServer/Temperament

Infant Tempermant

Heredity is indicated to contribute to temperament and personality (Gauvin, 2009).  Temperament is described as the emotional expression, activity level, and sociability of an individual (Gauvin, 2009).  Research indicates, however, as an individual ages, personalities and temperament become influenced by the experiences of their life (Gauvin, 2009).  Other theories related not only genetics to temperament, but the prenatal and postnatal environment (Gauvin, 2009). 

Research by Thomas and Chess defined temperament as the attitude and response to environment on a routine basis (Gauvin, 2009).  This attitude and response included the emotional expressions, amount of energy relevant to specific activities, and ability to interact socially (Gauvin, 2009).  These researchers labeled temperament in infants into difficult, easy, and slow to warm up (Gauvin, 2009).  Difficult babies had irregular sleeping and eating patterns, became agitated and upset in new situations, displayed increased fussiness and crying bouts (Gauvin, 2009).  The Slow to Warm Up incants had decreased responses or negative responses to initial new stimuli but would eventually adapt to the stimuli presence (Gauvin, 2009).  Easy babies seemed happy and easily adapted to new stimuli and environmental changes (Gauvin, 2009). 

Another researched theory suggested by Rothbart indicated that temperament changes as individuals mature and change based on their personal experiences (Gauvin, 2009).  Rothbarg suggested an Infant Behavior Questionnaire which categorized temperament on specific categories such as positive affect, irritable distress, fearful distress, activity level, attention span, and rhythmicity (Gauvin, 2009). 

The outcome for these children and the influence their temperament may have is variable upon the responses received from their caregivers (Gauvin, 2009).  Temperament elicits varying responses from caregivers, thus creating the learned response for certain behaviors and stimuli.  Furthermore, cultural beliefs assist in shaping temperament (Gauvin, 2009).  Research indicates that the reactions of the caregiver help to shape the temperament of the child.  For example, it has been noted that difficult babies have higher rates of developmental problems later in life (Gauvin, 2009).  The etiology of these problems is based on the increased stress of the infant, and the difficult expressions may result in negative social responses from the caregivers (Gauvin, 2009).  However, research has also found that difficult babies whom receive supportive and patient responses from their caregivers have decreased risk of long term developmental problems.  The child’s temperament being responded to appropriately is termed the Goodness of Fit (Gauvin, 2009).

Temperament it seems relies on the reactions received from their caregivers and immediate environment (Gauvin, 2009).  Temperament can change over time as new experiences are added to the infant’s knowledge base (Gauvin, 2009).  Cultural behaviors assist in shaping the infants social skills which has been supported by research (Gauvin, 2009).  It has been noted that Chinese American infants are calmer and faster to adapt  (Gauvin, 2009).  Similarly, Japanese infants have been found less reactive and distressed by environmental changes (Gauvin, 2009).  This is likely learned from their caregiver’s responses to them and the stimuli.  In studies of pre term infants it has found that social and emotional support is critical for social adjustment (Berk, 2008).

Valerie Poling

 References:

Berk, L. E. (2008). Foundations of Development. In L. E. Berk, Infants, Children and Adolescents (pp. 129-145). Allyn and Bacon.

Gauvin, P. (2009). Child Psychology: A Contemporary Viewpoint, 7th ed. In C. U. HASOP, Psychology Human Prenatal Development (pp. 3-36). McGraw-Hill Primis.

Gross, D. (2008). Physical Growth Health and Nutrition. In D. Gross, Infancy: Development from Birth to Age 3 (pp. 141-174). Pearson Education, Inc: Allyn and Bacon.