Changes in temperament, emotional regulation and self-awareness

Changes in temperament, emotional regulation and self-awareness

Changes in temperament, emotional regulation and self-awareness

1)   Temperament:

Temperament is described as a set of cognitive qualities that remain largely consistent in different contexts and throughout time. The interplay of inheritance, environment, and experience results in temperament. Over time, temperament is predicted to remain largely steady. Temperaments, on the other hand, are not consistent; as a kid grows older, he or she may undergo a progressive shift in temperament. Guidance from an adult, such as a parent or a teacher, can aid in the development and maintenance of particular demeanors throughout time. These temperaments may be found in children at three different levels: easy (a kid with an easy temperament adjusts quickly to new conditions), difficult (a child with a difficult temperament reacts slowly to new experiences), and sluggish to warm up (a child with a slow-to-warm-up level of temperament who experiences difficulty at first but then adjusts in a situation with time).


A child's physical energy is referred to as activity. A lively kid may find it challenging to sit still in class. A youngster with a low level of activity sits quietly in class, relying on fine motor abilities such as sketching or writing.



The amount of predictability in a child's biological functions is referred to as regularity. Has the child formed a sleeping and eating schedule, or does he or she sleep and eat at random hours?


Initial Reaction:

A child's initial reaction to individuals or their environment is referred to as an initial reaction. A brave student, for example, will rush into a task, whereas a shy one may assess the environment for a few minutes before participating in an activity.



Adaptability refers to a child's ability to adjust to a new circumstance in a reasonable amount of time. A kid with a high degree of adaptability will adjust to a changing circumstance quickly, whereas a child with a low level of adaptability will take longer to acclimate to a new setting.



Intensity refers to the energy level of a child's positive or negative reaction to an event or object. For example, a child's reaction to receiving the best scores in a class examination may be extreme enthusiasm, but another child's reaction to the same event may be a simple smile.


A basic propensity toward everyday happenings is referred to as mood. A happy child, for example, is one that smiles frequently when meeting new people, but a kid in a serious mood does not constantly put a smile on his or her face when interacting with people.



Distractibility refers to a child's tendency to become confused or get off track as a result of an incident in the surroundings. A kid with low distractibility is more focused on the activity and is less quickly distracted by external events, whereas a child with high distractibility is easily distracted by other events and takes longer to return to his or her task. It has to do with how concentrated a child is on the job at hand.


Threshold Level:

Threshold level refers to a child's level of sensitivity to environmental stimuli. A sensitive child, for example, may get distressed when someone screams at him or her, but a less sensitive child may be able to manage himself or herself in the same scenario.


Persistence and Attention Span:

Persistence and attention span refers to a child's ability to stay focused on a task for an extended period of time. For instance, whether a youngster sticks with a task for a long time or rapidly loses interest in it. Temperament plays a crucial part in a child's development since it influences the formation of his or her personality.

2)   Emotions:

A change in feeling in reaction to a stimulus (a stimulus is a change in the environment that evokes/elicits a response) is referred to as emotion. When a youngster sees his or her mother, for example, he or she may get joyful; nevertheless, when a child sees a dog, he or she may become afraid. By the age of two, a kid understands that emotions have specific meanings and that everyone experiences emotions differently. A youngster learns the link between emotion and thinking processes between the ages of four and five. Gradually, as the kid ages, he or she learns the connection between feeling, experience, and the causes of various emotions. By the age of 9-10, a child understands that the same input may elicit numerous emotions (a change in the environment). For example, a student may be excited to take the initiative to perform a task in front of the entire class, but he or she may also be scared about executing the activity in front of so many people. As the kid gets more aware of different emotions and the reasons that cause them, he or she also becomes more conscious of his or her own feelings, such as pride, guilt, humiliation, and embarrassment. With time, he or she may learn to manage emotions such as grief, fear, and so on. A child's emotional regulation can be aided by experience and assistance from a teacher, parent, or guidance counsellor. Children's social competence—their capacity to attain personal objectives in social interactions and establish positive connections with others—depends on their emotional competence.

3) Self :  

What one believes about oneself is included in the term "self." It's the process of being aware of one's own self, also known as self-awareness. This involves self-recognition (such as identifying one's own gender, country, and age), attaching various characteristics/qualities to oneself (such as ashy, friendly, bright, strong, or bold), and understanding how one's own thoughts/feelings/emotions work. As a result, establishing one's self serves as a foundation for identifying similarities and distinctions between oneself and others. A child's self-awareness allows him or her to affiliate with a certain group, such as a school class or a social group in society. A person who focuses on identifying oneself or herself develops a self-concept and distinguishes himself or herself from others. Children grow increasingly concerned of their presentation and regulating how they seem in front of others as they differentiate themselves from others.

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