Understanding the Temperament of Pre-schoolers

Is there a young child in your life who is constantly bouncing off the walls, or a child who seems to ignore instructions when he or she is busy? Are these children being naughty or rude? According to Dr Tammi Quek and Ms Alicia Tan, both from the Children’s University Institute at the National University Hospital, a more useful way to think about such behaviour is to consider temperament-based explanations, rather than simply dismissing the child as being “not sociable” or “bad-tempered”.

Dr Quek, a consultant pediatrician, and Ms Tan, a senior occupational therapist, were sharing their insights at a presentation “Temperament in the Classroom – Teaching to the ‘Fit'” at the MOE Kindergarten Learning Forum on 20 November 2012. Their session covered the different temperaments of young children and some possible management strategies, with plenty of advice and tips that are relevant for pre-school educators as well as parents.

Nine Temperament Domains

At the Forum, Dr Quek highlighted nine temperament domains:

1. Activity
2. Rhythmicity
3. Adaptability
4. Approach
5. Mood
6. Intensity
7. Distractibility
8. Persistence
9. Threshold

Also known as behaviourial styles, these focus on how a child responds, rather than whether the behaviour is “good” or “bad”, “right” or “wrong”.

For example, a high-activity child is always ready to move, fidgets, jumps around and often prefers to run rather than walk. Ms Tan suggested giving high-activity children ample opportunities for physical activity. This may not always be a dedicated activity time; children could be asked to help with errands, which would channel their energy into constructive behavior at home.

Rhythmicity refers to biological functions. While some children are highly regular in their behaviour, others with low rhythmicity may not be hungry at mealtimes, or may have difficulties falling asleep at bedtime. Caregivers could try to accommodate an infant’s low rhythmicity, and gradually work out a schedule as the child grows older. Typically, children from about five years of age are able to cognitively understand routines.

While some children are quite happy to move from one activity to the next, Dr Quek and Ms Tan noted that others are less inclined to do so. They could also be less accepting of new circumstances and people. This temperament is not about whether a child is “easy” or “inflexible”, but has to do with adaptability which, like all the temperaments, is in itself neutral. Caregivers of highly adaptable children should be aware that they can be easily influenced by others. On the other hand, children who are less adaptable cope better if they are informed in advance about impending changes.

Advance warning is also helpful for children who are highly persistent and do not like to stop what they are doing. These children may also be adamant about having something that is denied to them, in which case caregivers could try redirecting their attention. Children with low persistence however, might need help and encouragement to complete tasks.

Approach refers to a child’s first reaction to things. Some children dive right in to participate, while others hang back. The latter would benefit from being prepared in advance about the activity and could be encouraged to verbalise his or her anxieties about participating. The speakers reminded the audience that children who are ever more ready to dive right in could potentially head into dangerous situations as well.

While the “hot-tempered child” might be potentially distressing to handle, Dr Quek explained that this is related to the child’s intensity. A high-intensity child has deep and powerful reactions; he or she “never just cries or wails, but explodes”. For such children, Ms Tan suggested that caregivers moderate their own tone and behaviour while interacting with the child, and try to read the need beneath the child’s actions.

For children who are easily distracted, the speakers suggested trying to eliminate or reduce stimuli and gently redirecting the child’s attention in a positive and specific manner. For example, one could say “pick up your crayon and return to your seat” rather than “don’t look out the window”. However, the speakers highlighted that some children are not easily distracted and can tune out external stimuli – including the people talking to them. Caregivers should be mindful that the child may not be intentionally ignoring them.

Finally, children have different sensory thresholds. Caregivers of children with high thresholds – that is, low levels of sensitivity – should bear in mind that these children may not report their pain or discomfort. For those with low sensory thresholds, they are more sensitive and caregivers could avoid or eliminate excessive stimulation, and try to discern what sensorial triggers the child might be particularly sensitive to.

Nip the negatives

Dr Quek emphasised the importance of giving encouragement and praise to children. “At the pre-school age, don’t overdo the negative feedback,” she advised. “Give as much positive feedback as possible.” Too much negative feedback might lead children to display unacceptable behaviour as they grow into the pre-teen years.

The speakers also stressed that caregivers should not blame themselves, as children’s temperaments are innate and neutral. Caregivers of moody children could help the child to deal with the distress that he or she is facing and encourage the child to manage his or her emotions.

Participants at the forum found the session enlightening. “It was very useful,” said Ms Siti Aminah of Kinderland (Woodlands Civic Centre). “This helps teachers to better understand the children, and how to handle the problems that arise.” Ms Jaime Toh of Shalom Kindergarten summed it up, “We don’t teach only one child but many children, and that can be a challenge. The presentation gave useful tips and was enlightening on the whole.”

Interested to learn more? Dr Quek recommended the website Zero to Three and a book by Mary Sheedy Kurcinka “Raising Your Spirited Child: A Guide for Parents Whose Child Is More Intense, Sensitive, Perceptive, Persistent, and Energetic”.