Temperament
(by Tereza Škubalová)
In personality psychology, temperament refers to a system of psychological qualities that
manifest in how individuals react,behave, and experience emotions.It includes factors such as
the ease with which emotions arise,their intensity,and their outward expression,as well as the
speed of emotional changes. Temperament is considered an innate component of personality
dynamics. As McCormick et al. (2015) noted, while these dispositions, related to activity,
affectivity, attention, and self-regulation, have innate aspects, they are also influenced by
development,experiences, and situational demands. Over one's lifetime,temperamentfeatures
may partiallyoverlapwithcharacter traits.Character is a facet of personalitythat forms through
educationand self-improvement withina society.Unlike character,temperament is more easily
observable through external behaviors.
As Keogh (2007) suggests, "Temperament can be considered an important and useful concept
for understanding the developmental and adaptation problems of children" (p. 27). When
observing the adaptationof a child with a particular temperament,it's essential to consider the
influence of culture and its social evaluation criteria. Different cultures have specific social
evaluation criteria regarding preferred personality traits for their members. Consequently, a
child's temperamental dispositions maybe more adaptive in one culture and less so in another.
For instance, in some cultures, active, hot-tempered, and persistent children are highly
appreciated,while in others, these traits may be consideredproblematic.In China, for example,
shy childrenare often leaders among their peers (Chen, Rubin, & Li, 1995). The gender aspect
also plays a role in how temperamental manifestations are evaluated.
In practice,the biological concept of temperament is oftendividedintofour types: melancholic,
phlegmatic,choleric,andsanguine, as conceptualized by Hans Jurgen Eysenck. However, nonexpert
awareness tends to focus critically on distinct properties of the choleric temperament
(explosiveness) or phlegmatic temperament (passivity),andmay overestimate the properties of
the sanguine temperament (friendliness) while underestimating its negative attributes
(inconsistency and superficiality).
Since the 1950s, experts have shown interest in the concept of "goodness of fit" developed by
Alexander Thomas and Stella Chess, which emphasizes the suitable constellationof behavioral
characteristicsfor successful adjustment to the environment.This concept stands in contrast to
"poorness of fit" or mismatch. The constellation includes settings and responses within the
child's environment,from caregivers tothe wider society,and is less emphasizedin biologizing
approaches.
Thomas and Chess distinguish the following temperament categories in young children (from
the age of 12 weeks):
1. Activity level (management of energy)
2. Rhythmicity/regularity (predictability of biological functions)
3. Approach or withdrawal (positive or negative responses to new situations, people, and
requirements)
4. Adaptability (ease or difficulty in adapting to change)
5. Threshold of responsiveness (the stimulus intensityneeded for a child to respond, e.g.,
parental nervousness)
6. Quality of mood (the prevailing mood's quality)
7. Intensity of reaction (expression of mood)
8. Distractibility
9. Attention span and persistence.
Chess and Thomas identify three functionally significant temperament types:
1. Easy babies (approximately 40% of infants): They have regular biological functions,
exhibit positive initial reactions,adapt easily, and generally maintain a positive mood.
2. Slow-to-warm-up babies (around 15% of infants): These infants show a moderate
negative initial reaction and adapt slowly with repeated exposure.
3. Difficult babies (about 10% of infants): This type is characterizedbyirregular biological
functions, a negative response to new people and situations, a sullen mood, and
excessive reactions to stimuli.In this case, it is recommendedto provide a "goodness of
fit" through extraordinary patience, consistency, and objectivity from caregivers to
encourage cooperation. McCormicket al.(2014) suggest different term for this category
and that is “children with high maintenance temperaments.”
It's worth noting that an educator, such as a teacher, who cannot regulate their own emotions
and behavior may hinder the emotional regulation development of the child.
References:
Chen, X., Rubin, K.H., & Li, B. (1995). Social and school adjustment of shy and aggressive
children in China. Development and Psychopathology, 7, 337-349.
Keogh, B. (2007). Temperament ve třídě. Praha: Grada.
McCormick, M., O’Connor, E. E., Cappella E., McClowry, S., (2014). Getting a good start in
school: Effects of INSIGHTS on children with high maintenance temperaments. Early
Childhood Research Quarterly. Volume 30, Part A, 1st Quarter 2015, 128–139.