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Temperament, which is a childs natural

outlook towards reactivity, plays a
significant role in childs ability to master
emotional regulation skills. -Lengua

Development through the Years

Tara M. Richardson

t June 9, 2016

Edition 1, Volume 1

Middle Childhood
Temperament, which is a childs natural
outlook towards reactivity, plays a significant role
in childs ability to master emotional regulation
skills (Lengua, 2003). For example, childs
temperament, which leads to labelling such as
difficult personality or easy personality, has
been shown to forecast childrens ability to express
pro-social skills (Lengua, 2003). Also,
temperament aspects in a child significantly
determines how others responds to the child,
which consequently affects the childs ability to
emotionally self-regulate (Hirshfeld-Becker et al,
2007).

Middle childhood is a stage in child

development which is marked with pronounced
emotional development. While emotional
upsurges may occur on occasional basis, children
in middle childhood stage are able to
communicate their emotions and feelings verbally
rather than physical actions. Children at this
young stage are able to read feelings and
emotions of others and respond appropriately
through expressing affection towards others in
times of need. This is normally expressed through
consoling others by giving them hugs and kisses
(Florez, 2011). This actions demonstrates
empathy development in the middle childhood.

There are several tips which can be used by

guardians or parents to help promote emotional
self-regulation in middle childhood.
First, guardians and parents can use
modelling process to develop self-regulation in
middle childhood. They should always act as role
models in the manner in which they handle their
emotions. In most cases, children learn how to
handle certain situations through observing how
the adults conduct themselves (Hirshfeld-Becker
et al, 2007). Therefore, it is vital for the adults to

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Strong emotional self-regulation skills are

essential for empathy (Florez, 2011). Therefore,
parents and guardians should make use of

maintain calmness when in frustrating situations

such as traffic jam.
Secondly, providing a child with a calming
space, where a child can collect his/her thoughts
after an upsetting situation is an effective approach
that can be used to enforce emotional selfregulation skills. Ideally, the space should be a
positive environment where a child can recollect
his/her thoughts without necessarily being
punished.

behavioral strategies in order to assist children

who are struggling with self-regulation. One of the
approach that can be used is vicarious learning. For
example, a parent or guardian can give a specific
public approval to other youngsters other than the
targeted child when they show good behavior. By
doing this, the targeted child is compelled to
portray good behavior in order to get
appreciations.

Thirdly, parents or caregivers can

encourage a child to attain positive emotional selfregulation through positive motivational approach
(Florez, 2011). This may include rewarding and
praising a child for good behavior. Lastly, parents
or guardians can ask relevant question in order to
help a child develop positive emotional selfregulation. However, the questions should be
framed in friendly manner in order to facilitate
effective communication between the two.

Also, parents or guardians can use overcorrection approach to instill good emotional selfregulation (Lengua, 2003). In this approach, child
is required to repetitively practice a particular skill
in order to improve or replace inappropriate
behavior. For example, a child can be obliged to
apologize every time he/she wrongs others until it
become a culture.

References
Florez, I. (2011). Developing young childrens self-regulation through everyday experiences. National association
for the education of young children (NAEYC). Retrieved from
http://www.naeyc.org/files/yc/file/201107/Self-Regulation_Florez_OnlineJuly2011.pdf.
Hirshfeld-Becker, D. R., Biederman, J., Henin, A., Faraone, S. V., Davis, S., Harrington, K., & Rosenbaum, J. F.
(2007). Behavioral inhibition in preschool children at risk is a specific predictor of middle childhood social
anxiety: a five-year follow-up. Journal of Developmental & Behavioral Pediatrics, 28(3), 225-233.
Lengua, L. J. (2003). Associations among emotionality, self-regulation, adjustment problems, and positive
adjustment in middle childhood. Journal of Applied Developmental Psychology, 24(5), 595-618.