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Various children – various reactions.

Why do little children react differently to various life situations - for example, at the appearance of a stranger, or to a new toy in a show window? In most cases, it is found that the child’s idiosyncrasies are responsible for these reactions. After having understood what idiosyncrasies your child has, you can try to alter the child’s reaction if you do not like it.

What is an idiosyncrasy?


Idiosyncrasies are the set of features inherent to a human being at his/her birth that define responses to an event. They are what make behaviors unique.


And how can you define the particular idiosyncrasies that your child has? Most parents start to notice certain features within the child between 6 to 9 months from birth. They are, however, mostly evident beginning from 1 ½ - 2 years old when the child starts speaking and when social skills are developed.


You have surely observed how differently preschool children behave when they go to kindergarten. Some of them snuggle to their parents with fear and do not feel like staying without them. Others greet their friends and talk to them. Another type of child might run towards all of the toys, rake them up into one heap, and shout, “Mine!” Children react differently to this situation simply because of the difference in idiosyncrasies. This is similar to the way idiosyncrasies have an influence on your child’s reaction to familiar or unfamiliar situations, new people, and to all the other manifestations of life. At greater length we consider five inherent character features subject to the influence of idiosyncrasies: response intensity, activity level, tolerance to irritants, response to alteration of outer ambient, and response to new people. Every one of these features is present in any human being, but exerts differently.


Response intensity.


“I want everybody to know what I feel!” Children with ultimate response intensity clearly and loudly declare their emotions to the world. They shriek when they are happy, bawl and hurl things down onto the floor when they are angry. To “muffle” the child’s reactions, you can use the following methods:


The environment and lighting around the child should be as quiet and dim as possible.

Try to foresee and prevent possible explosive situations. Usually switching over to some other thing or changing activities helps.


Make sure that the child sleeps well and enough; do not allow the child to overstrain itself.


“Nothing special happened”. Children with minimum response intensity demonstrate their feelings quietly, are seldom in temper, sleep more than other children, and express their emotions with only slight changes in facial expression or vocal tone.


Try to draw the child’s attention to various situations. Let the child listen to dynamic and joyful songs. While reading fairytales, dramatize them by using your histrionic talent.


Play games with the child which require an interchange of players so that the child is involved all the time.


Play mobile and sports games. Children with minimum response intensity tend to show strong emotional capability during physical activity.


Activity level.


“I need to constantly move!” If your child is very robust, you will know by the time he or she starts walking. These children have no weariness -- they run, crawl, and climb all the time. They need wide spaces.


Do not limit the child’s desire to explore the world actively. The only thing you should make sure of is that the child is safe.


Play mobile games with the child: hide-and-seek, blind-man’s-buff, and “turn short”. But do not forget quiet games –- for example table games. Start with short duration games and, little by little, increase the time to teach the child assiduity. Take care that the child does not get bored with the game. If the child is losing interest, switch over to a new activity. Restrict the child’s play at least a ½ hour before the daily nap, and one hour before the going to bed at night.


“So nice to sit and play quietly.” These children prefer quiet games, investigating the world using their hands instead of their legs. And although it often seems that they are interested in nothing, their interest in the world is no less than that of mobile children. They just happen to study the world in their own way. They are good listeners and mediators. Listen to music and children songs together, and motivate the child to move to the music and dance. Visit places where physical activity is welcomed – playgrounds with chutes

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