Child Neurobiological Underpinnings of Best-Fit Parental Temperament - Essay Example

Child neurobiological Underpinnings of Best-fit Parental Temperament and Childrearing Practices at Specific Brain Development Stages : Children undergo parenting that is a progression where the development of the children is influenced by the parents while the infants manipulate their parents. The characteristics of the parents such as their temperament can, for this reason, manipulate the emotional development of the children at different stages of development. According to Sparrow (2013), the child’s temperament can, for this reason, get modulated by the parents temperamental characteristics because the parent has an influence in the child’s environment of development. The values exhibited by parents in childrearing practices play a huge role in determining the outcome of the child’s cognizable behavior. The characteristics of parents that have a direct influence on the infant growth include the parental attitudes, the cultural values, and the practices of the parents when upbringing the children. For this reason, the temperamental levels in the parents’ upbringing children and other interactions with the developing children must be optimized proportionately to be compatible with the community, family and school. At all time, the interactions must be best fitting for acceptability within the set up the child gets brought up. Parenting styles and temperament should, for this reason, be such that they are not intrinsically problematic, but should emphasize on exhibition of acceptable traits. Roberts et al. (2014) suggest that from the infancy stage of birth, the children have the tendency of developing abilities of experiencing and in return expressing various emotions. The children are also capable of adapting to and coping with an array of feelings. As the children develop emotionally, other developmental characteristics are also visible in them, which include cognition, mobility, and verbal communication. According to Narvaez et al. (2013), it is of great importance for parental care to encompass the feelings of children by giving them attention as other aspects of child development. Parents should help the children in managing their emotions, as some children would find it very difficult to cope alone with their emotions. When such cases are realized, they could be pointers for future psychological difficulties in children. When not helped at early stages in dealing with such emotions, the children would undergo missed chances for early intercessions. Early initiation of a help providence to children in dealing with their emotions would yield exceptional benefits for the society since the children would grow up in the knowledge of dealing with emotions. According to Cipriano-Esel et al. (2013), young infants and newborn express their emotional experiences under specific circumstances. The common instances, when the emotions are expressed, include when they are interacting with the parents at times when they are hungry, wet or cold. The distress in them under these circumstances is expressed when they cry, and in such occasions they are given attention through comforting, holding or feeding. When they are warm, well fed and soothed, the children under this stage exhibit positive feelings. At this stage, however, the babies are not capable of adjusting the expressions they have of overpowering feelings, and thus their focus is attainment of attention from their caregivers. The connections existing between responsive and sensitive emotions are reinforced at the infancy stage in the brain and behavior structure. According to Gourley et al. (2013), when children get to the stage of toddlers and preschool, the complexity of their states of emotions gets multifarious. Here, the children are largely dependent on their upcoming abilities and capacities to interpret on their own from the personal experiences. Here, they are capable of decoding and understanding what they see from their parents and those who up bring them. The children at this stage can also interpret in their way, what the people around them are thinking. The children can also interpret the tones of response from others to them at this stage. With the growth of the children and the buildup of their brains on the established basics, they grow up and acquire a better comprehension of an array of emotions. The children at this stage develop the capability of managing the feelings they experience, a challenging undertaking of initial childhood stages. At the end of the toddler or preschool stage years, the children who have attained vibrant emotional base begin talking about, anticipating and using their own and their parents feelings for better management of their social interactions. Gourley et al.(20130 go on to suggest that it is important to note that the temperament levels in early childhood have its grounding on the biological makeup of the children. For this reason, there are different pathways for the young children development of ways of controlling their emotions in their infancy years and advanced years. Parents, for this reason, have various challenges because their methods of upbringing children must embrace different approaches for different children. For this reason, the styles for rearing children must be appropriately and differently applicable to different children since one style of parenting cannot befit all children. Sampaio and Lifter (2014) assert that the emotional wellbeing or its absence in young children has a close link to the emotional and social characteristics of the surrounding where the children live. The surrounding consists of the infant’s parents and other associates of the family and the communal setup. When young children are brought up in troubled surroundings, for example, where the parents have unstable temperaments or exercise violence, the children face problems. The major problem faced by such children is active threats to the emotional development of the children. The child for this reason in cases of extremity in such tribulations is likely to have an immature brain. There is no evidence-based finding that children who grow up under temperamentally unstable caregivers would invariably grow up as deviant or violent people. However, the children are potentially susceptible to adverse outcomes on the development of the brain and exhibit aggressiveness. Substantial help can be given to these children by administration of appropriate and early combination of treatment and supportive care with dependable and fostering relationships. Childrearing styles affect the emotional build up of children in reinforcing ways or destructive ways. When parents or caregivers of children expose them to extensive emotional misery, the upcoming architecture of the young children’s brains would suffer adverse effects. According to Hirvonen et al. (2013), the temperament of an infant does not transform through the developmental stages over a period without parental or caregivers influence. The expression of the parental character can significantly influence the maturity of a child. The cultural values of the parent alongside the styles of parenting are major contributors to a child’s neurobiological development. For instance, when a parent reinforces persistence into a child and encourages the child to keep to a task without giving up, the child is likely to be rewarded by the parent for the persistence. Recognition and rewarding of the child’s efforts reinforce and strengthen the persistence trait in the child and are likely to have a character of focus and persistence over the developmental stages of the childhood. Roeser & Ecles (2015) suggest that a parent or a caregiver’s temperament is essential because the child can better predict and understand the differences in the parent and issues reinforced. Through proper understanding of temperament, the parents and caregivers can help the children gain the confidence of self-expression and feelings in a proper manner. The understanding of temperament can also help parents to understand the nature of the children and instead of blaming them; they would identify some issues that are normal in the children. The temperaments of the parents can also help children understand what the parents expect of them. The parents can also stay away from unnecessary blaming of their children, having known their temperament, and using approaches that match the children’s temperament to help them develop. Roeser & Ecles (2015) further assert that parental temperament can effectively be adopted in the development of a best-fit environment for the development of a child. The greatest significance and use to which the temperament of a parent may be used is for the reinforcement of a healthy and social-emotional development a child in the various stages of development. The best way this can be achieved is through adapting the parental temperament in order to meet the child’s needs. Hirvonen et al. (2013) say that the responses of dissimilar children to their surroundings differ in terms of intensity. With the progression of growth in children, their traits of temperament undergo different phases either decreasing or increasing. When the children develop, they get to learn how to correlate with others. The children also discover how to interrelate with their families and surroundings and in this course; the temperaments may undergo different changes. This implies that the parents as the caregivers have to observe the children continuously and make sure that their needs are met. This implies that the parents have to adapt to the temperaments of the children to help them develop and grow. Adapting to the children’s temperaments helps in supporting the infant’s expressive and societal progress. According to Roeser & Ecles (2015), parental attachment to the child needs to be secure, implying that the psychological connection between the parent and a child should be uninterrupted and lasting. A child learns social instructiveness from the interaction with the parent or caregiver. This usually happens when the child is aged between two and eight months, and moulds how infants anticipate and give a response to interactions with the caregivers or parents. This process is one denotation of neurobiological development of a child. Sparrow (2013) says that when a child is subjected to secure attachment, the child develops socially with the characteristic neurobiological underpinnings. On the other hand, a child who has not undergone sufficiently secure attachment develops deficient emotional knowledge because of the inadequate or absent mutual communication and emotional support from the parent. The child, for this reason, would lack trust and comprehension of social interactions attributable to lack of communication and emotional support from the parent or caregivers. According to Beijers et al. (2013), unless the deficiencies in children are countered with the healing process in their sensitive periods, they grow up in neurobiological deficiencies. Infants that have undergone insecure attachments usually exhibit minimal positive attitudes towards their parents over time. Such children also tend to exhibit elevated stress levels, are distrustful and are mostly self-reliant. These characteristics are usually because the infants had extremely stressful early relationships. In their early childhood, such children are likely to exhibit poor emotional regulation and could extensively be noncompliant in their developmental stages of infancy to early childhood. In conclusion, for this reason, the temperamental state of the parents suitable for child neurological development must be responsive at different stages as discussed in the paper. Childrearing practices and the temperament of the parents and child caregivers have direct implications on the child neurobiological underpinnings. Mutually approachable interactions and sensitivity are developed through secure attachments with the child. When carefully handled, the self-control systems of the child get cultivated and, for this reason, result in healthy preferences and behaviors in later life of the child. References Beijers, R., Riksen-Walraven, M., Putnam, S., de Jong, M., & de Weerth, C. (2013). 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