Personality means the multitudes of emotions, attitudes and behaviors that form the characteristics of each person. These traits go together to distinguish persons as individuals. Both nature and nurture combine in the process of a child's personality development.
Infants experience a variety of changes, ranging from joy and happiness, distress and anger, appreciation of laughter and positive comments that boost their self-concept. Similarly, they react to the aggressive, impatient conduct of parents or other significant persons who provide care. Children from early ages differ in their personality traits because they are different. Their habits and social interactions largely determine the personality that will be evident in their adult life. Psychologists have overcome the hurdle of contradictions that question if a child's personality is solely engraved by his parents, and in particular his mother. The environment and experiences are major factors to be considered.
A child's personality is greatly affected by the way he is punished. The radiance of friendly smiles, words of praise and commendations are important. These factors though apparently simple, will result in a cordial, friendly and warm personality, in opposition to grim, sulky and defiant responses in adult years. John Watson, a famous behaviorist states: "Failure to bring up a happy child, a well-adjusted child with good body health, falls squarely upon the parents' shoulders. Parents determine whether the child grows into a happy person, wholesome and good natured, or whether he is a whining, complaining neurotic, anger driven, vindictive, over-bearing slave driven person whose every mood in life is definitely controlled by fear.
A child incorporates his social learning into his personality because he observes and imitates the personality traits of his parents. A child may display anger and quick temper if family members expose him to this negative conduct. A young child does not have a blank mind that cannot be penetrated by the social conduct of this environment. His personality is largely fixed from a very tender age. Sigmund Freud feels that the experiences of the first four years of a child's life play a significant part in determining how he will master real problems in life. The mother-child relationship during his early years is pivotal for his conduct in later years.
Erik Erickson believes that a child's development is enhanced by a series of challenges. He will develop trust or mistrust as he explores his environment. He determines what makes him feel secure. Often he makes demands by crying when food, clothing, emotional comfort and other attentions are not provided in the way he likes it. This causes him to question his ability to control himself.
His temperament has a genetic base, which affects the child's tendencies and character traits. As development continues the effect of health and nutrition will become evident. Temperament is also fundamental in determining the kind of individual the child will become as he interacts with others. Although a child should be allowed the latitude of free expression, guidance and counseling by his parents should act as protective agent against ill traits. His untrained sense of knowing right from wrong, safety and danger demand careful attention. Parents are largely responsible for the nurturing process that will enhance the distinct temperamental traits with which the child was born.
Whenever a child reaches the age of two to six years, he has entered into the play years of early childhood. Although he will play at all levels of development, these years are vital for attaining skills that are crucial for developing his mind. His thoughts are not usually logical and directed, but the use of play methods will develop trust, confidence, patience and simple forms of organization. However, when a child enters a formal learning center at the age of two to six years, he already has acquired volumes of information, and many habits are formed.
Misconducts at this stage should not be blamed on care providers or teachers. Persons who do not understand or appreciate a child's uniqueness often maltreat him. Based on contemporary interpretation, maltreatment includes all intentional harm or endangerment of anyone under the age of 18 years. This includes deliberate actions that are harmful to a child's well-being, neglect, abuse and failure to appropriately meet a child's basic needs.
What is a good personality, is often a subject for discussion. Good, desirable, adjusted traits are some areas for consideration. Good, has an ethical and moral significance. Desirable and well-adjusted have a social connection, depending on the standards that are set by society. Personality should be evaluated on what is observed, and there is enough evidence that the child's traits are consistent, since personality cannot be measured. Studies have been carried out with children who are successful and have a good relationship with people. Cheerfulness, generosity loyalty, modesty, attractive appearance and trustworthiness are some of the personality traits that are admired.
It is necessary to confirm that a child's personality is rooted in his physical and mental potentialities. Biological factors interact with the social environment in order to create a personality. Whatever education can do to guide the younger members of society, will be an invaluable investment for an ideal, peaceful, caring, productive and wholesome community.
Pansy Hamilton Brown, a social and education psychologist can be reached at P.O. Box N10152, Nassau, Bahamas or pansyhamb@hotmail.com.
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