A Prospective Study Of Infant Temperament

ObjectiveTo explore the development of infant temperament about 1-4 months,1-2 years old and 4 years old; to investigate the relationship between early childhood temperament, their following intelligence and behavior development through a longitudinal follow-up study.Method161 normal infants born in the Second Xiangya Hospital of Central South University from May 2005 to July 2006 were randomly sampled to begin a follow-up study,80 subjects left in age of 1-2 years old and 60 in age of 4 years old. Temperament were assessed at age of 1-4 months, 1-2 years and 4 years old by Early Infancy Temperament Questionnaire(EITQ),Toddler Temperament scale (TTS),behavioral style questionnaire (BSQ). Besides, both intelligence quotient and behavior Checklist were assessed at age of 4. SPSS 13.0 software is used as statistical method.Results1 The gender differences of children temperament:The temperament dimensions in approach and withdrawal was significantly higher in boys than in girls at the age of 1 to 4 month. There were no significant sex differences in the temperament dimensions of 1 to 2 years-old children. There were significant sex differences in approach or withdrawal and adaptability at the age of 4. Boys are more accessible and adaptive than girls.There were no significant sex differences in temperament types.2 The temperament dimensions in rhythmicity,approach or withdrawal, intensity of reaction, quality of mood, attention span and persistence, distractibility,threshold of responsiveness at three age stages.With the growth of age,regular rhythmicity and lasting persistence were found.3 The relationship between temperament and behaviorIn 1-4 months, the more negative of the quality of mood, the more obvious of the somatic complaints, aggressive behavior, sexual problems, internalizing problems, externalizing problems and the total score of behavioral problems. Distractibility was positively correlated with the physical complaints, internalizing problem, externalizing problems and behavioral problems. The threshold of responsiveness was positively correlated with the somatic complaints, attention span and persistence, delinquent problems, sexual problems and externalizing problems.In 1-2 years-old children, approach or withdrawal was negative correlated with the sexual problems. Intensity of reaction was positive related with the activities. Quality of mood was negative correlated with the social network and social skills. The threshold of responsiveness was positively correlated with the total score of the anxiety and depression, internalizing problems and social skills. In 4 years-old children, approach or withdrawal was positively correlated with the withdrawal behavior, social problems, attention problems, internalizing problems, externalizing problems and behavioral problems. Adaptability was positive correlated with the social problems, and it was negative correlated with the total score of the social conditions and social competence. Quality of mood was positively correlated with the somatic complaints, and it was negative correlated with the social conditions. Attention span and persistence was positively correlated with the attention problems, delinquent problems, aggressive behavior, internalizing problems, externalizing problems and behavioral problems. The threshold of responsiveness was positively correlated with the withdrawal and internalizing problems and behavioral problems. Distractibility was negative correlated with the social competence.4 the association between temperament and intelligenceThere were no associations between intelligence quotient and temperament traits of 1-4 months-old children and 1-2 years-old children. Distractibility at the age of 4 was significantly positively correlated with verbal intelligence quotient and the total score of intelligence.Conclusions1The temperament dimensions in approach and withdrawal was significantly higher in boys than in girls in 1-4 months. significant sex differences in the temperament dimensions2 Infant temperament development shows continuity.3 Temperament traits play an important role in childhood behavior.4 There is no significant relationship between childhood temperament and their intelligence development, the significant associations are between distractibility at the age of 4.