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EXPLORING TEMPER TANTRUMS IN YOUNG CHILDREN:
CAUSES AND TEACHER RESPONSES
Laisa G. Apdian
Duke Khylle P. Cabidog
K izel Mae C. Dipawa
Khicy Jean G. Escul o
Rechel Joy V. Fabela
Jellene Mae T. Figue oa
Lj Ma ie G. Ma quez
Hea h Fai h C. Ruiz
Hezekiah Faye C. Sus ino
Glaiza Amo D. Waslo
UG S uden s, College o Educa ion, Cen al Mindanao Uni e si y, Philippines
Richie B. Lo en
P o esso , College o Educa ion, Cen al Mindanao Uni e si y, Philippines
ABSTRACT
This s udy aimed o obse e empe an ums among G ade II lea ne s aged 7 o 8 yea s a Musuan In eg a ed
School o unde s and hei na u al beha io s in a class oom se ing. Fi e child en (Child A, Child B, Child C,
Child D, and Child E) pa icipa ed in he s udy. Using a na u alis ic obse a ion design o e h ee consecu i e
days (Oc obe 20, 21, and 22, 2025), esea che s eco ded spon aneous an um episodes du ing egula class
ac i i ies wi hou in e e ing. A o al o 15 an um inciden s we e documen ed ac oss mo ning and a e noon
sessions. Key indings e ealed ha an ums mani es ed h ough c ying, shou ing, e usal o pa icipa e,
h owing objec s, and physical agi a ion, commonly igge ed by us a ion, pee easing, bo edom, and
a en ion-seeking. Child en's in e ac ions du ing an ums anged om wi hd awal o impulsi e con lic wi h
pee s, highligh ing he ole o social dynamics in emo ional egula ion. Teache s esponded wi h calm
edi ec ion, posi i e ein o cemen , and emo ional alida ion, which e ec i ely de-escala ed beha io s and
p omo ed a suppo i e class oom clima e. These indings unde sco e he impo ance o empa he ic and
consis en eache esponses in guiding child en's mo al and emo ional de elopmen . The s udy ecommends
inco po a ing emo ion egula ion ac i i ies, os e ing posi i e pee in e ac ions h ough social-emo ional
lea ning, and p o iding ongoing eache aining in beha io managemen . This esea ch con ibu es aluable
insigh s in o p ac ical s a egies o p omo ing sel - egula ion and ha mony in p ima y class ooms.
Keywo ds:
empe an ums, na u alis ic obse a ion, emo ional egula ion, class oom beha io , eache esponse
INTRODUCTION
Tempe an ums a e in ense emo ional ou bu s s commonly obse ed in child en as hey de elop
emo ional and beha io al sel - egula ion. These episodes, which may in ol e c ying, shou ing, hi ing, o
e using o ollow ins uc ions, o en occu when a child expe iences us a ion, a igue, o a sense o loss o
con ol (Da idson, 2003). While an ums a e mos common in oddle s and p eschoole s, hey can s ill occu
among school-aged child en, pa icula ly hose aged se en o eigh , who may s ill be de eloping he abili y o
manage emo ions in s uc u ed en i onmen s such as class ooms (Ame ican Academy o Child and Adolescen
Psychia y, 2025). Such occu ences in school se ings o en se e as indica o s o unme needs o di icul y
adap ing o class oom expec a ions and social in e ac ions.
This s udy ocuses on explo ing empe an ums among G ade II lea ne s aged 7 o 8 yea s a Musuan
In eg a ed School. I seeks o unde s and he causes and igge s o an ums du ing daily class ou ines, how
hese beha io s mani es in pee and eache in e ac ions, and he s a egies eache s employ o add ess hem.
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Al hough much o he li e a u e and ad ice on an um managemen emphasizes ea ly childhood o home
se ings (Swanson, 2021), ewe s udies ha e examined how eache s in ac ual class oom en i onmen s espond
o an um beha io s among p ima y-g ade child en. By obse ing class oom dynamics di ec ly, his s udy aims
o p o ide con ex -speci ic insigh s in o how empe an ums un old and a e managed wi hin he lea ning
en i onmen (B iggs, 2022).
The esul s o his s udy may con ibu e o a deepe unde s anding o child en’s emo ional egula ion in
school se ings and in o m eache aining and class oom managemen p ac ices. Speci ically, iden i ying
common igge s and e ec i e eache esponses can guide he de elopmen o p ac ical in e en ions, such as
emo ion-coaching s a egies and posi i e beha io suppo sys ems, ha p omo e a calme and mo e suppo i e
lea ning en i onmen . Addi ionally, indings om his esea ch can help adminis a o s and educa o s design
p o essional de elopmen p og ams ha s eng hen eache p epa edness and imp o e s uden well-being.
OBJECTIVES
This s udy aims o explo e how empe an ums mani es among G ade II lea ne s aged 7 o 8 yea s wi hin hei
na u al class oom en i onmen a Musuan In eg a ed School.
Speci ically, i aims o:
1) To desc ibe how empe an ums ypically mani es du ing daily class oom ac i i ies among G ade II
lea ne s aged 7 o 8 yea s.
2) To examine how child en in e ac wi h hei eache s and pee s du ing empe an um episodes in a
G ade II class oom se ing.
3) To iden i y he echniques and esponses eache s use o manage empe an ums and de e mine how
hese s a egies a ec he o e all class oom en i onmen .
METHODOLOGY
This pa desc ibes he me hods used o conduc he s udy on empe an ums among G ade II lea ne s
aged 7 o 8 yea s a Musuan In eg a ed School. I ou lines he esea ch design, se ing, pa icipan s, da a
collec ion p ocedu es, and e hical conside a ions ollowed h oughou he obse a ion. These me hods we e
ca e ully chosen o ensu e ha he beha io s obse ed we e na u al, au hen ic, and e hically documen ed wi hin
he egula class oom en i onmen .
Resea ch Design
This s udy used a na u alis ic obse a ion design o examine empe an ums among young child en in
a egula class oom. The na u alis ic app oach allowed he esea che s o eco d beha io s as hey happened,
wi hou changing he en i onmen o in luencing he child en’s ac ions. This design was chosen because i
e ec i ely cap u es eal and spon aneous beha io . The obse a ion las ed one week and included h ee days,
wi h each session anging om one o wo hou s du ing no mal class ac i i ies. Du ing hese sessions, he
esea che s wa ched and no ed ins ances o empe an ums as hey occu ed.
Resea ch Locale
The s udy ook place a Musuan In eg a ed School in Musuan, Ma amag, Bukidnon. The G ade II
class oom was he main se ing o he obse a ion, p o iding a amilia lea ning en i onmen whe e s uden s
pa icipa ed in daily academic and in e ac i e ac i i ies. Obse ing in he class oom allowed he esea che s o
eco d au hen ic ins ances o empe an ums du ing egula lessons and ou ines. This se ing also o e ed
insigh s in o how hese beha io s a ose and we e managed in a ypical class oom con ex .
Pa icipan s o he S udy
The pa icipan s we e a sec ion o G ade II aged 7 o 8 yea s old lea ne s a Musuan In eg a ed School.
The esea che s obse ed he en i e class as a g oup o cap u e he na u al low o class oom in e ac ions and o
iden i y when empe an ums occu ed du ing egula lessons and ac i i ies. No speci ic asks o in e en ions
we e in oduced o keep he au hen ici y o hei beha io and class oom dynamics. Be o e he obse a ion,
consen was ob ained om he school p incipal and he class ad ise o e hical app o al and coo dina ion
h oughou he s udy.
Da a Collec ion P ocedu es
The esea che s conduc ed h ee days o na u alis ic obse a ion a Musuan In eg a ed School o s udy
empe an ums among G ade II lea ne s du ing egula class oom sessions. Pe mission was ob ained om he
school p incipal and he class ad ise be o e he obse a ion. Du ing he da a collec ion, he esea che s ac ed as
Volume-09 Issue 11, No embe -2025 ISSN: 2456-9348
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non-pa icipan obse e s, main aining a passi e ole and a oiding communica ion o in e ac ion wi h he
s uden s o keep he na u al class oom en i onmen . No checklis was used; ins ead, he esea che s ook
de ailed no es on e en s as hey occu ed, including he ime, si ua ion, displayed beha io s, eache esponses,
and child en’s eac ions. Obse a ions ook place du ing bo h mo ning and a e noon sessions o e one week,
las ing one o wo hou s each. A e each obse a ion, he esea che s e iewed hei no es o ind pa e ns,
common igge s o empe an ums, and how hese beha io s we e handled wi hin he class oom ac i i ies.
E hical Conside a ions
The esea che s ollowed e hical guidelines o p o ec he igh s, digni y, and well-being o all
pa icipan s in he class oom obse a ion. Be o e s a ing he s udy, hey ob ained in o med consen om he
school p incipal and he G ade II class oom ad ise . The consen o m ou lined he s udy's objec i es,
p ocedu es, du a ion, and he minimal po en ial isks in ol ed. To ensu e con iden iali y, he ac ual names o he
child en we e emo ed om all eco ds and epo s. Ins ead, pseudonyms o code iden i ie s we e used o
p o ec hei iden i ies. All obse a ion no es and ele an documen s we e secu ely s o ed and accessible only o
he esea ch eam. The collec ed da a we e used solely o academic and esea ch pu poses. Addi ionally, he
esea che s ook p ecau ions o ensu e ha no child expe ienced emo ional dis ess, discom o , o any o m o
ha m du ing he obse a ion.
RESULTS AND DISCUSSION
This pa p esen s and analyzes he obse ed empe an um beha io s o G ade II lea ne s aged 7 o 8
yea s a Musuan In eg a ed School. The esul s a e o ganized by obse a ion da es, Oc obe 20, 21, and 22, 2025
and a e discussed based on he s udy's objec i es. Each se o obse a ions highligh s how an ums mani es ed
du ing class oom ac i i ies, how child en in e ac ed wi h eache s and pee s du ing hese episodes, and how
eache esponses in luenced he class oom en i onmen .
Table 1. Tempe Tan ums Beha io
As shown in Table 1, i e an um inciden s we e obse ed on Oc obe 20, 2025, du ing bo h he
mo ning and a e noon sessions. The beha io s displayed included e usal o pa icipa e, shou ing, h owing
Da e
Time o
an um
Desc ibe wha
happened be o e
he an um
Desc ibe wha
happened du ing
he an um
Teache ’s
esponse
Child’s eac ion
Oc obe
20, 2025
Mo ning
session
Child A was asked
o ead aloud
du ing eading
ac i i y;
expe ienced
academic p essu e
Re used o
pa icipa e,
shou ed, and
exp essed ange
e bally
Teache
eminded
class oom ules
and o e ed
p aise o small
e o s
Child calmed down
a e he
eassu ance and
ejoined he
ac i i y
Oc obe
20, 2025
Mo ning
session
Child B was eased
by classma es
du ing g oup wo k
Th ew objec s and
pushed chai s in
us a ion
Teache used
calm edi ec ion
and alida ed he
child’s emo ions
Child g adually
egained ocus and
pa icipa ed again
Oc obe
20, 2025
A e noo
n session
Child C
expe ienced
bo edom du ing
epe i i e
class oom ac i i ies
Re used o
pa icipa e and
made dis up i e
noises
Teache o e ed
ewa ds o
pa icipa ion and
edi ec ed
a en ion
Child esponded
posi i ely o
ewa ds and
esumed ask
Oc obe
20, 2025
A e noo
n session
Child D aced
us a ion du ing
g oup ac i i y
whe e pee s
domina ed
Shou ed a pee s
and exp essed
ange e bally
Teache
eminded ules
and acili a ed
ai pa icipa ion
Child calmed down
and engaged a e
being gi en a ole
Oc obe
20, 2025
A e noo
n session
Child E was asked
o pa icipa e in a
class oom game
hey ound di icul
Re used o
pa icipa e and
c ied
Teache o e ed
encou agemen
and simpli ied
he ask
Child e en ually
pa icipa ed wi h
eache suppo
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objec s, pushing chai s, and exp essing ange e bally. The an ums we e igge ed by academic p essu e (Child
A du ing a eading ac i i y), easing om classma es (Child B du ing g oup wo k), bo edom (Child C du ing a
epe i i e ac i i y), us a ion du ing g oup ac i i ies (Child D when pee s domina ed), and di icul y wi h asks
(Child E du ing a class oom game).
Mos an ums ha day occu ed du ing ins uc ional ac i i ies such as eading and class oom games.
Child A and Child E exhibi ed emo ional ou bu s s when hey we e asked o pa icipa e in asks hey ound
di icul o when hey el eased by pee s. The eache s o en esponded by eminding hem o class oom ules,
o e ing ewa ds o p aise, and using calm edi ec ion echniques. In mos cases, he child en e en ually calmed
down and ejoined he ac i i y a e ecei ing eassu ance o posi i e eedback. The eache s’ calm and
consis en esponses, such as alida ing emo ions and edi ec ing beha io , helped he child en egain ocus.
The inciden s obse ed on Oc obe 20 highligh ed ha empe an ums o en a ose om emo ional
us a ion and a desi e o con ol o a en ion. The eache s’ abili y o main ain composu e and apply posi i e
ein o cemen p o ed c ucial in esol ing con lic s quickly. This demons a ed ha a suppo i e class oom
clima e encou aged child en o sel - egula e and e u n o ask engagemen a e emo ional ou bu s s. Acco ding
o Po egal and Da idson (2003), an ums among school-aged child en we e exp essions o us a ion when
emo ional demands exceeded coping abili ies. Sis e hen e al. (2023) u he suppo ed his by no ing ha
an ums a ose om di icul ies in exp essing emo ions, and calm edi ec ion, along wi h posi i e ein o cemen ,
e ec i ely educed an um beha io s. The eache s’ calm esponses e lec ed s a egies suppo ed by he
Ame ican Academy o Child and Adolescen Psychia y (2025), which ecommended pa ience and consis en
discipline o guide emo ional lea ning. Thus, he day’s obse a ions ein o ced he impo ance o empa he ic
eache in e en ion in de-escala ing beha io al challenges. The indings sugges ed ha when eache s
main ained emo ional composu e and p o ided s uc u ed suppo , child en de eloped be e sel - egula ion
skills and eco e ed mo e quickly om emo ional episodes.
Da e
Time o
an um
Desc ibe wha
happened be o e
he an um
Desc ibe wha
happened du ing
he an um
Teache ’s esponse
Child’s eac ion
Oc obe
21,
2025
Mo nin
g
session
Child A
expe ienced pee
con lic du ing
g oup ac i i y
Th ew objec s
and shou ed a
classma es
Teache eminded
ules and o e ed
one-on-one alk
Child calmed down
a e indi idual
a en ion and
ejoined g oup
Oc obe
21,
2025
Mo nin
g
session
Child B was hi by
ano he lea ne
du ing play
Hi pee back
and e used o
ollow
ins uc ions
Teache allowed
sho b eak and
encou aged
empa hy discussion
Child e en ually
calmed down and
apologized o pee
Oc obe
21,
2025
A e no
on
session
Child C el ho
and
uncom o able in
wa m class oom
Excessi e
alking and
dis up i e
beha io
Teache allowed
mo emen b eak
and adjus ed sea ing
Child se led down
a e en i onmen al
adjus men
Oc obe
21,
2025
A e no
on
session
Child D sough
a en ion du ing
ins uc ion ime
Re used o
ollow
ins uc ions and
made loud
noises
Teache p o ided
posi i e a en ion
o app op ia e
beha io
Child esponded o
p aise and ollowed
ins uc ions
Oc obe
21,
2025
A e no
on
session
Child A
expe ienced
easing om pee s
abou appea ance
Shou ed and
h ew lea ning
ma e ials
Teache alida ed
eelings and
add essed easing
beha io
Child calmed down
a e alida ion and
pee co ec ion
Table 2. Tempe Tan ums Beha io
As shown in Table 2, i e an um episodes we e documen ed on Oc obe 21, 2025. Common
beha io s included h owing objec s, shou ing, hi ing pee s, e using o ollow ins uc ions, and excessi e
alking. The igge s a ied om pee con lic (Child A du ing a g oup ac i i y and la e due o easing),
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physical agg ession (Child B being hi du ing play), class oom hea and discom o (Child C), and a en ion-
seeking (Child D du ing ins uc ion ime).
The an ums on ha day we e mainly socially and en i onmen ally igge ed. Hea , noise, and easing
among pee s appea ed o ha e heigh ened i i abili y. Child B’s agg ession owa d a classma e e lec ed
impulsi e ange linked o us a ion, while Child A’s and Child D’s es lessness indica ed bo edom and a need
o engagemen . The eache s esponded by eminding he child en o class oom ules, o e ing encou agemen ,
and allowing sho b eaks o one-on-one alks. Mos child en e en ually calmed down and pa icipa ed again
a e hese in e en ions. The eache s’ app oach, which allowed space and in ol ed he child en in lea ning
ac i i ies, p o ed e ec i e in helping hem egain con ol and ocus.
The obse ed beha io s sugges ed ha ex e nal ac o s such as he class oom en i onmen and social
ela ionships con ibu ed o he equency and in ensi y o an ums. The eache s’ abili y o main ain s uc u e
while add essing emo ional needs p e en ed u he escala ion. This showed ha e ec i e class oom
managemen equi ed bo h emo ional awa eness and en i onmen al sensi i i y. These indings we e consis en
wi h Sha e , Wanless, and B iggs (2022), who emphasized ha ca egi e esponses g ounded in calmness and
empa hy suppo ed as e emo ional eco e y. Likewise, Swanson (2021) ecommended edi ec ion and posi i e
a en ion as e ec i e ools o managing school-age an ums.
The eache s’ measu ed esponses aligned wi h esea ch-based p ac ices, p omo ing a sa e and
emo ionally esponsi e class oom. The obse a ions demons a ed ha add essing bo h en i onmen al ac o s
( empe a u e, sea ing a angemen s) and social dynamics (pee con lic s, a en ion needs) was essen ial o
comp ehensi e beha io managemen . This mul i- ace ed app oach suppo ed no only immedia e de-escala ion
bu also he long- e m de elopmen o social-emo ional skills in young lea ne s.
Da e
Time o
an um
Desc ibe wha
happened be o e he
an um
Desc ibe wha
happened du ing
he an um
Teache ’s
esponse
Child’s eac ion
Oc obe
22,
2025
Mo ning
session
Child A was asked
o p epa e ma e ials
o ansi ion
C ied and
e used o
pa icipa e
Teache used calm
edi ec ion and
ga e space
Child emained
wi hd awn bu
s opped c ying
Oc obe
22,
2025
Mo ning
session
Child C
expe ienced con lic
wi h pee o e
sha ed ma e ials
Figh ing wi h
pee and
shou ing
Teache sepa a ed
child en and
eminded ules
Child calmed
bu emained
upse
Oc obe
22,
2025
A e noo
n session
Child B obse ed
pee being
co ec ed by eache
Made dis up i e
noises and
showed
empa hy-d i en
dis ess
Teache
acknowledged
eelings and
edi ec ed o ask
Child slowly
ejoined ac i i y
wi h
encou agemen
Oc obe
22,
2025
A e noo
n session
Child A aced
ano he ac i i y
ansi ion equi ing
pa icipa ion
Re used o
engage and
con inued c ying
Teache
main ained pa ien
and o e ed
choices
Child s ayed
wi hd awn bu
accep ed quie
al e na i es
Oc obe
22,
2025
A e noo
n session
Child B sough
a en ion du ing
closing ac i i ies
Shou ing and
making loud
dis up i e noises
Teache used
e bal eminde s
and posi i e
ein o cemen
Child esponded
o p aise and
educed
dis up ion
Table 3. Tempe Tan ums Beha io
As shown in Table 3, i e an um inciden s we e eco ded on Oc obe 22, 2025. Mos occu ed du ing
p epa a ion o ac i i y ansi ions. The child en exhibi ed beha io s such as c ying, e using o pa icipa e,
igh ing wi h pee s, shou ing, and making dis up i e noises. Child A and Child B we e he mos equen ly
in ol ed, pa icula ly du ing he a e noon sessions. The igge s included ac i i y ansi ions (Child A wice),
pee con lic s o e ma e ials (Child C), empa hy-d i en dis ess (Child B obse ing pee co ec ion), and
a en ion-seeking (Child B du ing closing ac i i ies).
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The inciden s sugges ed an accumula ion o a igue and emo ional sensi i i y by midweek. Child A’s
e usal o engage and con inuous c ying e lec ed possible emo ional exhaus ion o low mo i a ion, while Child
B’s dis up i e beha io appea ed o ha e s emmed om a en ion-seeking and empa hy owa d pee s. The
eache s used s a egies such as e bal eminde s, calm edi ec ion, and space allowance o manage he
si ua ions, wi h mixed esul s—some child en ejoined, while o he s emained wi hd awn. The eache -
main ained composu e and pa ience h oughou , ocusing on ask con inui y while add essing he emo ional
needs o he s uden s. This balance p e en ed he class oom om becoming chao ic despi e epea ed dis up ions.
The obse a ions indica ed ha an ums pe sis ed when he child en’s emo ions we e no immedia ely
egula ed o when hey we e o e s imula ed. Howe e , he eache s’ calm and consis en app oaches s ill
suppo ed g adual de-escala ion. This showed ha emo ional egula ion in child en was a p ocess ha bene i ed
om consis en suppo a he han immedia e compliance. Teache pa ience and unde s anding emained key o
main aining a posi i e lea ning en i onmen despi e epea ed beha io al challenges. The indings aligned wi h
he Ame ican Academy o Child and Adolescen Psychia y (2025), which emphasized he impo ance o
allowing child en space o calm down be o e e-engaging.
Simila ly, P u ipaisan (2025) highligh ed he ole o eache composu e and posi i e beha io al suppo
in p omo ing long- e m sel - egula ion. The eache s’ managemen echniques on Oc obe 22 demons a ed he
e ec i e eal-wo ld applica ion o hese p inciples wi hin a G ade 2 class oom se ing. The cumula i e na u e o
an um igge s by he hi d day unde sco ed he impo ance o moni o ing s uden s’ emo ional s a es o e ime
and adjus ing expec a ions and suppo acco dingly. This sugges ed ha beha io al in e en ions needed o be
lexible and esponsi e o child en’s changing emo ional capaci ies h oughou he school week.
ACKNOWLEDGEMENT
This wo k is lo ingly and wholehea edly dedica ed o he Almigh y God, he sou ce o wisdom,
s eng h, and all blessings, whose guidance and g ace has made his endea o possible. To ou che ished
pa en s: M . & M s. Me cy G. Apdian; M . & M s. Kh is y Ann P. Cabidog; M . & M s. Nie es C. Dipawa;
M . & M s. Emy ose G. Escul o ; M . & M s. Joy V. Fabela; M . & M s. C iscelyn T. Figue oa; M . & M s.
Lilybe h G. Ma quez; M . & M s. Ma ilyn J. Ruiz; M . & M s. Roselyn C. Sus ino; and M . & M s. Eden D.
Waslo. You uncondi ional lo e, sac i ices, and unwa e ing suppo ha e been ou g ea es inspi a ion and he
d i ing o ce behind ou success. The Resea che s
CONCLUSION
1) The s udy ound ha an ums we e exp essed h ough c ying, shou ing, e usal o pa icipa e, h owing
objec s, and physical agi a ion. These beha io s we e commonly igge ed by academic us a ion,
pee easing, bo edom, and a en ion-seeking. The obse a ions e ealed ha an ums mos o en
occu ed du ing lessons equi ing ac i e pa icipa ion, such as eading o g oup ac i i ies. This
indica es ha a his de elopmen al s age, child en a e s ill lea ning o manage emo ions when aced
wi h challenges o pe cei ed ailu e.
2) The esul s showed ha he lea ne s displayed bo h wi hd awal and impulsi e eac ions. Some isola ed
hemsel es when o e whelmed, while o he s engaged in con lic s wi h pee s o esis ed eache
di ec ions. Pee in luence was a no able ac o , as easing, compe i ion, o a emp s o com o pee s
o en in ensi ied he episodes. These in e ac ions sugges ha social ela ionships wi hin he class oom
play a signi ican ole in he onse and managemen o an ums.
3) The s udy ound ha eache s employed calm edi ec ion, posi i e ein o cemen , and emo ional
alida ion o de-escala e si ua ions. These esponses we e e ec i e in helping s uden s calm down and
e u n o lea ning ac i i ies. The eache ’s composu e and consis ency os e ed a suppo i e class oom
clima e whe e s uden s el sa e and guided. O e all, he indings emphasize ha empa he ic and
s uc u ed eache esponses a e i al in p omo ing emo ional egula ion and main aining class oom
ha mony.
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