Parental Demographic Factors Affecting the Application of Common Methods towards Tantrum Management in Toddlers: Implications in Designing a Parenting Skills Program


Temper tantrums are considered an outburst displayed by young children towards their parents or guardians. These behaviors can be considered normal and a reflection of immaturity as the child strives to accomplish age-appropriate developmental tasks. Moreover, toddler discipline is a very difficult task for parents and caregivers when dealing with temper tantrums. Parents must also learn that there is consistency in the way that these behaviors are handled when they cross the boundaries. With this in mind, the study
determined parental demographic factors affecting the application of common methods towards tantrum management in toddlers. The study selected parents from a public (n=40) and private (n=40) schools. A validated self-made questionnaire was utilized to gather information pertaining to temper tantrums, its scenarios, manifestations and methods utilized by the parents. Based on the results, it was identified there are nine (9) methods used by parents in tantrum management and the most common methods utilized by parents are ignoring (87.50%) and distraction (55.00%) in private school while reward scheme (55.00%) and distraction (52.50%) were common in parents from the public school. It was also shown that the parent’s age, marital status, educational attainment and number of children showed a significant relationship towards the common methods such as ignoring, cuddling, positive reinforcement, body language, and reward scheme. The present researcher presents a proposed design utilizing the results shown in managing temper tantrums in children.


The research design of the study is considered as descriptive correlational. In this method, the data were collected through survey questionnaires and results were analyzed using statistical techniques.


John Michael O. Lorena


International Journal of Child Development and Mental Health

Year: 2015

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