EXPLORING TEMPER TANTRUMS IN YOUNG CHILDREN: CAUSES AND TEACHER RESPONSES

This study aimed to observe temper tantrums among Grade II learners aged 7 to 8 years at Musuan Integrated
School to understand their natural behaviors in a classroom setting. Five children (Child A, Child B, Child C,
Child D, and Child E) participated in the study. Using a naturalistic observation design over three consecutive
days (October 20, 21, and 22, 2025), researchers recorded spontaneous tantrum episodes during regular class
activities without interfering. A total of 15 tantrum incidents were documented across morning and afternoon
sessions. Key findings revealed that tantrums manifested through crying, shouting, refusal to participate,
throwing objects, and physical agitation, commonly triggered by frustration, peer teasing, boredom, and
attention-seeking. Children's interactions during tantrums ranged from withdrawal to impulsive conflict with
peers, highlighting the role of social dynamics in emotional regulation. Teachers responded with calm
redirection, positive reinforcement, and emotional validation, which effectively de-escalated behaviors and
promoted a supportive classroom climate. These findings underscore the importance of empathetic and
consistent teacher responses in guiding children's moral and emotional development. The study recommends
incorporating emotion regulation activities, fostering positive peer interactions through social-emotional
learning, and providing ongoing teacher training in behavior management. This research contributes valuable
insights into practical strategies for promoting self-regulation and harmony in primary classrooms.