Building up the shy child

Shyness is a common but little understood emotion. Everyone has felt ambivalent or self-conscious  in new social situations. However, at times shyness may interfere with optimal social development and restrict children's learning.

The basic feeling of shyness is universal, and may have evolved as an adaptive mechanism used to help individuals cope with novel social stimuli. Shyness is felt as a mix emotions, including fear and interest, tension and pleasantness. Increase in heart rate and blood pressure may occur. An observer recognizes shyness by an averted, downward gaze and physical and verbal reticence. The shy person's speech is often soft, tremulous, or hesitant. Younger children may suck their thumbs, some act coy, alternately smiling and pulling away.

Shyness is distinguishable from two related behavior patterns; wariness and social disengagement. Infant wariness of strangers lacks the ambivalent approach/avoidance quality that characterizes shyness. Some older children may prefer solitary play and appear to have low needs for social interaction, but experience none of the tension of the genuinely shy child.

Children may be vulnerable to shyness at particular developmental points. Fearful shyness in response to new adults emerges in infancy. Cognitive advances in self-awareness bring greater social sensitivity in the second year. Self-conscious shyness - the possibility of embarrassment appears at four or five. Early adolescence ushers in a peak of self - consciousness.

What situations make children feel shy?

New social encounters are the most frequent causes of shyness, especially if the shy person feel herself to be the focus of attention. An"epidemic of shyness" has been attributed to the rapidly changing social environment and competitive pressures of school and work with which children and adults must cope. Adults who constantly call attention to what others think of the child, or who allow the child little autonomy, may encourage feelings of shyness.

Some children are dispositionally shy: they are more likely than other children to react to new social situations with shy behavior. Even these children, however, may show shyness only in certain kinds of social encounters. Researchers have implicated both nurture and nature in these individual differences.

Some aspects of shyness are learned. Children's cultural background and family environment offer models of social behavior. some parents, by labeling their children as shy, appear to encourage a self- fulling prophecy. adults may cajole coyly shy children into social interaction, thus reinforcing shy behavior.

There is growing evidence of a hereditary or temperamental basis for some variations of dispositional shyness. In fact, heredity may play a large part in shyness than in other personality trait. Adoption studies can predict shyness in adopted children from the biological mother's sociability. Extremely inhibited children show physiological differences from uninhibited children, including higher and more stable heart rates. From age two to five, the most inhibited children continue to show reticent behavior with new peers and adults. Patterns of social passivity or inhibition are remarkably consistent in longitudinal studies of personality development.

Despite this evidence, most researchers emphasize that genetic influences probably account for only a small proportion of self-labeled shyness. Even hereditary predispositions can be modified.

When is shyness a problem?

Shyness can be a normal, adaptive response to potentially overwhelming social experiences. By being somewhat shy, children can withdraw temporarily and gain a sense of control. Generally, as children gain experience with unfamiliar people, shyness wanes. In the absence of other difficulties, shy children have not been found to be significantly at risk for psychiatric or behavior problems. In contrast, children who exhibit extreme shyness which is neither context-specific nor transient may be at some risk. Such children may lack social skills or have poor self-images.

Shy children have been found to be less competent at initiating play with peers. School-age children who rate themselves as shy tend to like themselves less and consider themselves less friendly and more passive than their non-shy peers. Such factor negatively affect other's perceptions. For all these reasons, shy children may be neglected by peers, and have few chances to develop social skills. Children who continue to be,excessively shy into adolescence and adulthood describe themselves as being more lonely, and having fewer close friends and relationships with members of the opposite sex, than their peers.

Helping the shy child

Being sensitive to the child's interests and feelings will allow you to build a relationship with the child and show that you respect the child. This can make the child more confident and less inhibited.

Shy children may have negative self-images and feel that they will not be accepted. Reinforce shy children for demonstrating skills and encourage their autonomy. Praise them often.

Reinforce shy children for social behavior, even if it is only parallel play. Play with new groups of peers permits shy children to make a fresh start and achieve a higher peer status.

Pushing a child into a situation which he or she sees as threatening is not likely to help the child build social skill. Help the child feel secure and provide interesting materials to lure him or her into social interactions.

Not every child needs to be the focus of attention. Some qualities of shyness, such as modesty and reserve, are viewed as positive. As long as a child does not seem excessively uncomfortable or neglected around others, drastic interventions are not necessary.