PSYCHOPHYSIOLOGICAL AND PATHOPSYCHOLOGICAL ASPECTS OF CHILDREN’S TEMPERAMENT IN THE DEVELOPMENT OF FEAR AND ANXIETY: A 30-YEAR ANALYTICAL REVIEW

The article presents a systematic review of scientific research over the past 30 years on the psychophysiological characteristics of temperament and the patterns of fear and anxiety development in children.It analyzes the main types of temperament, as well as behavioral and psychophysiological markers that emerge in early childhood and determine the specifics of social, emotional, and cognitive functioning throughout ontogenesis.Special attention is given to phenomena such as behavioral inhibition, reactivity to novelty, emotional sensitivity, and fear, as well as their relationship with neurobiological and neuroendocrine indicators, including cortical activity, frontal asymmetry, cortisol levels, cardiovascular responses, and amygdala functioning.The review examines the relationship between early temperament traits according to the Emotionality-Activity-Sociability (EAS) model and the development of emotional and behavioral disorders in childhood.High emotionality in early childhood in both boys and girls is significantly associated with increased anxiety/depression scores, whereas the relationship between sociability and behavioral manifestations shows gender differences.Behavioral inhibition is shown to be associated with an elevated risk of comorbid mental disorders.The role of neurophysiological regulation of emotions and the co-occurrence of anxiety disorders with ADHD, behavioral disorders, and depressive symptoms is emphasized, confirming the importance of early temperament predictors for the early diagnosis and prevention of childhood psychopathology.Within the review, three key research directions are distinguished: (1) the relationship between temperament and anxiety in early childhood; (2) psychophysiological and pathopsychological indicators of different temperament types; (3) manifestations of temperament and related emotional disorders in adulthood.The significance of the interaction between biological and environmental factors, including parental behavior, parenting styles, and the level of emotional support, is highlighted in modifying temperament expressions and the risk of developing anxiety disorders.Based on the analyzed data, the feasibility of implementing differentiated psychocorrectional and training programs within the framework of psychological and pedagogical support for children of various temperament types is substantiated.Emphasis is placed on methods aimed at developing emotional self-regulation, enhancing self-esteem, forming constructive behavioral patterns in children of different temperament types, and preventing pathopsychological manifestations, using art therapy, relaxation techniques, and game-and role-based methods, particularly within inclusive educational settings.