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An integrative perspective on child temperament concepts, which is possible within the boundaries of defi nition criteria and fundamental temperament concepts emerging in childhood, was proposed by Zentner and Bates (2008). According to this review, the features of child temperament studies include: a) individual differences in normal behaviors pertaining to the domains of affect, activity, attention, and sensory sensitivity; b) typically expressed in formal characteristics such as response intensities, latencies, durations, thresholds, and recovery times; c) appearance in the fi rst few years of life (partial appearance in infancy, full expression by preschool age; d) counterpart exists in primates as well certain social mammals (e.g., canis familiaris); e) closely, if complexly Temperament refers to individual differences, relatively stable across ages, including biological and psychological factors, forming the basis of later personality (Else-Quest, Hyde, Goldsmith, & Van Hulle, 2006). Independently of temperament approaches, there is an agreement that expression thereof is infl uenced by experience and contextual factors (Zentner & Bates, 2008)