2/15/2016
Because Every Child is
Special: Temperaments
Learning Outcomes
As a result of this course, participants will:
• Define temperament and goodness of fit.
• Examine how classroom environment can affect
temperament and behavior.
• Develop strategies for classroom problem
solving and use what we know in manage
individual temperaments.
What is temperament?
Temperaments are inborn personality
characteristics or inborn traits that a
child has.
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Temperament Types
Traits combine to form three basic types of
temperaments:
• Easy or flexible
• Feisty or Spirited
• Slow to warm up or cautious
The Flexible Child
• Laid-back, easy-going
• As many as 40% of children are flexible
• Typically have regular feeding and napping routines,
are easily toilet trained, and are generally cheerful.
The Flexible Child
• Seldom make a fuss
• Want attention from a caregiver, but may
only communicate this need with an
occasional glance or wave of the hand
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Caregiving Techniques for the Flexible Child
• Check in with the child regularly
• Set aside special time
• Realize that they still need intimate
contact
The Feisty Child
A feisty child is a child that has a lot of energy, high
activity level, and is fairly sensitive to
stimulation.
The Feisty Child
• About 10% of children fit into this
category.
• Tend to live with zest and let everyone
know when they are pleased or
displeased.
• Tend to be intense and can sometimes be
a handful.
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Caregiving Techniques for the
Feisty Child
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Redirection
Remain flexible
Anticipate transitions
Maintain peaceful, calm surroundings
Provide opportunities for active and
invigorating play.
The Fearful Child
• Slow to warm up to their environment
• Once comfortable, engaged in their
environment.
The Fearful Child
• About 15% of all children fall into this
category
• Need more time and attention to warm
up to a new situation or to new people
• Tend to adapt slowly and/or withdraw
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Caregiving Techniques for the
Fearful Child
• Draw the child in slowly
• Allow independence to unfold
• Take the child to the activity, step back,
remain available.
• Set up the environment so that things are
in the same place
• Assign a primary caregiver
Things to Remember
• Temperament is inborn.
• Is formed based on a child’s prenatal experience.
• Is not anyone’s fault.
• Traits can exist along a continuum from high to low.
May result in a child having some difficulty with
self-regulation.
Temperaments and adulthood
• Stays with us throughout our lifetime
• As adults, we learn to cope with and/or adapt
to our temperament style
• As adults, it is our responsibility to adapt our
temperament to meet the needs of the children
that we care for
• Understanding temperament is the key to
forming relationships
Temperaments Video: Dr. Diane Philipp
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Goodness of fit
What is goodness of fit??
Creating Goodness of Fit
• How well a teacher or parent can recognize and
respond or adapt to a child’s temperament.
• Requires working with, not against, a child’s
temperament.
• It is the adult’s responsibility to make changes
in her own style of relating as well we in the
environment .
ACTIVITY: Creating a Good Fit
I know that I have a high energy level.
When I am with a child who dawdles, I
need to…
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ACTIVITY: Creating a Good Fit
I know that I prefer quiet games.
When I am with a child who likes to run and
climb, I need to….
ACTIVITY: Creating a Good Fit
I know that I am sensitive to noise.
When I am with a child who has a loud,
irritating voice, I need to…
ACTIVITY: Creating a Good Fit
I know that I am generally eager to try new
things.
When I am with a child who is overly
cautious when a new activity is
introduced, I need to….
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ACTIVITY: Creating a Good Fit
I know that I feel better when I have a
regular daily routine.
When I am with a child whose irregular
eating and sleeping patterns disrupt
schedules, I need to…
Promote a better fit
• Become aware of your own
temperament.
• Become aware of the children’s
temperament in your group.
• Use what you know about the child.
• Help families see temperament as an
asset.
Addressing behavior and temperament
• Adopt a philosophy that focuses on
ensuring all children will be successful in
your program.
• All children belong
• All children are supported
• Teachers are supported
• Work with families as partners in
supporting children’s success
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Program wide expectations
• Develop expectations for children’s behavior
• Be proactive about promoting the expectations and
sharing information with families.
— Specific rules
— Use soft touches
— Quiet voices
— Walking feet
— Be a team player
• Expectations reflect a positive approach to
behavior by focusing on teaching children what to
do.
Children are likely to cooperate
when adults…
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Help children anticipate what is expected
Use positive language
Explain in brief and simple terms why
Give doable, not overwhelming tasks
• Give limited and valid choices
Children will listen when…
• Select only a few issues for limit setting
• Help children become aware of how their
behavior affects others.
• Tell children what they can do, not just
what they can’t
• Establish consequences
• Teach problem solving
Working with Temperaments
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Teach problem-solving skills
• Describe the problem and the rule.
• Ask children of think of ways to solve the
problem.
• Evaluate what would work.
• Pick the best solution.
Learning Outcomes
As a result of this course, participants will:
• Define temperament and goodness of fit.
• Examine how classroom environment can affect
temperament and behavior.
• Develop strategies for classroom problem
solving and use what we know in manage
individual temperaments.
Questions, Comments,
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