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Temperament
Research on temperament has given care providers clues on how to meet a child’s individual needs. Each child is born with his/her own temperament and behavioral characteristics that usually persist through life.
Researchers Thomas, Chess & Birch identified nine temperamental traits:
These nine traits group children into three different patterns or temperament types:
None of these traits are good or bad; no one type is better than the other. The term “Goodness of Fit” is the match between a child’s temperament and his or her environment. A child is in a good fit when adult expectations and demands match the child’s temperamental characteristics. For example, it can be troubling for a family to expect their shy child to enjoy noisy socializing, or for a care program to expect the child who is slow to adapt and/or has high persistence to switch activities all of a sudden. Caregivers need to model respect for and support of each child’s unique combination of genetics, culture, temperament and experiences.
Researchers Thomas, Chess & Birch identified nine temperamental traits:
- Activity level
- Regularity of sleeping and eating patterns
- Adaptability (approach to or withdrawal from new situations)
- Intensity of emotion
- Mood (generally positive or negative)
- Distractibility (high or low)
- Persistence
- Attention span
- Sensory sensitivity
These nine traits group children into three different patterns or temperament types:
- The “easy” or “flexible” child- 40%
- The “difficult” or “spirited” child- 10%
- The “slow to warm up” or “shy” child- 15%
- A mix of traits; no clear pattern
None of these traits are good or bad; no one type is better than the other. The term “Goodness of Fit” is the match between a child’s temperament and his or her environment. A child is in a good fit when adult expectations and demands match the child’s temperamental characteristics. For example, it can be troubling for a family to expect their shy child to enjoy noisy socializing, or for a care program to expect the child who is slow to adapt and/or has high persistence to switch activities all of a sudden. Caregivers need to model respect for and support of each child’s unique combination of genetics, culture, temperament and experiences.
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