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Updated January 27, 2017
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If you are currently a school-age child care professional or have worked around children, you already know that all children react differently to situations and events. Even young infants have different dispositions that can be noticed very early on. This “personality” can be scientifically explained as a child’s temperament.
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Temperament can be described as the way a person approaches and reacts to the world around them. All children are born with a unique temperament that is rooted in their biology. Temperament is something that children are born with, and while it does not necessarily predict behavior, understanding a child’s temperament can help child care professionals assist children in expressing their feelings, preferences, and wants appropriately. |
There are 9 dimensions of temperament that are used to determine a temperament type. Each of the traits can be thought of as a spectrum, and each child falls somewhere along each continuum.
The 9 Temperament Traits
Activity level
This is the amount of activity from low to high that a person engages in throughout the day. Some children seem to be always moving, while others love their quiet time. Children with high activity levels thrive on movement activities or games. Low activity children prefer less intense activities such as reading or coloring.
Distractibility
This trait refers to the degree of concentration a child has when being distracted by outside stimuli.
Intensity
This is the strength of response, either positive or negative a child has. Children that have a high intensity response tend to be more expressive about their feelings. Low intensity children are often more subdued and quiet.
Regularity
This trait has to do with the predictability of bodily functions, such as sleeping, eating, and elimination.
Sensory threshold
This is how sensitive a child is to physical sensations, such as sound, touch, and temperature.
Approach/withdrawal
This trait asks how a child responds to new situations. Some children will be more likely to try new foods, toys, and be comfortable around strangers. However, others may be more hesitant.
Adaptability
This refers to the child’s ability to adjust to change. Adaptable children go with the flow, while others may need longer to accept new routines.
Persistence
This is the length of time a child will stick with a difficult activity. Children that have high persistence will want to complete a task no matter how challenging, while children with a low persistence level will move on to something else.
Mood
This measures the overall quality of mood throughout the day, ranging from a very positive general outlook to a very negative.
This is the amount of activity from low to high that a person engages in throughout the day. Some children seem to be always moving, while others love their quiet time. Children with high activity levels thrive on movement activities or games. Low activity children prefer less intense activities such as reading or coloring.
Distractibility
This trait refers to the degree of concentration a child has when being distracted by outside stimuli.
Intensity
This is the strength of response, either positive or negative a child has. Children that have a high intensity response tend to be more expressive about their feelings. Low intensity children are often more subdued and quiet.
Regularity
This trait has to do with the predictability of bodily functions, such as sleeping, eating, and elimination.
Sensory threshold
This is how sensitive a child is to physical sensations, such as sound, touch, and temperature.
Approach/withdrawal
This trait asks how a child responds to new situations. Some children will be more likely to try new foods, toys, and be comfortable around strangers. However, others may be more hesitant.
Adaptability
This refers to the child’s ability to adjust to change. Adaptable children go with the flow, while others may need longer to accept new routines.
Persistence
This is the length of time a child will stick with a difficult activity. Children that have high persistence will want to complete a task no matter how challenging, while children with a low persistence level will move on to something else.
Mood
This measures the overall quality of mood throughout the day, ranging from a very positive general outlook to a very negative.
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.
- 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.
School-age child care professionals can do many things to value each of the temperament types. To start, you will need to get to know each of your students. Document how children react in different situations and talk with parents to determine a temperament type as best as you can. You can use this information to plan future activities, predict potential problems, and choose appropriate guidance techniques.
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