Understanding Temperament and Establishing “Goodness of Fit”

1. Understanding Temperament and Establishing “Goodness of Fit”

2. Your Image of the Child Each one of you has inside of yourself an image of the child that directs you as you begin to relate to each. This theory or belief within you pushes you to behave in certain ways; it orients you as you talk to the child, listen to the child and observe the child. It is very difficult for you to act contrary to this internal image. Your image of each child is different based on what you believe about them. You will behave differently based on this belief. The quality and quantity of relationships among us as caregivers reflects our image of each child.

3. What does Temperament have to do with the image we create of each child?

4. “Who Is My Child” Video http://www.readyforlife.org/videos/whoismychild/

5. A Caregiver’s Story 18 month old Sophia enrolled in Mrs. L’s family day care program a few weeks ago. Mrs. L, however, is having difficulty integrating Sophia successfully into her program. Sophia’s schedule is unpredictable—she becomes tired or hungry at different times each day—is very active, gets upset during transitions, and often results in tantrums.

6. After several weeks of observing little change in Sophia’s behaviors, Mrs. L is frustrated. Sophia’s unpredictable napping and feeding times, as well as her constant need for physical activity and intense reactions during transitions, are making responsive care for all the other children difficult to provide!

7. Think-Pair-Share Activity: Mrs. L is not sure if Sophia is a really good fit for her program? Have you ever had a child in your program that presented such difficulties? In the case of Sophia what would you recommend to this provider?

8. The story continues… Mrs. L decided to make a home visit. Once there she learns that Sophia’s parents have not had difficulty with the issues she describes. When she asks specifically about her schedule, her parents describe Sophia as being a good eater and sleeper, but do report that she doesn’t have a consistent schedule for eating or napping.

9. They also share that Sophia’s activity level is typically not an issue because they have a large backyard and Sophia has siblings who often include her in their active play. Still, all of the adults are concerned about Sophia’s lack of success transitioning into Mrs. L’s program, and desire to find a way to help her.

10. Maybe taking a look at Sophia’s temperament style might be worthwhile?

11. Achild’s temperament describes the way in which they approach and respond to the world. It is their personal “style.” • Temperament influences a child’s behavior and the way they interact with others. • While temperament does not clearly define or predict behavior, understanding a child’s temperament can help providers and families better understand how young children respond and relate to the world around them. What Is Temperament ?

12. Information about temperament can guide parents and caregivers to identify children’s strengths and the supports they need to succeed in their relationships and environments. There are 3 basic temperament styles and they are determined by the mix of 9 different traits. Each of us is a combination of these traits and thus our approach to the world is different and unique.

13. 9 Temperament Traits Researchers have described young children’s temperament by depicting several different traits. These traits address: • A child’s level of activity, • Their adaptability to daily routines, • Their response to new situations, • Their mood, • The intensityof their reactions, • Their sensitivity to what’s going on around them, • How quickly they adapt to changes, and • How distractible and persistent they are when engaging in an activity.

14. 3 Basic Temperament Types It is suggested that approximately 60% of all children fit into one of three temperament types: easy, active or slow-to warm-up. The remaining 40% reflect a combination of more than one. Easy or flexible children tend to be happy, regular in sleeping and eating habits, adaptable, calm, predictable in their behavior and are not easily upset. Active or feisty children are often fussy, irregular in feeding and sleeping habits, fearful of new people and situations, easily upset by noise and stimulation, intense in their reactions and low in adaptability. Slow to warm-up or cautious children are often less active , tend to be fussy, may withdraw or react negatively to new situations; yet over time can become more positive with repeated exposure to a new person, object, or situation.

15. When you think about Sophia’s reactions and the behaviors she exhibits in Mrs. L’s care, what temperament traits would you say Sophia has? How would you characterize Sophia’s temperament? What temperament type do you think Ms. L is? Considering that we all have inborn temperament traits do you think that Ms. L and Sophia can possibly develop “Goodness of Fit”?

16. Think-Pair-Share Activity Turn to the person next to you and discuss: Why is your Temperament and the temperament of each child in your care worth considering ? How might temperament information empower you as a caregiver and strengthen your program?

17. Why Is Awareness Temperament Valuable? • Since temperament is apparently inborn and reflects how we each approach the world, awareness of each child’s temperament traits can help you better understand children’s individual differences. • By understanding temperament, you can learn how to help children express their preferences, desires, and feelings appropriately. • You can also use their understanding of temperament to avoid blaming themselves or a child for reactions that are normal for that particular child. • Most importantly, you can learn to anticipate issues before they occur and avoid frustrating themselves and the child by using approaches that do not match their temperament.

18. The story continues… During the home visit Mrs. L observed that Sophia runs inside and outside her home with few limitations. Sophia’s home appears to be a relaxed environment, where the children eat when they want, and her mother responds to Sophia’s hunger or need for sleep upon demand versus having a regular schedule.

19. In contrast, Mrs. L’s program functions on a very consistent schedule. Mrs. L has limited space both indoors and out and is challenged by the variety of needs of children in her care. While Sophia’s family’s pattern of behavior seems to be a match to her temperament, Mrs. L’s home currently does not represent a “good fit” for Sophia.

20. What is “Goodness of Fit” and How can We Improve it? An important concept in caregiving that supports healthy social-emotional development of children is the notion of “goodness of fit.” Sophia’s activity level, intensity, and unpredictability may reflect a mismatch between her temperament and Mrs. L’s caregiving style and environment. Though the child and adult may approach the world very differently caregivers can improve “goodness of fit” by adapting their approach, to better meet the needs of the child.

21. The Process of Using What You Know About Temperament to Promote Positive Social-Emotional Development and Behavior You can use knowledge of temperament in many ways to support positive social-emotional development of the infants and toddlers in your care. Using temperament information as a tool for understanding is a win-win strategy. The more you know about it the more responsive your caregiving can be. Note- using temperament information as a tool to support understanding is a process…

22. The Process continued: Using temperament as a tool begins by reflecting on your own temperament traits and preferences. Understanding your own temperament can help you to identify the “goodness of fit” for each child in your care. Knowing more about your own temperament traits will also help you to take the child’s perspective. For example, a caregiver who enjoys loud music, and a lot of activity might try to imagine what it would feel like to spend all day in a setting that was calm, and quiet. This reflective process can help you become more attuned to the experience of each child within your care. Additionally you can more easily determine what adjustments might be needed to create a “better fit” for each child.

23. The Process cont. Creating open dialogue and meaningful partnerships with families leads to increased understanding of each child’s temperament. We encourage you as a caregivers to share what you have learned about temperament with the families you serve and provide information about temperamental traits. To identify individual temperament traits, ask parents to help you describe their child’s activity level, response to new situations, persistence, distractibility, adaptability, mood, intensity, sensitivity, and regularity. In this way you can learn about the child’s temperament and the family’s cultural values. Work with families to them identify their child’s temperament style. Refrain from judging a child’s temperamental traits as “good” or “bad” behavior, and work with parents to clarify each child’s individualized approach to the world through a positive lens.

24. It is Valuable for Caregivers to Understand the contribution each child’s temperament makes to the group For example: • The active , spirited or feisty children are often leaders and or initiators of play! • A slow to warm-up or cautious child may observe situations carefully and help you notice things you hadn’t seen before! • The flexible or easy child may take new play partners on easily! • You can support each child’s self concept by recognizing, valuing, and integrating the unique traits that each child has, rather than trying to change a child’s them.

25. Take time to share with families what you have learned about developing “goodness of fit,” with their child and mention strategies that have proven to be successful. As you learn which traits are highly valued by each family, you can partner with them to determine an appropriate balance between the child’s temperament, the family’s preferences, and the policies of your program.

26. Recognize how quality caregiving practices support all children’s development, yet certain practices might be especially valuable for certain temperament types. There are several good sites on the internet that offer recommended strategies for working each temperament type. So what about Sophia?

27. The story continues… So what did Mrs. L do…?

28. Mrs. L reflected on her own temperament and how it might affect the children in her care, each of whom exhibited distinctively different temperaments. Mrs. L realized that she values a predictable schedule and is most drawn to calming, quiet activities. By developing a partnership with Sophia’s family, she learned more about Sophia’s home and her unique temperament traits. She was then able to better understand why Sophia may have reacted the way she did while in her care. She made the decision to work on adapting her program to better reflect Sophia’s temperamental style.

29. Caregiving Adaptations to Support “Goodness of Fit.” Mrs. L organized additional outdoor play and active opportunities into her schedule for Sophia. She observed Sophia closely and learned to recognize her need to sleep or eat, and made accommodations to individualize eating and sleeping schedules for her. She offered Sophia many advance reminders when transitions were about to take place, and was patient and understanding when Sophia experienced intense emotions.

30. Soon, Sophia appeared to be much more comfortable in Mrs. L’s family child care home, and was able to better use her energy to build strong and positive relationships with Mrs. L and the other children.

31. Through understanding her own temperament, the temperament of the children, and their parents’, Mrs. L created an environment that better met all everyone’s needs. Ultimately, the temperament tools that she used (including: increased knowledge and understanding of temperament, reflection, discussion, observation and adaptations) positively impacted her own experience, the experience of Sophia and the other children in her care. Guidance on strategies that support “Goodness of Fit” between a child and their caregivers is free and available on-line. One specific temperament tool that has proven to be user friendly and informative is the IT3 (Head Start Center for Early Childhood Mental Health Consultation- (CECMHC) Temperament Tool. http://www.ecmhc.org/temperament/

32. Temperament Tool For Use With Families

33. The IT3 Temperament Tool For Your Own Use and For Use With Families Demonstration of the IT3 Temperament Tool http://www.ecmhc.org/temperament/ Please see handout for example of IT3 Tool and Examples of Results