Abstract

1. Caregivers lack knowledge regardingthe role that temperament plays in influencing children’s behavior. As a result, children’s actions are often misinterpreted and conflict leads to “poorness of fit.” In turn, this can negatively influence attachment. This is important because problems might develop when the environment or adults put demands on the child that do not match the child’s temperament. With effort, positive traits can be enhanced and difficult traits for the caregiver can be understood and dealt with in a positive manner. The facilitator interviewed parents, caregivers and childcare center Directors, in addition to reviewing research, models and available tools. Amodel for informing parents and caregivers was then created. The facilitator learned that among parents/caregivers there is little known about temperament research and its implications, but they are eager to learn more. Students, parents, and early childhood professionals were enthusiastic about the possibility of receiving temperament tools and using them on behalf of children. Abstract Objectives To determine the level of knowledge/ interest caregivers had in the area of temperament, the facilitator held 5 focus groups of community college level child development students (over 200 students), 3 focus groups with 30 home based providers, interviewed 25 student parents, 12 center directors, and 9 home based program administrators. Data reflected high levels of interest and low levels of knowledge about temperament and the concept of “goodness of fit.” Lowest levels of knowledge were noted in awareness of user friendly and helpful tools that would support parents in their desire to learn more about their child’s unique temperamentand how they could adapt parenting and environments to be more accepting and supportive. The facilitator accumulated feedback data from one-on-one interviews, focus groups, and questionnaires. Parent data was accumulated on: interest of topic, baseline levels of knowledge, and awareness of their own temperament traits and goals for their child. Additional data was compiled on adult student’s experience of their own parents’ acceptance of their own temperament style. Feedback results were compiled from 14 parents of infants and toddlers who participated in the iT3 process and from 42 caregivers (Directors and Home based childcare providers) who had been trained in the process and had utilized it with parents. Due tothe large size of the population interviewed, and the high levels of interest the facilitator utilized student volunteers to assist: with workshops, design of the program, review and critique of materials andpresentations, and in feedback collection. Materials and Methods The facilitator concluded that parents and providers had limited knowledge of temperament, its influence, and lacked the tools to support “Goodness-of-Fit.” The key findnig was that the most successful outcomes between parent and professional were based on the on-going supportive relationship that the provider built with each parent. Parent and provider investment in the process yielded the best outcome. In this role, the provider/professional served as a coach, guiding the parents into discovery of the finer details of their child’s approach to the world and as a parent/caregiver the many ways the parent/caregiver could provide support. Once parents were engaged in a pro-active process of discovering their own and their child’s temperament traits, it proved to be relatively easy for the parent to think about how their own temperament style fit or did not fit with their child's temperament style. Once parents became more sensitive to their child's temperament style they began to recognize their child's unique strengths and it made family life more harmonious. Parent participants were grateful for the support and the outcomes it provided. Center Directors were delighted to have additional tools to use in their work with parents and staff. It is noteworthy that Center Directors reported being “happy” that they now had “the correct language to use” and a relatively easy process to support parents whose children were having difficulties adapting to childcare. The materials served to empower staff who might otherwise have been frustrated at attempts to figure out how to care for a child with challenging behaviors. Results Conclusions The facilitator concluded that temperament tools have been beneficial to parents, early education professionals, and the children in their care. This facilitator believes in this work is because of her 40 years experience working with parents of young children. Several temperament tools are included in the manual for any professional or individual choosing to use them in the future. Temperament Tools includes: 1) information on temperament and relevant research findings, 2) recommended strategies for parents and caregivers to guide childrearing and support positive caregiving practices, 3) a step by step method for use by ECE professionals with parents or staff which results in development of a number of valuable interactional strategies reflective of the combination of adult and child traits. This process which uses the IT3 Temperament tool (Center for Early Childhood Mental Health Consultation) is now available for use by any ECE professional who is in the position of influence, and 4)Power Point presentations and Prezis that can be used in child development and parenting classes and in staff development workshops. Next steps include, hopefully distributing this manual and its contents free of charge to center based and home based early education settings. References Aldridge, J. (1993).Self-Esteem: Loving Yourself at Every Age. Birmingham, AL: Doxa. Aldridge, J. & Cowles, M. (1990).The Development of Significance in Students Through the Acceptance of Personality, Cognitive, and Language Differences. Education, 110 (3), 323-325. Bronfenbrenner, U. (1977).Toward an Experimental Ecology of Human Development. American Psychologist, 32, 513-531. Carey, W.B., (1998). Teaching Parents About Infant Temperament, American Academy of Pediatrics, 102 (E1), 1311 -1316 Chess, F. & Thomas, A. (1987).Know Your Child. New York, NY: Basic Books. Cowles, M. & Aldridge, J. (1992).Activity-Oriented Classrooms. Washington, DC: National Education Association. Eddowes, E.A., & Aldridge, J. (1990).Hyperactivity or "Activity Hyper"-Helping Young Children Attend in Appropriate Environments. 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The Emotional Life of the Toddler. New York: Free Press. Lerner, J.V., & Lerner, R.M. (Eds.) (1986).Temperament and Social Interaction in Infants and Children. San Francisco: Josey-Bass. Pullis, M.E., & Cadwell, J. (1982).The Influence of Children's Temperament Characteristics on Teachers' Decision Strategies. American Research Journal, 19 (2), 165-180. Santrock, J. (1998) Child Development (8th ed.). Boston, MA: McGraw - Hill Sanson, Hemphill and Smart Thomas, A., & Chess, S. (1977).Temperament and Development. New York: Brunner/Mazel.The Temperament Trap: Understanding Goodness of Fit. (n.d.). On-line article. Retrieved Novemer16, 2013,from http://centerforparentingeducation.org/library-of-articles/child-development/unique-child-equation/temperament/understanding-goodness-of-fit/ Contact Kimberly Karkos: kkarkos@vcccd.edu Too many children with difficult temperaments are considered behaviorally challenged and are at risk for “poor fit” in childcare settings. Serious problems are likely to arise when the temperaments of the child and the expectations of the parent or caregiver are “out-of-sync.” Additionally, parents and caregivers are not well informed about the bidirectional role of temperament and which strategies will result in “goodness of fit.” The facilitator’s goal was to create temperament tools that would empower and inform parents/ caregivers and ultimately be supportive to children. If “goodness of fit” is established then parents, children, professionals and the community will benefit. Ventura College Kimberly A. Karkos Temperament Tools: Promoting “Goodness-of- Fit”