Understanding Infant/Toddler Temperament

1. Understanding Infant/Toddler Temperament Early Experiences Last a Lifetime

2. Temperament Treasure Hunt • Complete Treasure Hunt • The goal: • Meet as many people as possible

3. Key Concepts • Every person has unique characteristics/traits. • Goodness of fit is compatibility between care teacher and child • Understanding temperament and adapting care teaching practices is key in meeting a child’s needs.

4. What is Temperament? Traits that represent a person’s natural tendency to respond. Temperament is inborn. Traits begin to appear within the first few months of life.

5. What is Temperament? • Way we show feelings • How respond to the world around us • Wide ranges of temperament is normal • Temperament adapts to life experiences

6. What is Temperament? “Temperament is what you are born with… Personality is temperament plus experience.” Peter Mangione

7. What is your ideal child? • Different cultures value different groupings of traits. • U.S. values ‘easy’ • Israel ‘easy’ is ‘docile’ • Israel’s ‘ideal’ = ‘fiery’ • Environments and curriculum develop out of the ‘ideal’.

8. Goodness of Fit is… … there is a compatibility between one’s style of care giving and the child’s temperament, so the child can be successful and have his/her needs met.

9. Goodness of Fit • Activity • 1. Answer questions on Assessment scale (T3a) on your own tendencies. • 2. Transfer answers to chart using one color crayon. • 3. Now think of a child close to you and answer the scale questions and chart their traits with a different color. (T3b)

10. Goodness of Fit • Activity Discussion: • Where are there differences? • Where are there similarities? • How does this affect your relationshipwith this person?

11. Goodness of Fit • Both similarities and differences can impact relationships. • Each of the nine traits can be assets or challenges. • Assets/challenges are not ‘good’ or ‘bad’ • Traits can overlap and blend together.

12. Fearful Feisty Flexible

13. Flexible - Easy • PRACTICES: • Check in regularly • Set aside special time • TRAITS: • Regular rhythms • Positive mood • Adaptable • Low intensity • Low sensitivity

14. Fearful – Slow to Warm • PRACTICES: • Draw the child in slowly • Allow independence to unfold. • TRAITS: • Slow to adapt • Withdraws

15. Feisty – Difficult • Traits • Active • Intense • Distractible • Sensitive • Irregular • Moody

16. Feisty – Difficult • PRACTICES • Use redirection • Be flexible • Prepare the child for change • Make the most of quiet moments • Provide for vigorous play

17. Reflective Practice 1) Think of a time of day that resembles traits you have seen in this training. 2) List 3 practices you could utilize to make a positive change to meet the child’s temperament. 3) Circle the one practice you will try the next time the situation arises 4) Share that chosen practice with your neighbor.

18. Temperament and Child Development • Developmental domains include emotional, social, motor, language and cognitive development • Ohio’s Infant & Toddler Guidelines – • http://jfs.ohio.gov/cdc/InfantToddler.pdf

19. Key Concepts • Every person has unique characteristics/traits; there are 9 temperamental traits that combine for 3 types. • Goodness of fit is the ability of adults to meet the child’s needs. • Understanding temperament and adapting care teaching practices is key in meeting a child’s needs.

20. Key Concepts • Every person has unique characteristics/traits. • Goodness of fit is compatibility between care teacher and child • Understanding temperament and adapting care teaching practices is key in meeting a child’s needs.

21. “Fairness to infants is not treating each child the same.” • J. Ronald Lally To think about…