RADFORD UNIVERSITY   

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What is Temperament?

Temperament is a complex combination of characteristics that influence the way your child approaches tasks, relates to other people, and interacts with the environment.  Researchers have found there are nine categories that make up temperament. 

Activity Level
The amount of physical motion your child shows during regular daily activities, such as eating, playing, dressing, bathing , etc.

High: give your child opportunities for positive involvement in high speed activities; if quietness is required, be sure it is for a short time only.  Don’t expect your child to be able to inhibit his or her need for stimulation and physical activity.

Low: give your child enough time to complete tasks without feeling bad about being slow.  Do not finish the task yourself, or allow a quicker sibling to do it. Be sure to praise your child when he or she finishes, without regard for how long it took.

Rhythmicity
 The regularity of biological functioning in your child, including being hungry, the need for sleep, and having bowel movements.

High (likes a very regular schedule): If there is going to be a disruption in the usual schedule, warn your child first.  Think of irregularities in the environment and try to be prepared to minimize them (bring diapers, food, toys, etc.)

Low (is unpredictable and irregular in schedule): Be accommodating and try to build in flexibility for naps, eating, playtime, etc. in order to meet your child’s needs.  Slowly teach the “rules” for regular activities, and work toward a regular waking time to prepare for daycare, preschool, or school.

Approach/withdrawal
The initial responsiveness your child has to new people, situations, places, foods, toys, etc.

High (approach): Show your pleasure at your child’s willingness to be interested or try new things; remember that even a positive approach response may not last long.  Help your child to distinguish between suitable approach situations and those which are not.

Low (withdrawal): Don’t force your child to move toward something he seems extremely hesitant about; give him or her time to approach at a comfortable speed.  Try to encourage approaching the unfamiliar by asking for a time-limited trial (just taste one pea; just sit on the bottom rung)

Adaptability
The ease or difficulty with which your child modifies his or her responses in a desirable way.

High (quick to adapt): See this as an asset and enjoy it!  Be sure to educate your child if there are unsuitable or unacceptable situations or people for which quick adaptability might place him or her in danger.

Low (slow to adapt): Use a brief and graduated exposure to allow your child time to become comfortable; it’s okay to be an observer.  Do not force your child into an all-or-nothing situation.

Threshold of responsiveness
The amount of stimulation, such as sound or light, which is necessary to cause your child to respond or notice it.   

High (higher intensity stimulation is needed to get a response): Do not assume your child doesn’t care or missed instructions deliberately; provide opportunities to reinforce attending to instructions and use specific cues (“look at me”) to help them be aware of when information is important for them to attend to.

Low (very responsive to stimulation): Be careful to minimize over stimulating situations, especially before bedtime.  Provide quiet and relaxing situations for your child’s play and incidental learning, for example, if music is playing so a song may be learned, play it softly.

Intensity of reactions
The energy level of your child’s responses, without regard for the quality or direction of the response.

High: Remember that intensity may not equal desire or pleasure; don’t over-react to your child’s high intensity responses and maintain calm.  For example, do not threaten your child with punishment if they don’t calm down, but encourage them to speak or behave in an “indoor” way.  Do not counter their intensity with intensity of your own!

Low: Do not assume that your child’s interest is absent if a low intensity response is give.  Your child may be very interested but expresses it mildly.  If your child complains of pain or responds in a high intensity way, look into it further and take it seriously.

Quality of Mood
The amount of positive and negative feeling your child shows in various situations.

High (positive):  Appreciate your luck!  Be aware that a positive mood may cause your child to overestimate how well things are going, or who they are with; be sure to teach safeguards to protect against undeserved or dangerous positive judgments.

Low (negative):  Do not blame yourself, it is not your fault!  If your child makes negative judgments and predictions, help him or her to reframe them in a more positive way.  For example, if she says that her friend probably won’t want to come visit,  remind her of other friends who have visited and had fun with.

Distractibility
How your child copes with environmental stimuli which could potentially interfere with ongoing activities and behaviors.

High: You cannot significantly change your child but you can help them to compensate for problems in maintaining their attention.  Use regular cues or reminders to get them back on track, for example, have a phrase that reminds them to attend (“first things first”).  Praise accomplishment that is of good quality as it was probably difficult for them to achieve.

Low: Your child can sustain his or her attention, but sometimes may miss changes of activity or direction.  Remember that it is probably not caused by disobedience, rather, it is the positive ability to concentrate in spite of other activities.

Persistence/attention span
The length of time your child pursues particular activities, with or without obstacles.

High:  Your child may need a warning ahead of time if a task is to be interrupted.  Help your child to estimate how much time a task may need for completion.  He or she may become frustrated if they cannot finish a task due to time constraints.

Low: Plan short periods of involvement, punctuated by short breaks.  Help your child to return to the same task after each break until completion, so that taking a break does not become a reason not to finish something difficult.