Temperament Profiles Explain characteristics of the three temperament profiles. You may use your textbook, chapter 3 PowerPoint, lesson resources, and/or your own outside resou

INFANT TODDLER TEMPERAMENT TOOL (IT3)

SUPPORTING A “GOODNESS OF FIT”

INTRODUCT ION TO TEMPERAMENT Temperament is an important feature of social and emotional health. The word “temperament” refers to the way we approach and react to the world. It is our own personal “style” and is present from birth. There are three general types of temperaments: easy-going, slow-to- warm, and active.

Easy-going children are generally happy and active from birth and adjust easily to new situations and environments. Slow-to-warm children are generally observant and calm and may need extra time to adjust to new situations. Children with active temperaments often have varied routines (eating, sleeping, etc.) and approach life with zest.

There are nine common traits that can help describe a child’s temperament and the way he or she reacts to and experiences the world. The Temperament Chart on the next page explains these traits in more detail. They are:

• Activity level • Regularity • Adaptability • Distractibility • Sensitivity • Persistence • Intensity • Approachability • Mood

GOODNESS OF F IT Each caregiver and parent also has his or her own temperament. The compatibility between adult and child temperaments can affect the quality of relationships. This compatibility is often called “goodness of fit.” Goodness of fit happens when an adult’s expectations and methods of caregiving match the child’s personal style and abilities. Goodness of fit does not mean that adult and child temperaments have to match. The parent or caregiver does not have to change who they are. They can simply adjust their caregiving methods to be a positive support to their child’s natural way of responding to the world. For example, if a child is highly active, a caregiver may pack extra activities in the diaper bag for waiting times at visits to the doctor, grocery store lines, etc. For a child who needs some extra time in approaching new activities, a caregiver might stay close by, giving the child time to adjust and feel safe.

The Infant Toddler Temperament Tool (IT3) was developed for the Center for Early Childhood Mental Health Consultation, an Innovation and Improvement Project funded by the Office of Head Start. (Grant #90YD026B)

I N F A N T V E R S I O N

I N F A N T T O D D L E R T E M P E R A M E N T T O O L ( I T 3 ) — I N F A N T V E R S I O N

• 2 •

INTENSITY refers to the energy level of one’s emotional response, both positive and negative.

ACTIVITY LEVEL refers to the general level of motor activity when one is awake or asleep. Motor activity involves large and small muscle movement like running, jumping, rolling over, holding a crayon, picking up toys, etc.

has difficulty sitting still.

sits back quietly and prefers sedentary activities.

HIGH INTENSITY

LOW INTENSITY

has strong/intense positive and negative reactions.

has muted emotional reactions.

HIGHLY REGULAR

IRREGULAR

has predictable appetite, sleep, and elimination patterns.

has unpredictable appetite, sleep, and elimination patterns.

HIGH SENSITIVITY

LOW SENSITIVITY

is sensitive to physical stimuli including sounds, tastes, touch, and temperature changes; is a picky eater and has trouble sleeping in a strange bed.

is not sensitive to physical stimuli, including sounds, tastes, touch and temperature changes; can fall asleep anywhere and tries new foods easily.

HIGH APPROACHING

LOW APPROACHING

eagerly approaches new situations or people.

is hesitant and resistant when faced with new situations, people or things.

is squirmy and active.

prefers less noise and movement.

HIGH ADAPTABILITY

LOW ADAPTABILITY

transitions easily to new activities and situations.

needs more time for transitioning to new activities or situations.

requires a very small amount of time to feel OK in new situations.

may cry or stay close to caregiver before approaching a new situation.

DISTRACTIBILITY is the ease with which one can be distracted, or one’s level of concentration or focus.

HIGH DISTRACTIBILITY

LOW DISTRACTIBILITY

has difficulty concentrating, and paying attention when engaged in an activity and is easily distracted by sounds or sights during activities.

has a high degree of concentration, pays attention when engaged in an activity, and is not easily distracted by sounds or sights during activities.

is very distracted by discomfort, noticing even small signals of discomfort such as hunger, feeling sleepy, etc.

can handle discomfort and does not seem very bothered at all.

REGULARITY relates to the predictability of biological functions such as eating, sleeping, etc.

SENSITIVITY describes how sensitive one is to physical stimuli such as light, sound, and textures.

APPROACHABILITY is one’s initial response to new places, situations, or things.

HIGH PERSISTENCE

LOW PERSISTENCE

continues with a task or activity in the face of obstacles and does not get easily frustrated.

moves on to a new task or activity when faced with obstacles and gets frustrated easily.

PERSISTENCE relates to the length of time one continues in activities in the face of obstacles.

POSITIVE MOOD

SERIOUS MOOD

reacts to the world in a positive way and is generally cheerful.

reacts to situations in an observant, sometimes more serious way; tends to be thoughtful about new situations.

MOOD is one’s tendency to react to the world mainly in a positive or negative way.

ADAPTABILITY describes how easily one adjusts to changes and transitions.

HIGH ACTIVITY

LOW ACTIVITY

dimensions TypiCAl BehAviorAl

indiCATor The AdulT . . . The Child . . .

T E M P E R A M E N T T R A I T S

I N F A N T T O D D L E R T E M P E R A M E N T T O O L ( I T 3 ) — I N F A N T V E R S I O N

• 3 •

for infAnTs BirTh To 18 monThs. CompleTion Time: 5-10 minuTes.

I AM COMPLETING THE IT3 FOR MYSELF AND ________________________________________________________________ (INFANT’S NAME)

Complete this brief INFANT version of the IT3 to determine the “goodness of fit” between you and the child you have in mind for this activity. Remember, there are no “good” or “bad” temperamental traits; we are all born with unique personalities that make us special. The results and “goodness of fit” suggestions will help you to enhance your caregiving methods as a positive support for the child.

Please rate yourself and the infant on the following nine traits. For each trait, fill in the circle that comes closest to describing your regular behaviors and those of the infant. You can refer to the previous page and chart of Temperament Traits for definitions of each trait.

use the following

statements to focus

your thinking as you

review each trait for

yourself and the infant:

• more often than not, i

behave in a way that

can be described as:

• more often than not,

the infant behaves in

a way that can be

described as:

dimensions TypiCAl BehAviorAl indiCATor i Am . . . my infAnT is . . .

3. INTENSITY

1. ACTIVITY LEVEL

2. DISTRACTIBILITY

4. REGULARITY

5. SENSITIVITY

6. APPROACHABILITY

8. PERSISTENCE

9. MOOD

7. ADAPTABILITY

Highly Active

Less Active

Easily Distracted

Less Distracted (More Focused)

Intense Personality

Relaxed Personality

Highly Regular

More Spontaneous (Irregular)

Less Sensitive

Highly Approachable

Less Approachable

Highly Adaptable

Less Adaptable

Highly Persistent

Less Persistent

Positive Mood

Serious Mood

Highly Sensitive

DIRECTIONS FOR COMPLETING THE INFANT VERSION OF IT3

I N F A N T T O D D L E R T E M P E R A M E N T T O O L ( I T 3 ) — I N F A N T V E R S I O N

• 4 •

ACTIV ITY LEVEL Refers to the general level of motor activity when one is awake or asleep. Motor activity involves

large and small muscle movement like running, jumping, rolling over, holding a crayon, picking up toys, etc.

R E S U L T S F O R

You and your child share a similar activity level.

• Enjoy scooting, crawling, walking, running and climbing inside and outside with your child.

• Make sure that you and your child both take time for rest. Help your child learn to take a break by modeling the signs of feeling tired, as well as ways that you like to take rests — for example, relaxing in a chair with a book, taking a deep breath, or coloring.

• If your child is younger, describe the signals he/she gives to let you know that he/she is ready for a break. “I see you are looking around at other things and you are wiggling in my lap. How about we go outside for a while?”

You and your child seem to differ in activity level. Here are some ideas to help you support your child’s higher level of activity.

• Provide your child with time on his/her tummy to help promote muscle development paying attention to cues of comfort. Discontinue if he/she is showing any signs of being upset.

• Create an obstacle course with you as the main “obstacle” to excite your child to move.

• Place small toys close to his/her feet or arms and allow him/her to kick or push the toys.

• Let your child observe what is going on around him/her as you narrate: “Yes, the babies are playing with the toys.” Follow his/her lead if he/she chooses to take part in the play.

• Listen to music and rock gently with your child.

You and your child seem to differ in activity level. Here are some ideas to help you support your child’s higher level of activity.

• Crumple any type of paper that might make a sound, and roll it back and forth to your child. Let your child hear the sound of the “crunch.” Make sound effects that go with the movements while saying, “Stop . . . go!”

• While sitting, hold your child on your lap. While holding his/her hips, bounce your legs one at a time and then together. Try bouncing gently and then increase your pace to ease your child into the movement.

• Place your child on his/her back under a toy you are holding. Help your child lift his/her arms or legs to make the toy swing.

• Create obstacle courses with pillows and blankets for your child to crawl or walk on and around.

• Play simple games like “Peekaboo.”

• If your child is crawling or walking, provide outdoor time for him/her.

You and your child share a similar activity level.

• Enjoy cozying up on the couch or in a chair with a book or soothing music.

• Establish brief and consistent times during the day for physical activity. This will help you and your child feel ready to get moving.

• Expand favorite activities as a way to get in some movement. For example, stand up and act out a favorite story with your child or put on his/her favorite music and rock and sway together around the room.

• Support your child if he/she is not ready to join others in highly active play. Narrate what you see and let him/her observe. “The kids are chasing each other. Do you see them going fast?”

i am . . . my infant is . . .

highly Active highly Active

i am . . . my infant is . . .

highly Active less Active

i am . . . my infant is . . .

less Active less Active

i am . . . my infant is . . .

less Active highly Active

I N F A N T T O D D L E R T E M P E R A M E N T T O O L ( I T 3 ) — I N F A N T V E R S I O N

• 5 •

You and your child share a similar level of distractibility.

• Create a daily schedule and review it with your child. Preplan your activities, keeping them simple and brief. “We are going to the grocery store, the library, and then home for playtime.”

• Try to limit distractions while spending time with your child. For example, choose to listen to music or read a book rather than having the music on in the background while reading.

• Help your child learn to recognize the signs of becoming overstimulated. You can do this by talking about what overstimulates you and how you refocus your attention. “The television is making it hard for me to cook dinner. I am going to turn it off so I can pay attention.”

• Label the signals your child provides to communicate that he/she is getting distracted or overstimulated. “You are yawning and turning away from me when I sing. I think you are done with the song.”

You and your child seem to differ in the area of distractibility. Here are some ideas to support the fit between you and your child’s more focused nature.

• Check in regularly with your child even if he/she is playing contentedly.

• Take time to engage in floor play with your child. Get down at eye level and follow his/her lead. Try copying facial expressions, coos, and babbling.

• Allow your child enough time with activities. For example, if he/she is enjoying being held and swaying to music with you, keep it going while he/she shows signs of being engaged (smiling, looking at you, babbling, etc.).

You and your child seem to differ in the area of distractibility. Here are some ideas to support the fit between you and your child’s distractibility.

• Acknowledge your child’s feelings during challenging times. “I know it is noisy in this store, and it’s uncomfortable for your ears. We will leave in a few minutes.”

• Offer comfort by rocking, holding close, or rubbing his/her back when your child is distressed.

• Anticipate discomfort by changing diapers routinely, such as every two hours.

• While feeding, turn off the radio, television, and bright lights.

• Prior to naps and bedtime, complete routines in a low-lit room with soft music and gentle words.

You and your child share a similar level of focus.

• Take pleasure and joy in your chance to have uninterrupted time with each other and with objects. Use this time to discover together and share laughter.

• When making plans for your day, use advance warnings about transitions and changes in your schedule. You might use visuals to help with transitions. For example, if you are going to visit someone, you could show that person’s photo to your child and give warning: “In a few minutes we are going to drive over to visit Ms. Lohmann.”Allow plenty of time for your child to finish what he/she is doing.

• Because it may be easy to get lost in one type of activity, consider planning several activities to provide a variety of experiences during the day, such as climbing or crawling outside, interactive play like “Peekaboo” or hide-and-seek, sharing stories with colorful pages, and taking part in daily routines.

DISTRACTIB IL ITY Is the ease with which one can be distracted, or one’s level of concentration or focus.

R E S U L T S F O R

i am . . . my infant is . . .

easily distracted easily distracted

i am . . . my infant is . . .

easily distracted less distracted

i am . . . my infant is . . .

less distracted less distracted

i am . . . my infant is . . .

less distracted easily distracted

I N F A N T T O D D L E R T E M P E R A M E N T T O O L ( I T 3 ) — I N F A N T V E R S I O N

• 6 •

INTENSITY Refers to the energy level of one’s emotional response, both positive and negative.

R E S U L T S F O R

You and your child both have fairly intense personalities.

• Enjoy sharing big smiles and laughter while recognizing your child’s similarly big frowns and tears.

• Help your child learn to accept his/her big feelings by providing descriptions of those feelings as well as ways to calm down when the feelings (positive or negative) become too big. “You are kicking your legs and waving your arms to the music — are you excited?”

• Model the types of reactions you would like to see in your child. For example, if you are feeling frustrated, take a few deep breaths to calm down.

• Find ways to sooth your child when he/she is feeling strong emotions (for example, rubbing his/her back, swaying to gentle music, singing softly, gently holding, etc.). Be sure to share your most successful strategies with your child’s caregivers.

• Have cozy spots where you and your child can enjoy simple activities such as reading stories on the couch or playing with a toy together on a blanket on the floor.

You and your child seem to differ in the area of intensity. Here are some ideas to support the fit between you and your child’s “low intensity.”

• Label your child’s emotions to help match a word to the feeling.

• Use a soft and slow voice when talking with your child.

• Gradually increase your voice volume and facial expressions, taking care not to overwhelm him/her.

• Use dramatic facial expressions to show positive feelings and expressions.

You and your child seem to differ in the area of intensity. Here are some ideas to support the fit between you and your child’s level of intensity.

• Label your child’s emotions to begin teaching a word for a feeling. “The toy rolled away and you are upset.”

• Tone down the environment; for example, use soft lighting and music to calm your child down.

• Remain calm by taking a few deep breaths and reminding yourself that your child’s intense reactions are his/her way of communicating that he/she loves or dislikes something.

• Encourage your child to use comfort items (in addition to you!) throughout the day, such as a blanket or stuffed toy.

• Be ready and available to comfort your child gently when he/she becomes upset. “I hear you crying, and I know you just woke up. Daddy is coming.”

• Slowly rock or sway him/her.

• Hold him/her close to your chest while doing slow deep knee bends.

• Imitate your child’s facial expressions to help show him/her that what he/she feels is important to you.

You and your child both have fairly relaxed personalities.

• Consider practicing, identifying, and labeling emotions with your child, so that he/she can recognize and accept his/her own and others’ emotions. Look at storybooks about emotions. Reflect together on what you see.

• Take time to explain to your child what others may be feeling. “The baby is crying! She dropped her toy.”

• Label your child’s emotions, paying special attention to both obvious and subtle clues in their behavior, like furrowed brows, upturned eyes, looking away, cooing, clenching of fists, babbling, waving arms, etc.

i am . . . my infant is . . .

intense intense

i am . . . my infant is . . .

relaxed intense

i am . . . my infant is . . .

relaxed relaxed

i am . . . my infant is . . .

intense relaxed

I N F A N T T O D D L E R T E M P E R A M E N T T O O L ( I T 3 ) — I N F A N T V E R S I O N

• 7 •

You and your child share a similar level of regularity.

• Follow your instincts of maintaining a consistent and predictable routine for you and your child.

• Share your child’s preferred daily routine with others who care for him/her.

• Help your child learn to feel comfortable with unplanned interruptions in his/her schedule by using descriptions to label how it makes you feel when this happens.

• Support him/her by using a picture schedule. For example, use single-object pictures to create a schedule that shows your child that he/she will eat breakfast first and then get dressed.

You and your child seem to differ in the area of regularity. Here are some ideas to support the fit between you and your child’s spontaneity.

• Carefully watch for your child’s sleep signs and monitor when they occur. Try to put him/her down for a nap or bed at the same time every day. Sleep signs in babies include: rubbing eyes, yawning, fussing, sucking on hands or fingers, and slowing down of motor movement such as kicking legs or arms.

• Help establish a sleep routine that your child can anticipate by always doing the same soothing activities, such as singing the same song or reading the same story.

• Consider “feeding on demand” when your child is hungry, and slowly introduce a schedule.

• Complete daily routines such as meals, naps, and diaper changes in the same place. Routine is comforting to babies and young children and helps your child anticipate expected behavior.

You and your child seem to differ in the area of regularity. Here are some ideas to support the fit between your spontaneity and your child’s regularity:

• Respect your child’s sleeping and eating schedule. Try to allow him/her to take at least one nap per day in his/her own bed rather than out and about.

• Establish a daily sleeping and eating routine and try to maintain this routine even when you are not in your own environment — for example, when on vacation or visiting others.

• Support consistency of routines between home and other places where child care is provided; for example, if naptime occurs at noon at home, try to have others to keep the same schedule.

• If changes in routine occur, communicate what is happening. For example, say, “Today we are going to eat lunch at Grandma’s house.” If possible, pair your words with pictures. Even though your child cannot yet understand everything you are saying, describing changes in routine helps teach him/her.

• Complete daily routines such as meals, naps, and diaper changes in the same place. Routine is comforting to babies and young children and helps your child anticipate expected behavior.

You and your child share a similar level of spontaneity.

• Enjoy the spontaneity of the day. For example, if you planned to go outside but your child is interested in the water and bubbles as you wash dishes, let him/her join in by providing a sponge and a bowl of warm sudsy water.

• Be prepared for change as you plan for the day. This will also be helpful for your child. If he/she gets tired a little earlier, go with it and make time to rest. Or, if your child is not showing signs of being tired, let him/her stay up a little longer doing some quiet activities.

REGULARITY Relates to the predictability of biological functions such as eating, sleeping, etc.

R E S U L T S F O R

i am . . . my infant is . . .

highly regular highly regular

i am . . . my infant is . . .

highly regular more spontaneous

i am . . . my infant is . . .

more spontaneous more spontaneous

i am . . . my infant is . . .

more spontaneous highly regular

I N F A N T T O D D L E R T E M P E R A M E N T T O O L ( I T 3 ) — I N F A N T V E R S I O N

• 8 •

You and your child share a similar level of sensitivity.

• Enjoy the quiet cozy moments of your day together, like nap and bedtime, as times to connect. Use these times to talk softly about your day or sing songs in a soothing tone.

• When you find yourselves in environments that are louder or brighter than you both enjoy, help your child adjust by finding a quiet space to be together.

• Provide soft clothing and textures for your child.

• Use a warm, supportive tone to help your child as he/she works through emotions.

You and your child seem to differ in the area of sensitivity. Here are some ideas to support the fit between you and your more sensitive child.

• Use brightly colored toys to stimulate your child’s senses.

• Dance or gently rock your child while holding him/her.

• Feed him/her high-taste purees/foods like sweet and tart fruits and crunchy crackers.

• Encourage exploration of different textures such as crumpled paper, soft material, and sponges.

You and your child seem to differ in the area of sensitivity. Here are some ideas to support the fit between you and your child’s higher sensitivity.

• Turn off the television, radio, or music.

• Place soap suds on the bathtub or water table wall to allow sensory exploration in a safe place where your child can wash hands immediately.

• Respond gently and as soon as possible when your child communicates discomfort.

You and your child share a similar level of sensitivity.

• Have fun singing loudly and dancing to music together.

• Provide fun activities using sand, water, sandpaper, or feathers. These activities let your child explore the sounds, textures, and smells.

• Label these experiences for your child. “You are popping so many bubbles!”

• Even though you can both tolerate high levels of sensory input, take time to check in and notice when it is too much, and describe how this feels for your child.

SENSIT IV ITY Describes how sensitive one is to physical stimuli such as light, sound, and textures.

R E S U L T S F O R

i am . . . my infant is . . .

highly sensitive highly sensitive

i am . . . my infant is . . .

highly sensitive less sensitive

i am . . . my infant is . . .

less sensitive less sensitive

i am . . . my infant is . . .

less sensitive highly sensitive

I N F A N T T O D D L E R T E M P E R A M E N T T O O L ( I T 3 ) — I N F A N T V E R S I O N

• 9 •

You and your child both share a similar tendency to approach new situations or people.

• Share the pleasure with your child as you take on new adventures and outings to museums (even if he/she just watches people go by), playgroups, parks, or the zoo.

• Take time to be around other children and families if possible.

• Be close by to help your child as he/she learns to interact with others. Sometimes very highly approachable children may come into contact with a child who is less open to new people. The more approachable child may need help to navigate the situation.

You and your child seem to differ in the area of approa

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