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Ther following is the results from my son and myself temperament…
Ther following is the results from my son and myself temperament assessment. Please put in paragraph form as a reflection of the results.
Thank you!!!!!
both you and your child are highly active.
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 specific 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 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 awhile.”
2. DistractibilityResults: both you and your child are less distracted (more focused). You and your child share a similar level of focus.
Take pleasure and joy in your opportunity to experience uninterrupted interaction with each other and objects. Use this time to discover together and share laughter.
When making plans for your day, use advanced warnings for transitions and changes in your schedule. With your child, you might use visuals to help with transitions; for example, if you are going to visit someone, you could show their 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.
Since it may be easy to get lost in one type of activity, consider planning several activities to provide a variety experiences during the day such as: climbing or crawling outside, interactive play like peek-a-boo or hide and seek, sharing stories with colorful pages, and taking part in daily routines.
3. IntensityResults: both you and your child more relaxed (less intense). You and your child both have fairly relaxed personalities.
Consider practicing identifying and labeling emotional experiences with your child so that he/she can learn to recognize and tolerate his/her own and others’ emotions. Look at storybooks about emotions; reflect together on what you see.
Take time to explain to narrate 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 the obvious and the more subtle clues in their behavior like furrowed brows, upturned eyes, looking away, cooing, clenching of sits, babbling, waving arms, etc.
4. RegularityResults: both you and your child are highly regular. 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.
You can also support him/her through daily disruptions by using a picture schedule. For example, use single-object pictures as a picture schedule to show your child that he/she will eat breakfast first and then get dressed.
5. SensitivityResults: your child is highly sensitive, you are less sensitive. 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.
Accommodate your child if he/she does not want to go outside due to very hot or very cold temperatures: “your child, you can choose to stay inside with Ms. Klein today and run and tumble in the gym.”
React sensitively when your child is overwhelmed by his/her surroundings. Help find a quiet activity: “I notice you are tightening your fists and frowning. Is the bright light bothering your eyes?”
Be attuned to your child’s eating patterns and avoid incorporating too many new foods too fast.
Let your child know when you are about to touch him/her: “I am going to pick you up gently now so we can go and put on a fresh diaper.”
Give your child experiences with sensory materials by putting sand, dirt, corn starch, water, etc. inside sealed plastic baggies so that he/she can experience their sensory properties.
Offer tools that your child can use to experience new textures at his/her own pace. For example, have tongs available for picking up textured objects, paint brushes for experimenting with sticky glue, gloves for finger painting, etc.
6. ApproachabilityResults: your child is less approachable, you are highly approachable. You and your child seem to differ in the area of Approachability. Here are some ideas to support the fit between you and your child’s lower level of approachability.
Be your child’s safe base. Introduce him/her to new surroundings and people from the safety of your arms or while holding hands. Talk to him/her gently about what is going on and in a reassuring manner.
Model positive interactions with other people; for example, smile, shake hands and greet others warmly.
Help others connect with your child by letting them know to take it slow. Share your child’s favorite toys or activities with the other person to build a connection.
Allow your child to not participate in a new experience if he/she seems unsure. If possible provide a space for him/her to observe what is going on until he/she is ready to take part.
Be careful of not labeling your child as “shy.” Letting others know that he/she needs a little time to observe and take it slow is a gentle and respectful way of letting him/her know you respect them. Labels can stick over time.
Prepare children for new things. For example if your child will be attending a new child care center, drive by and visit prior to the first day.
Try to establish a normal daily routine to minimize confusion for your child.
7. AdaptabilityResults: your child is less adaptable, you are highly adaptable. You and your child seem to differ in the area of adaptability. Here are some ideas to support the fit between you and your child’s lower level of adaptability.
Give many advanced reminders when transitions are coming so that your child can be prepared.
Try not to introduce too much too fast. A new child or teacher in the classroom might be scary or confusing for your child, so react sensitively.
Allow your child to not participate in a new experience if he/she is having difficulty adapting.
Let your child know that you are available for comfort: “I know that this is hard for you since it’s so new. Do you want to play with your favorite blocks instead?”
Try to establish a normal daily routine to minimize confusion for your child.
8. PersistenceResults: both you and your child are highly persistent. You and your child share a similar, high level of persistence.
Have fun providing a range of activities and new objects and take delight watching all of the ways your child explores and manipulates his/her surroundings. Like you, he/she may feel really happy working on a problem and discovering all of the possible angles.
Describe this feeling for your child and consider praising his/her efforts rather than the final product.
9. MoodResults: your child is more serious, you are more positive. You and your child seem to differ in the area of mood. Here are some ideas to support the fit between you and your child’s different dispositions.
Try to match your child’s affect when he/she is feeling serious so that he/she knows that this emotion is okay.
Try not to force your child into a positive mood; allow him/her to express him/herself.
Encourage emotional vocabulary development by labeling emotional reactions: “Your face tells me you’re upset. Did you not like that story?”
Allow your child to not participate in an experience if he/she is getting upset.
