Weekly Activity {Temperament Profile}

-3 Temperament Profiles

Explain characteristics of the three temperament profiles.
You may use your textbook, chapter 3 PowerPoint, lesson resources, and/or your own outside resources (must be peer reviewed journal articles).
Self – Identification
Use the temperament rating scale to rate yourself for each of the nine temperament traits
Once you have rated your temperament traits, review the characteristics of the three temperament styles and choose the one that best describes your profile.

Are you Easy, Slow to Warm or Difficult?
Why?

Goodness of Fit

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Identify strategies that would ensure a Goodness of Fit with children of various temperament styles (refer to the Temperament Tool and Guide pgs. 4-12).

Use the table below. It includes trait levels of a hypothetical child.
Begin by adding in your own temperament trait levels.

Complete the chart by identifying strategies you can use to support the child (refer to the Temperament Tool and Guide pgs. 4-12).

You are welcome to find strategies from outside resources, but the resources must be peer reviewed Early Childhood journal articles. Do not use blogs, commercial websites or sources that are not credible in the field of early childhood education.

Reflections

How will this information help you as a current or future early childhood educator?

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
approachability. Here are some ideas to support the fit
between you and your child’s lower level of approachability.

• When introducing your child to a new person, talk with
positive facial expressions to the new person before
introducing him/her to your child. Give your child some
time to ease into the situation.

• Allow your child extra time to be close to you (holding
him/her). When you see that he/she is looking around
and interested in a new situation, slowly place him/her
on the floor. You may need to first hold him/her, then
place him/her seated on your lap, and then on the floor
at your feet.

• Describe your actions and what you will be doing in the
new situation: “We are going to Grandmother’s house,
and we will eat lunch.” Even though your child may not
fully understand, it helps alert and orient him/her to the
new situation.

• Remember that most babies tend to have stranger
anxiety around 8 months and again around 18 months.

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 high approachability.

• Provide words for your child’s actions by saying things
like, “You are saying hello!” or, “You like to visit
with people!”

• Allow your child to explore new things in the world by
letting him/her walk or crawl, touch, and smell. Stay
close by to offer safe support.

• Offer a variety of new experiences, including new
activities, textures, sights, and sounds to reinforce your
child’s curiosity.

• Provide opportunities for your child to interact with
other children.

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

• Just like you, your child might prefer individual
interactions or small gatherings of people. Plan for
these types of experiences versus many larger group
gatherings in one day.

• Take time to talk to your child about new situations as
you remain his/her safe base, holding him/her or
standing close by if he/she is a toddler. “The children
are splashing in the water.”

• Your child is likely to enjoy playing with the same toy
and spending time in familiar places. Encourage
him/her to take familiar objects to new places and to
have special places to relax, such as on the couch
reading stories with you.

• When you have to try a new experience together, share
your own feelings about trying new things and how you
like to help yourself when you feel uncomfortable.
Don’t worry if it seems like he/she is too young to
really understand the words. The tone of your voice and
the introduction of the feelings is a wonderful support.

APPROACHABIL ITY
Is one’s initial response to new places, situations, or things.

R E S U L T S F O R

i am . . . my infant is . . .

highly Approachable highly Approachable

i am . . . my infant is . . .

highly Approachable less Approachable
i am . . . my infant is . . .

less Approachable less Approachable

i am . . . my infant is . . .

less Approachable highly Approachable

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

• 10 •

You and your child share a similar level of adaptability.

• Just like you, your child will probably find it easy to try
new situations and will not feel caught off guard during
transitions or disruptions in a usual routine. Continue to
use words to narrate when change will occur.

• Continue to enjoy a variety of activities during the
day, since you both have an easy time switching
between activities.

• Keep an eye out for cues or behavior signaling that your
child has had enough changes. Some routine is good for
all children. Try to keep some things the same each day,
like eating, napping, sleeping, etc.

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.

• When introducing your child to new activities or people,
do it gradually. Imagine that each new activity or person
is like a swimming pool, and try to break down the
activity so that your child can first “dip” his/her toes,
then “submerge” his/her legs, and finally “dunk”
his/her body.

• Introduce words to the feelings you think your child is
experiencing. This will not only help teach vocabulary,
but will also soothe him/her through hearing your voice.

• Introduce and follow rituals when saying hello,
goodbye, and making transitions. For example,
always say, “Bye-bye toys.”

• Maintain a consistent and predictable daily routine.

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 higher level of adaptability.

• Allow your child to explore new situations by letting
him/her walk or crawl, touch, and smell. Try not to
worry too much about getting dirty; just make sure
he/she is safe.

• Offer a variety of new experiences, including new
activities, textures, sights, and sounds, to reinforce your
child’s curiosity.

• Describe or narrate your child’s actions, which
communicates to him/her that he/she is doing
something great.

You and your child share a similarly low level
of adaptability.

• Follow your instinct of taking new situations, people,
and transitions slowly, with advance preparation and
adequate time. Allow extra time when approaching
something new, so that the experience is not hurried.

• When you have to do something that is new that does
not feel good, explain that you feel nervous or
uncomfortable, and decsribe how you might
help yourself.

• Describing your experience to your child will help
him/her learn to recognize feelings in himself/herself
and others, as well as how to help himself/herself.

ADAPTABIL ITY
Describes how easily one adjusts to changes and transitions.

R E S U L T S F O R

i am . . . my infant is . . .

highly Adaptable highly Adaptable

i am . . . my infant is . . .

highly Adaptable less Adaptable i am . . . my infant is . . .

less Adaptable less Adaptable

i am . . . my infant is . . .

less Adaptable highly Adaptable

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

• 11 •

You and your child share a similarly high level
of persistence.

• Have fun providing a range of activities and new objects
and take delight watching all the ways your child
explores and interacts with his/her surroundings. Like
you, he/she may feel really happy working on a problem
and discovering all the possible angles.

• Describe this feeling for your child and consider
praising his/her efforts rather than the final product.

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

• Observe and label the beginning signs of your child’s
frustration: “You are whimpering a bit. Do you want to
be picked up?” Quickly respond with gentle support
such as holding and talking calmly.

• Structure an interaction with a toy by providing fewer
parts. For example, offer only two or three nesting cups
rather than the entire set of six.

• Use positive facial expressions, such as a smile, and
encouraging words, when acknowledging your child’s
efforts. These expressions should match your narration
of what you see and hear your child doing.

• Give your child frequent breaks from an activity.

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

• Praise your child’s effort rather than the outcome. “You
picked up the rattle. Let’s shake it together.”

• Provide a variety of new activities, sights, and sounds
for your child to engage with.

You and your child share a similar lower level
of persistence.

• Just as you may do for yourself, break new and
challenging activities into smaller parts, and praise your
child for his/her efforts.

• Help your child learn how to recognize when he/she is
beginning to feel frustrated and what he/she could do to
feel better. You can do this by describing your own
feelings during frustrating times and what strategies you
use to calm down and finish the job.

• Make sure to baby-proof or toddler-proof your
home so your child can explore and experience
his/her environment.

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

R E S U L T S F O R

i am . . . my infant is . . .

highly persistent highly persistent

i am . . . my infant is . . .

highly persistent less persistent

i am . . . my infant is . . .

less persistent less persistent

i am . . . my infant is . . .

less persistent highly persistent

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

• 12 •

You and your child share a similarly positive mood.

• Take delight sharing a giggle or belly laugh at the world
around you. Describe your child’s happy feelings as you
experience these moments together.

• Play fun games throughout the day such as hide-and-
seek and “Peekaboo.”

• Look in the mirror together and share smiles.

• Even though you may both have a generally positive
mood, remember to also describe feelings of sadness,
anger, or fear so that your child learns that these
feelings are OK too.

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.

• Spend a lot of face-to-face time with your child. Show
him/her exaggerated positive facial expressions and
notice which expressions make him/her change his/her
facial expression, even if the change is very subtle.
Continue to offer those facial expressions, and label the
emotions you are demonstrating.

• Monitor for signs of overload such as eye rubbing,
sneezing, and slowing down or winding up.

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.

• Spend a lot of face-to-face time with your child. Show
him/her exaggerated positive facial expressions and
notice which expressions make him/her smile. Label the
positive emotion of happiness for him/her. You can also
offer a variety of expressions to begin teaching the wide
range of feelings children can experience.

• Connect words with feelings. “You’re happy! You like
this book!”

• Play simple games like “Peekaboo” that engage
your child.

You and your child share a similarly serious mood.

• Your child may like choices. As he/she gets older, allow
choices for daily routines such as which story to read
together before naptime.

• Give your child straightforward information about day-
to-day happenings. “We are going to child care and I
will be back to pick you up after your nap.”

• Try to relate to your child’s thoughtful approach to
his/her surroundings, and recognize that being
thoughtful or serious does not mean being angry.

• Allow time for your child to engage in observing what
is going on before joining in.

• Point out cues that your child uses to show engagement
or joy. Sometimes these signs might be more subtle than
a smile or laughter. You might notice raised eyebrows,
bright eyes, or turning towards a sound.

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

R E S U L T S F O R

i am . . . my infant is . . .

positive mood positive mood

i am . . . my infant is . . .

positive mood serious mood
i am . . . my infant is . . .

serious mood serious mood

i am . . . my infant is . . .

serious mood positive mood

Temperament Continuum
HANDOUT 23

Place the initials of each of the children in your care on the continuum for each trait based
on your observations and discussions with the child’s family. Then, write your initials
where you feel you fall on each trait in the continuum. Use this tool to analyze where your
temperament is similar and different to the children you care for. Then, knowing that it is
the adult who must adjust to make the “fit” good, use the suggestions above to create care
strategies that provide the best possible experience for each child.

R Activity Level:
Very Active Not Active
wiggle and squirm, difficulty sitting still sit back quietly, prefer quiet sedentary activities

R Distractibility:
Very Distractible Not Distractible
Difficulty concentrating High degree of concentration
Difficulty paying attention when engaged in an activity Pays attention when engaged in an activity
Easily distracted by sounds or sights during activities Not easily distracted by sounds or sights during activities

R Intensity:
Very Intense Not Intense
Intense positive and negative emotions Muted emotional reactions
Strong reactions

R Regularity:
Very Regular Not Regular
Predictable appetite, sleep patterns, elimination Unpredictable appetite, sleep patterns, elimination

R Sensory Threshold:
High Threshold Low Threshold
Not sensitive to physical stimuli including sounds, Sensitive to physical stimuli including sounds,
tastes, touch, temperature changes tastes, touch, temperature changes
Falls asleep anywhere, tries new foods, wears new clothing easily Picky eater, difficulty sleeping in strange crib/bed

R Approach/Withdrawal:
Tendency to Approach Tendency to Withdraw
Eagerly approaches new situations or people Hesitant and resistant when faced with new situations, people, or things.

R Adaptability:
Very Adaptable Difficulty Adapting
Transitions easily to new activities and situations Has difficulty transitioning to new activities or situations

R Persistence:
Persistent Easily Frustrated
Continues with a task or activity in the face of obstacles Moves on to a new task or activity when
Doesn’t become frustrated easily faced with obstacles. Gets frustrated easily

R Mood:
Positive Mood Serious Mood
Reacts to the world in a positive way, generally cheerful Reacts to situations negatively, mood is generally serious

1 ZERO TO THREE, Retrieved from worldwideweb http://www.zerotothree.org/site/PageServer?pagename=key_temp June 11, 2009
2 Dimensions of temperament (found in several places and merged/adapted).
3 WestEd. (1995). The Program for Infant Toddler Caregivers’ (PITC) Trainers Manual, module 1: Social-emotional growth and socialization (p. 21). Sacramento, CA:

California Department of Education.
4 Thomas, Chess, Birch, Hertzig, & Korn, 1963.

Issue 23 R www.vanderbilt.edu/csefel

R October 2010

Center on the Social and Emotional Foundations for Early Learning
We welcome your feedback on this What Works Brief. Please go to the CSEFEL Web site
(http://www.vanderbilt.edu/csefel) or call us at (866) 433-1966 to offer suggestions.

Where Do I Find More Information on Temperament?
See the CSEFEL Web site (http://www.vanderbilt.edu/csefel) for additional resources.

Blackwell, P. L. (2004, March). The idea of temperament: Does it help parents understand their fussy babies?
Washington, DC: ZERO TO THREE.

California Department of Education, Child Development Division and Far West Laboratory, Center for Child and
Family Studies. (1990). The program for infant/toddler caregivers. Sacramento, CA.

Honig, A. S. (2005, April). Infants & toddlers: Getting to know babies’ temperaments. Early Childhood Today, 19(6),
20-23.

Keogh, B. K. (2002). Temperament in the classroom: Understanding individual differences. Baltimore, MD: Paul H.
Brookes Publishing Co.

Kristal, J. (2004). The temperament perspective: Working with children’s behavioral styles. Baltimore, MD: Paul H.
Brookes Publishing Co.

Lerner, C., & Dombro, A. L. (2005 ). Bringing up baby: Three steps to making good decisions in your baby’s first
years. Washington, DC: ZERO TO THREE.

Parlakian, R., & Seibel, N. L. (2002). Building strong foundations: Practical guidance for promoting the social-
emotional development of infants and toddlers. Washington, DC: ZERO TO THREE.

Strum, L. (2004). Temperament in early childhood: A primer for the perplexed. Washington, DC: ZERO TO THREE.

Wittmer, D. S. & Petersen, S. H. (2006). Infant and toddler development and responsive program planning:
A relationship-based approach. Upper Saddle River, NJ: Merrill Prentice-Hall.

This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices,
strategies, and intervention procedures. The Briefs are designed to help teachers and other caregivers support young children’s social and emotional
development. In-service providers and others who conduct staff development activities should find them especially useful in sharing information with
professionals and parents. The Briefs include examples and vignettes that illustrate how practical strategies might be used in a variety of early child-
hood settings and home environments.

This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department
of Health and Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0215). The contents of this publication
do not necessarily reflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial
projects, or organizations imply endorsement by the U.S. Government. You may reproduce this material for training and information purposes. 10/2010

Newsletter constructed by the Graphics Core of the Vanderbilt Kennedy Center, Vanderbilt University. kc.vanderbilt.edu

Issue 23 R www.vanderbilt.edu/csefel

Chapter 3

Birth to Thirty-Six Months: Social and Emotional Developmental Patterns

Learning Objectives
3-1 Determine typical patterns of emotional development between birth and thirty-six months of age.
3-2 Sequence typical patterns of social development between birth and thirty-six months of age.
©2017 Cengage Learning.
All Rights Reserved.

Think About It
Think about your role as a student, employee or peer.
What it would take for you to be willing to take a risk in those respective settings?

What factors would need to be present?

Think about it
Caregivers need to create a safe and secure space for the physical and emotional survival of the child.
High Quality child care centers = positive learning atmospheres where children are comfortable enough to take risks.
There is a correlation between the development of brains and the development of emotion.
*Children who are abused – learn their own feelings and feelings of others are not important – leading to a lack of self-awareness and insensitivity to others.

Patterns of Emotional Development
Erikson’s Psychosocial theory
Erickson believed that children develop emotionally by responding to life challenges and children must resolve 8 crises. PSYCHO (ONESELF) SOCIAL (OTHERS)
Basic trust versus mistrust (0 – 1 year old)

Autonomy versus shame and doubt (2 – 3 years old)

Initiative versus guilt (3 – 6 years old)

Trust vs. Mistrust
Trust vs. Mistrust 0-1 year old Significant Source: Mother
Who can be trusted? When should I exercise caution? When is it safe to explore the world?
Developed through interactions and feedback from people in their lives
Learn to trust through responsive caregiving or learn to mistrust through harsh treatment and when needs are unmet
Develop trust through – atmosphere of acceptance and appreciation; routines; 3 A’s; responsive caregiving
When trust is established the child uses the adult as a trusted source.

Autonomy vs. Shame and Doubt
Autonomy vs. Shame and Doubt 2-3 years old Significant Source: Both parents
Marks the beginning of self-control and self-confidence
Choices allow children to develop autonomy
Begin to assume self-care responsibilities – parents should be protective but not overprotective
When parents are not reassuring and fail to reinforce the child’s efforts cause children to doubt their abilities and feel shame.
Erickson believed that in extreme cases, children will lack confidence in the abilities throughout life.
Some doubt is appropriate if task is too dangerous or difficult

Initiative vs. Guilt
Initiative vs. Guilt 3-6 years old Significant Source: Family Members
Balance between maintaining a zest for activity but learning to control impulses
When children are not allowed to do things on their own, they develop a sense of guilt – they believe that what they want to do is wrong

Patterns of Emotional Development
Two competing theories {Mahler and Stern} regarding the importance of bonding between parent and child and developing a sense of self
Separate and Together: Mahler
Margaret Mahler – “Separation – Individuation” – children are born with the idea that they are born fused to their mother and then go through a process of separating themselves from their mother
Importance of bonding between parent and child

Differentiation (4-10 months)
Practicing (10-15 months)
Rapproachment (15-36 months)
Libidinal Object Constancy (36 months – childhood)
©2017 Cengage Learning.
All Rights Reserved.

Differentiation
Differentiation 4-10 months
Baby begins to differentiate the mother from “everything else”
Pulls mom’s hair and clothes
Scans the world, looks back to mom to distinguish between mom and all other objects
Baby acts in more self-determined ways
Discriminate external sensations from internal sensations

Practicing
Practicing 10-15 months
Caregiver is used as a refueling station
Baby is now mobile and can practice separating themselves from mother
Moves short distance away and then returns for emotional nourishment
Develop an awareness of separateness

Rapproachment & Libidinal Object Constancy
Rapproachment 15-36 months
Sense of omnipotence is broken
Learn there are limits
Experiences frustration and separation anxiety
Libidinal Object Constancy 36 months – childhood
Stable concept of oneself (does not change) and stable concepts of others, places and things

Patterns of Emotional Development
Stern’s Theory
Bonding and separation process worked in the opposite direction of Mahler.
Theorized that infants are born alone and must learn to be with others.
Mother and infant in synchrony
Infant mirrors mother’s movements

Patterns of Emotional Development
Emotional Development
The growth of children’s ability to express and regulate their feelings and they learn which feelings to express and how to express them

3 components
Temperament; emotional intelligence and self-esteem

Emotional development is the growth of children’s ability to express and regulate their feelings and they learn which feelings to express and how to express them.

Patterns of Emotional Development
Temperament
Influences actions, feelings; what children learn and the type of interactions one has with others
Environmental influences
3 basic types
Flexible and easy
Slow to warm
Difficult
9 temperament traits
©2017 Cengage Learning.
All Rights Reserved.

Basic Temperament Types
Easy and Flexible
Generally positive mood; adapt fairly easily to change; and are regular and predictable in their patterns of eating, sleeping and eliminating
Difficult
More negative mood; are easily frustrated and slow to adapt to change; have irregular patterns of eating, sleeping and eliminating
Slow to Warm
Milder reactions than difficult child (although with repeated exposure they will come around); more regular patterns of eating, sleeping and eliminating than the difficult child but less regular than the easy child

Patterns of Emotional Development
Nine behavioral categories of Temperament
Activity level – amount of physical movement
Regularity – patterns of sleeping, eating, elimination
Approach/Withdrawal – comfort in new situations
Adaptability – ability to manage changes in routine
Sensory threshold – response to sensory information
Positive or negative mood – amount of time in pleasant or unpleasant demeanor
Response to intensity- energy level of emotional response
Distractibility – how easily the child gets distracted
Persistence – how long a child will stay with a difficult activity before giving up

Patterns of Emotional Development
Goodness of Fit model
How well the caregiver’s temperament matches that of the child’s temperament
How well the caregiver understands, accepts and works with the child’s temperament
Caregivers must identify their own temperament and identify strategies to responsively and respectfully meet the needs of each child.
©2013 Cengage Learning.
All Rights Reserved.

Patterns of Emotional Development
Emotional Intelligence:
Knowing one’s emotions
Labeling feelings
Managing emotions
Self-soothing and self-regulation
Motivating oneself
curiosity
Recognizing emotions in others
Empathy
Handling relationships
Interactional synchrony

Patterns of Social Development
Attachment Theory

The infant’s first years of life are dedicated to the development of strong emotional ties to the caregiver (Bowlby).
Attachment correlates to specific caregiver behaviors.

Patterns of Social Development
Relationships with Peers
Children generalize knowledge gained in relationships with peers
Self-recognition test
Mark on nose of child, if the child rubs it off their own nose, this demonstrates self-recognition. If they rub the mirror have not yet developed this
Reciprocal relationships based on prior experiences
©2017 Cengage Learning.
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Patterns of Social Development
Self-Esteem
Self-responsibility: caregivers should help children take responsibility for their own wants and needs appropriate to their developmental level.
Enlightened self interest: toddlers learn to balance awareness of own needs and feelings with the needs and feelings of others.
Positive attitude: caregivers help infants and toddlers internalize the moral values, beliefs and attitudes of people in their environment.
©2017 Cengage Learning.
All Rights Reserved.

Patterns of Social Development
Prosocial Behaviors
Provide feedback about appropriate, helpful behaviors, emphasize the impact of the child’s actions on another person, can lead to developing prosocial behavior.
Emotional Talk
Label and explain emotions
Intrinsic Motivation
Is a pro-social behavior
Sympathy
Learned by example and modeling

Emotions are universal so people all over the world display and understand emotional expression in the same way.

False
True or False?