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Temperament and Attachment - Coggle Diagram
Temperament and Attachment
qualities of temperament
activity level
Is the child active or inactive?
adaptability
How does the child cope with changes?
approach or withdrawal
What is the child’s 1st response to new stimulus… is the child drawn to or waits and watch?
attention span and persistence
What is the child’s ability to keep at an activity till it is completed?
distractibility
How easy is it for the child to be drawn away from an activity
intensity of reaction
How intensive is the response from the child?
quality of mood
How often is the child joyful and friendly or fussing and sad?
rhythmicity
The regularity of the child’s biological functions
threshold of responsiveness
How much stimulus is needed to evoke a reaction from the child
How can caregivers encourage children to have adaptive interactions even though they display different temperaments?
goodness-of-fit model
creating child rearing environments that recognise each child’s temperament while also helping the child learn to adapt and function
For example, a child with difficult temperament, cannot manage change in their environment. Thus, reduce the amount of times they have to experience change or by using goodness-to-fit, remind them of upcoming changes but not to enforce them immediately
For example, a child with easy temperament, can easily manage changes in their environment. This means that they do not have a problem with experiencing changes.
Types of temperament
Flexible
qualities
regular feeding and nap routines
adapt to new situations quickly
easily toilet-trained
generally cheerful
traits
regular rhythms
positive moods
quick to adapt
low intensity
low sensitivity
suggestions
special attention
check in from time to time
Fearful
qualities
need extra time to warm up
very attached to their caregivers
traits
slow to adapt
withdraws
suggestions
go slowly
little by little and step by step
don't push/force
draw the child in/explore together wiht the child
accompany the child until they are comfortable with their new environment
Feisty
qualities
intense
full of zest
loud
traits
active
intense
distractable
sensitive
irregular
moody
suggestions
empathy
redirection of attention
continuous redirection
how caregivers can build a positive, caring relationship with each child
know the child in their care
individually
culturally
developmentally
build a sense of community in the programme in which each child experiences a sense of belonging while appreciating the rights and needs of others
build strong relationships with families that foster trusted mutual respect
make learning meaningful and relevant so that each child can see connection and experience his/her own competence
use authentic assessment procedures, like portfolios, so that families can appreciate and take pride in their child's unique development
create a clear consistent programme structure so that children can predict routines and feel safe