Temperament and Personality

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Temperament and Personality

• EPS511
• National-Louis University
• Lopez

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Temperament

• Rothbarts (2001) three dimensions of Temperament
• Extraversion
• Showing high levels of optimistic anticipation,
  impulsivity, activity, and sensation seeking
• Negative affectivity
• Frequently are fearful, shy, frustrated, sad,
  uncomfortable, and not easily soothed.
• Effortful Control
• Are proficient in strategically focusing and
  shifting their attention, are sensitive to
  perceptual stimuli, and seek out low-intensity
  pleasures (not risk takers)

3
Personality

• Five dimensions of Personality
• Extraversion (being socially outgoing)
• Agreeableness (Being warm/Sympathetic)
• Conscientiousness (being persistent and
  organized)
• Neuroticism (Being anxious and fearful)
• Openness (being curious and imaginative)

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What about Personality/Temperament

• Children benefit when educators and other adults
  treat them sensitively and with appreciation for
  their individual qualities.

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What you can do

• Identify the kinds of temperaments that you
  naturally prefer, as well as those that push your
  buttons.
• Adjust to young childrens stylistic ways of
  responding to the world
• Consider childrens temperaments when forming
  groups
• Allow children to apply their natural strengths,
  but also encourage them to try out new strategies
  for learning
• Communicate your expectations about acceptable
  behaviors.
• Set up routines that youngsters can follow
• Help children to cope with changes in routine

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Implications if Temperament /Personality are
overlooked

• Mistrust
• Lack of communication
• Turns to violence (or shout matches)
• They just cant learn attitude
• Misdiagnosis into special
• Reynolds, M.C., Birch, J.W. (1982).
• My reaction paper