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(Unit 5) Topic 2: Planning Developmentally Appropriate Activities for Children

2 Clock Hours of Early Childhood Education

Factors Affecting a Child’s Temperament

​Topic 2 Page 9

Temperament is a combination of mental, physical and emotional factors that make up a person’s attitude and predisposition. Each child has a unique temperament that can influence their behavior, attention level, interests, and flexibility on any given day. 

Some factors affecting a child’s temperament:

Activity Level
Some children are always busy. Others are content to sit and read, or work on a project for long periods of time.

Regularity of Biorhythms
Biorhythm is the cycles and rhythms in which your body is accustomed to operating, such as wake and sleep cycles and other daily routines. Some children have highly regular biorhythms and function most effectively when events occur at the same time each day. These children may also be easily upset if routines are not kept consistent. Children who have less predictable biorhythms may need more flexible schedules and may be capable of adjusting better to change and inconsistency.

Intensity
Some children experience emotions at extreme levels and act out accordingly. Others have “low-key” responses to people and situations and are not prone to major disruptions or outbursts when their environment, situation, or feelings are affected.

Sensory Threshold
Related to how sensitive this child is to physical stimuli. It is the amount of stimulation (sounds, tastes, touch, temperature changes) needed to produce a response in the child. Does the child react positively or negatively to particular sounds? Does the child startle easily to sounds? Is the child a picky eater or will he eat almost anything? Does the child respond positively or negatively to the feel of clothing? Highly sensitive individuals are more likely to be artistic and creative.

Adaptability
Some children find it easy to adjust to new things in their environments such as situations, people, and events. Others are quite the opposite, finding it challenging to adapt to new things and requiring additional time to settle in.

Distractibility
Some children can focus on what they are doing without being distracted by other activities. Talkative students may not bother them, and they may be able to focus with background noise and activities. Other students may be highly distractible. They often need staff to repeat directions and help them to stay on task and focus. 

Persistence
Some children can stick with a task for long periods of time, even if they encounter setbacks and obstacles. Others will be more apt to give up and need a helping hand or a break.

​Often times, a combination of several of the above mentioned factors are combined in one child and create a unique situation. This is when knowing the child will benefit the child care professional and program. Having alternate plans or a “back-up” plan, is always a good idea. You can have a very detailed and organized activity or lesson planned, but it may not always go the way you might expect. Having an alternate plan, or setting time limits is a crucial component of program planning.

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