1. Temperament: The Key to Understanding Behavior Developed by Janet Poole. © 2011 WestEd, The Program for Infant/Toddler Care. This document may be reproduced for educational purposes.

2. Reflection What image comes to mind when you hear the word— temperament ?

3. Early Research New York Longitudinal Study by Stella Chess and Alexander Thomas Stella Chess, M.D., Temperaments of Infants and Toddlers, A Guide to Social-Emotional Growth and Socialization,1990

4. Key Concepts Researchers have identified 9 temperamental traits Most US children fit into 1 of 3 combinations of traits or “styles” Easy or flexible children make up 40% Feisty or difficult children make up 10% Cautious or “slow-to-warm children make up 15% 35% of children don’t fit in these 3 categories

5. Key Concepts - continued Temperamental traits are a person’s natural tendency to respond These traits remain fairly constant throughout life Traits begin to appear in the first few months of life Each of us learn techniques to help us moderate our “extreme” traits

6. Key Concepts - continued Adults need to handle each child in ways in which child can meet demands. This is called “goodness of fit” “Poorness of fit” is when the adult expects a child to adjust too quickly or at a level that the child is unable to meet” Adults should not insulate or protect the child from events that are distressing

7. Nine Temperaments Traits Activity level Biological Rhythms Approach/Withdrawal Mood Intensity of Reaction Sensitivity Adaptability Distractibility Persistence

8. DVD: Flexible, Fearful, or Feisty The Nine Temperamental Traits

9. Impact of Temperament: Can determine caregivers’ reactions to the child. Affect how the child interprets and makes sense of life experiences, and Shapes the child’s choices of activities and environments (which in turn may reinforce the child’s temperamental way of being).

10. DVD: Flexible, Fearful, or Feisty The Three Temperamental Styles

11. Temperament & Development Recent Research Sources: Theodore Wachs, Temperament and Development: The Role of Context in a Biologically Based System, Zero to Three, March 2004 and Marti Olsen Laney, Psy.D, The Introvert Advantage How to Thrive in an Extrovert World and Linda Gilkerson and Rebecca Klein, Editors, Early Development and the Brain, Zero to Three, 2008 Developed by Janet Poole. © 2011 WestEd, The Program for Infant/Toddler Caregivers. This document may be reproduced for educational purposes.

12. Stability of Temperament There are moderate levels of stability of individual temperament patterns over time. We would expect to see greater stability in temperament patterns within a given situation rather than across situations.

13. Definition of Temperament “..early-appearing patterns of observable behavior that are presumed to be biologically based and that distinguish one child from another.” »Rothbart & Derryberry, Zero to Three, March 2004

14. Individual differences “The causes of individual differences in temperament can be classified into two major categories: (1) biological influences, and (2) environmental and other influences.”

15. What Influences Individual Differences in Temperament? Genes Brain Processes Family Environment Nutrition Culture Biomedical Conditions Toxic Substances Temperament and Development: The Role of Context in a Biologically Based System, Theodore Wachs, Zero to Three, March 2004 Temperament

16. Genetic Influences “Genetic influences typically account for between 20% and 35% of individual variations in temperament (Saudin, Plomin, & DeFries, 1996), with stronger genetic influences found for negative temperament domains (such as fear and inhibition) than for positive temperament domains such as positive affect and approach.” Goldsmith, Buss & Lemery, 1997

17. Novelty Seeking Gene: D4DR Located on Chromosome 11—named the “personality” chromosome because of its influence on behavior. D4DR affects the neurotransmitter dopamine, which controls excitement levels & is vital for physical activity and motivation. Marti Olsen Laney, Psy.D, The Introvert Advantage-- How to Thrive in an Extrovert World

18. Novelty Seekers High-novelty seekers  Have a long D4DR gene and are less sensitive to & are less efficient in use of dopamine.  Need to experience thrills to produce more dopamine. They live life to the fullest pushing limits to new heights. Low-novelty Seekers  Have a short D4DR and are highly sensitive to and use dopamine more efficiently.  Receive enough dopamine in quiet activities. Living quietly at a slower pace; they enjoy routine & the familiar. Marti Olsen Laney, Psy.D, The Introvert Advantage-- How to Thrive in an Extrovert World

19. Neurotransmitters Our genetic inheritance includes a “private reserve” of about 150 different brain chemicals that in combination make up neurotransmitters which direct all brain functions. The main neurotransmitters are dopamine, serotonin, noradrenalin, acetylcholine, and endorphins. Theodore Wachs, Temperament and Development: The Role of Context in a Biologically Based System, Zero to Three, March 2004

20. Neurotransmitters Neurotransmitters have certain pathways in the brain. As they travel along pathways, they direct where blood circulates and regulates how much of it flows to various brain centers. The brain centers are “switched on” as blood flow increases. Our response to the world and how we behave depends on what parts of the brain are activated. -Marti Olsen Laney, Psy.D, The Introvert Advantage-- How to Thrive in an Extrovert World

21. Laney, M. O. (2002) The Introvert Advantage: How to Thrive in an Extrovert World. New York: Workman Publishing

22. Laney, M. O. (2002) The Introvert Advantage: How to Thrive in an Extrovert World. New York: Workman Publishing

23. Autonomic Nervous System Neurotransmitters also engage the autonomic nervous system. This system connects the mind and body and greatly influences how we behave and react to the world. Marti Olsen Laney, Psy.D, The Introvert Advantage-- How to Thrive in an Extrovert World

24. Autonomic Nervous System Sympathetic (Speed-Up) All our bodies run primarily on this system until we are almost 2 years old. Extroverts are linked with dopamine and adrenaline, This gives them energy and enthusiasm to explore. Their focus is outward & the body is spending, not conserving energy. Parasympathetic (Slow-Down) This system becomes more active at 18 to 24 months. Then we are calmer and able to focus to learn language and be potty trained. Introverts are linked to acetylcholine which signals the body to conserve & withdraw. Their focus is inward. The Introvert Advantage, How to Thrive in an Extrovert World, Marti Olsen Laney, Psy.D. D, 2002 Marti Olsen Laney, Psy.D, The Introvert Advantage-- How to Thrive in an Extrovert World

25. Rest Point “Each person has a rest point between the two sides of this system. The rest point is where we gain the most energy and feel the best. Under stress, our most dominant system takes over. If we know our rest point, then we can adjust our energy to achieve our goals.” Dr. Allan Schore, Affect Regulation and the Origin of the Self, 1994

26. Gene / Environment Interaction Environments can influence how genes are expressed. Their intensity can either reduce or increase genetically based risks.

27. Autonomic Nervous System Regulates the body’s internal functions: –Heart rate –Level of Arousal –Respiration rate –Digestion - Early Development and the Brain, 2008 Zero to Three

28. Autonomic Nervous System (ANS) The ANS is divided into two systems with complementary roles—1) the sympathetic nervous system, which keeps our arousal level up and produces the stress response, and 2) the parasympathetic nervous system, which helps keep our arousal level down and allows us to rest and digest. These two systems work together to maintain homeostasis, or dynamic balance. - Early Development and the Brain, 2008 Zero to Three

29. 2 Sides of the ANS Sympathetic Nervous System –Expends bodily resources –The “go system” Parasympathetic Nervous System –Conserves Bodily resources –The “slow system” - Early Development and the Brain, 2008 Zero to Three

30. Sympathetic Nervous System The “go or speed up system”—fight or flight” -Increases arousal and prepares body for emergency -Stimulates the release of adrenaline & noradrenalin -Increases heart and breathing rates -Suppresses digestion -Dilates pupils - Early Development and the Brain, 2008 Zero to Three

31. Parasympathetic Nervous System The “slow down system” –Decreases arousal and allows for rest –Decreases heart rate and breathing rates –Promotes digestion –Constricts pupils - Early Development and the Brain, 2008 Zero to Three

32. Our Stress Response Our autonomic nervous system responds to a perceived threat by mobilizing our energy resources and focusing our attention to deal with the immediate threat. This response shifts our resources from future needs of growth and repair to immediate survival needs. Early Development and the Brain, 2008 Zero to Three

33. What is Stress & How Does it Impacts Temperament Stress is a response to actual or perceived threats in the context of uncertainty about our capacity to manage the threat. What is stressful for one person can be an exciting challenge for another person based on the individual’s temperament, experience and the context. - Early Development and the Brain, 2008 Zero to Three

35. Physiology of the Stress Response The stress response is produced by coordinated action of the ANS and the hypothalamic-pituitary- adrenocortical system (HPA) system which releases the stress hormone cortisol. Cortisol levels rise above baseline to produce the stress response which shifts energy to the muscles and organs needed to respond to the threat. - Early Development and the Brain, 2008 Zero to Three

36. Impact of Severe or Chronic Stress If the stress is severe and/or chronic, children’s bodies don’t have adequate opportunities to rest and grow and can be compromised in a variety of ways. - Early Development and the Brain, 2008 Zero to Three

37. Positive Stress Is moderate and short-lived responses, such as brief increases in heart rate or mild changes in stress hormone levels. Learning to adjust to it is an essential feature of healthy development. Events that provoke positive stress tend to be those that a child can learn to control and manage with the support of caring adults and which occur in a generally safe, warm setting. –National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2

38. Tolerable Stress Refers to stress responses that could disrupt brain architecture, but generally occur within a time- limited period and are buffered by supportive relationships that facilitate adaptive coping. These conditions usually give the brain an opportunity to recover from potentially damaging effects. National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2

39. Toxic Stress Refers to strong and prolonged activation of the body’s stress management systems in the absence of the buffering protection of adult support. Disrupts brain architecture and leads to stress management systems that respond at relatively lower thresholds. Increases the risk of stress-related physical and mental illness. National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2

40. Impact of Toxic Stress Early, frequent, and intense stress tunes the brain to set stress regulation mechanisms at high levels. This often results in a child operating in a persisting fear state. Toxic Stress is chronic, uncontrollable and/or experienced without the child having access to support of a caring adults. Studies indicate that such stress responses can have adverse impact on brain architecture. National Scientific Council on the Developing Child, Excessive Stress Disrupts the Architecture of the Developing Brain. (2005). Working Paper No. 3., Summer 2

41. Alleviating Stress Three factors affect the degree to which an event is experienced as stressful—controllability, predictability, and social support. Social support and relationships with a responsive caregiver helps young children manage stress. Teachers can help children in stress by recognizing and supporting children’s use of their own coping strategies. –Early Development and the Brain, 2008 Zero to Three

42. Genes and Experience….. “…..some of the temperamental differences can be traced to their DNA. On the other hand, genetics alone do not seem to account for most of the variability among people with respect to dimensions of temperament. The child’s experiences play a significant role in shaping temperament-based behaviors.” Source: Theodore Wachs, Temperament and Development: The Role of Context in a Biologically Based System, Zero to Three, March 2004

43. Environmental Chaos & Temperament “Research has shown that children living in more chaotic homes—that is, homes that are noisy, crowded, and poorly structured, where nothing has a time or a place—are more likely to be easily irritated and have more intense negative moods than children living in less chaotic homes.” Source: Theodore Wachs, Temperament and Development: The Role of Context in a Biologically Based System, Zero to Three, March 2004

44. Parental Behaviors Children who were initially highly inhibited became less so over time if their parents set firm age-appropriate limits on their children’s behavior, helped their children practice appropriate coping skills, and responded less frequently, or were less solicitous when their child exhibited stress. (Arcus, 2001, Park, Belsky, Putnam, & Crnic, 1997; Rubin, Hastings, Steward, Henderson, & Chen, 1997)

45. Impact of Nutrition “Researchers have linked iron deficiency anemia to lower levels of alertness and increased amounts of negative emotionality in both neonates and older infants.” (Wachs, Pollitt, Cueto, Creed-Kanishiro & Jacoby, 2003 and Lozoff et al., 1998)

46. Temperament: Differing Cultural Views

47. Temperament Combinations Most Frequently Observed in Clinical Settings High Energy, Low Adaptability 34.75% Sensitive, Withdrawing 25.5% Low/Average Energy, Low Adaptability 21% High Energy, High Adaptability 12.5% Low, Energy, High Adaptability 6.25% Active, slow adapting or intense slow- adapting Active low persistent or active, low persistent and slow adapting Sensitive, intense and withdrawing or sensitive, withdrawing Low/average activity and slow-adapting or low/average intensity and slow adapting or low persistence Active and/or intense plus adaptable or approaching Low in intensity and/or low in activity Adaptable Approaching Source: The Temperament Perspective: Working with Children’s Behavioral Styles, Jan Kristal, 2005

48. Differing Views of “Ideal” Traits In China, teachers viewed shy, sensitive children as socially and academically competent. In North America, teachers viewed shy, sensitive children as lonely and depressed. In Sweden, shy, socially reserved behavior was not consistently associated with any negative long-term outcomes, yet in North America, such behavior was found to hinder careers. Vivian L. Carlson, Xin Feng, Robin L. Harwood Zero to Three, March 2004

49. “Ideal” Child in the U.S. Nearly 40% of children in the US are being raised in families that may espouse somewhat different socialization goals and may value different “ideal” traits than those promoted among Anglo-American families. Vivian L. Carlson, Xin Feng, Robin L. Harwood Zero to Three, March 2004

50. Nuclear Family “..most American parents are intensely concerned with early self-regulation in feeding and sleeping routines because such routines enable the accomplishment of necessary adult and family tasks in a single caregiver environment.” Vivian L. Carlson, Xin Feng, Robin L. Harwood Zero to Three, March 2004

51. Goodness of Fit Achieving a goodness of fit for each child in the group: –Using the group’s temperament chart provided, determine how the teacher (the black line) needs to adapt her caregiving strategies to achieve a goodness of fit with each child (different colored lines) in the group. –Have a recorder make notes of the agreed upon strategies for each child –Have a reporter prepare to share findings with the large group

57. Each child requires individualized caregiving strategies.

58. “Fairness to Infants Is not Treating each child the Same” J. Ronald Lally, Ed.D.

59. Final Comment Understanding temperaments is the key to all relationships!