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Module 5Understanding Temperament
Mind in the Making:Review of key concepts
1. What makes learning memorable?
2. Essential connections, dance of being in and out of sync
3. Our role in helping children with state regulation
2
3
Module Four Review
• Sharing the Moving on and Doing More activities– Did engaging the children socially,
emotionally and intellectually change how they learned or behaved? If so, how?
– How did planning from the S-E-I perspective change your planning strategies?
– Will this knowledge affect your teaching in the future? If so, how?
4
Ice Breaker
5
Learning Goals
Teachers will understand that effective
teaching requires becoming increasingly
aware of the role that temperament
plays in child and adult behavior and
learning. They will also become more
aware of the importance of a goodness
of fit with the children they teach.
6
Research shows…
• Children are born with
different temperaments
and their growth and
learning is shaped by
an ongoing interaction
between their genetic
endowments and the
experiences they have
7
Research shows…
• Children develop
best when adults
can create a
goodness of fit
between
themselves and
children.
8
Research shows…
• Children are more likely to cooperate and do
something when adults:
– Help children anticipate what is expected of
them
– Use positive language
– Explain in brief and simple terms rather than,
Because I say so
– Give doable, not overwhelming tasks
– Give limited and valid choices
9
Research shows…
• Children are more likely to comply when
asked not to do something when adults:
– Select only a few issues that are important
– Use what researchers call other-oriented
discipline
– Tell the children what they can do
– Establish consequences
– Teach problem-solving skills
10
Definitions
Temperament: the behavioral disposition influenced by both genetics and experience
Goodness of fit: when the child’s personality is a match to the adult’s ideal for the child
11
• To understand your
own temperament
• To understand each
child’s temperament
• To seek a goodness of
fit between you and
each child
Major Tasks of Teaching Young Children
12
Outcomes
• Teachers will become better at:– being aware of their own
temperaments;– being aware of children's
unique temperaments;– being aware of how to
create a good fit between themselves and children; and
– helping children develop skills and abilities that develop their temperaments as assets.
13
Get Ready!
14
Did You Know? – Research Video
Dr. Jerome Kagan
Harvard University
15
What Do You Think?
• Part 1:
– Discuss numbers 2 and 3 on page 5 of the
facilitator guide with your learning partner
– Debrief with large group –
• What was the difference whether you did or didn’t
experience a good fit with a teacher?
• How did the fit affect your learning and feelings
about yourself?
• How does your temperament impact how you
teach?
16
What Do You Think?
• Part 2:
– Read Peter’s story in the Appendix 1
•Discuss how the parent reacted with your
learning partner.
•How did the temperament of the teacher
and the child affect the situation?
•What would have made a difference?
17
What can you do?
• Think about the list of children you wrote down in Module 2– What role did
temperament play in who you remembered first and who you forgot?
– Pick one or two of the children and figure out a way to create a better fit.
18
Tips
• Take time to learn
more about how your
temperament affects
the children you teach
• Observe the children
you teach
• Help a child’s
temperament become
an asset
19
Quotes
The behavior you see in a child is
like observing the sky without a
telescope. You see just a little.
You’re got to peer deeper.
--- Dr. Jerome Kagan
Please see additional quotes in your binders.
Journal Reflection
• OR
20
21
Moving On and Doing More
• Use Chart 5.2 to describe the temperaments or styles of the children you teach.
• Use the ideas you came up with for creating a better fit with each child
• Make a list of what works best for you. Use this list when you get out of synch and need to get back in synch with a child.
Story
Leo the Late Bloomer
• by Robert Kraus• Illustrated by Jose
Aruego
22