Understanding Temperament and "Goodness-of-Fit"

Have you ever wondered why some children respond differently to the exact same event? For example, when there is a fire drill at your child’s early education program, some children will likely be extremely excited, others will remain calm, and some will seem fearful. Part of the reason why children react differently to the same situation is due to their individual temperament. Understanding different individual temperaments and matching your actions to your child’s temperament is important and can help set your child up to be successful both academically and socially.

What Is Temperament?

A young child’s temperament can be thought of as an early stepping stone to their later personality and refers to how they respond and regulate their emotions, behaviors, and attention. Essentially, temperament consists of behaviors that you see from a child in response to a situation, as well as what you might not be able to see, where the child is attempting to internally regulate or control an emotional or behavioral response. While there is debate regarding the number of types of temperament, one common classification system defines children’s temperaments as undercontrolled, resilient, and overcontrolled. Undercontrolled children are highly active and social but can struggle with directing attention and impulsivity. Resilient children are seen as confident, friendly, and well-adjusted. Overcontrolled children often seem withdrawn and afraid or anxious in new situations.

Temperament is shaped by our biology as well as our experiences. A child may be predisposed to respond to an event a certain way, but how they respond is also influenced by past events and how people around the child have reacted to their response. This is really important because although a child may struggle in situations due to a biological predisposition, we can still support this child, encourage self-regulation skills, and help them respond to specific situations in appropriate ways.  

Why Does Temperament Matter?

A great deal of research has established links between individual temperament in early childhood and later academic, behavioral, social, and emotional outcomes. For example, young children who struggle with attention skills and impulsivity (i.e., undercontrolled) are at an increased risk of developing externalizing problems later in childhood, where they act out or are aggressive towards their peers. Young children who are extremely fearful or withdrawn (i.e., overcontrolled) are at an increased risk of developing internalizing problems like depression or anxiety. Because of the implications for healthy development that temperament carries, it is important that you are able to support your child no matter their temperament.

Goodness-of-Fit

A common theory for supporting unique temperaments is “goodness-of-fit.” The main rationale behind goodness-of-fit theory is that children’s development is shaped by the interaction between their own characteristics and the environment and people around them. Essentially, there is no one-size-fits-all approach to interacting with children, and environments and caregivers may not impact all children the same way, even when it is multiple children from the same family. For example, a loud and boisterous environment might be perfect for some children and distressful for others.

Children with undercontrolled temperaments may struggle to persist on a task and may need additional encouragement to finish before moving on to something new. These same children can benefit from reminders to take deep breaths to slow down during intense social interactions. Undercontrolled children often appreciate the opportunity to do hands-on activities, as opposed to something where they are required to sit quietly for an extended period of time. Conversely, children with overcontrolled temperaments may need reassurance when encountering something new. Providing them with gentle encouragement towards attempting a new task can be effective in helping them engage in the situation. These children may also enjoy activities where they are able to interact with you one-on-one or with a small group of friends in a quieter environment.

While altering your interactions based on your child’s individual temperament might seem challenging, if you are able to recognize their temperament as well as their unique strengths and challenges, you will be able to adapt your interactions to effectively support your child and set them up to be successful.

Additional Information

For a similar reference written for early care and education professionals, please see Understanding Temperament and “Goodness-of-fit” in Your Classroom.

References

DeMartini, S. E., Gallegos, M. I., Jacobvitz, D. B., & Hazen, N. L. (2021). Toddlers' emotional overregulation: Relations with infant temperament and family emotional climate. Family Relations, 70(4), 1073-1089.

MacNeill, L. A., & Pérez‐Edgar, K. (2019). Temperament and emotion. The Encyclopedia of Child and Adolescent Development, 1-12.

Shiner, R. L., Buss, K. A., McClowry, S. G., Putnam, S. P., Saudino, K. J., & Zentner, M. (2012). What is temperament now? Assessing progress in temperament research on the Twenty‐Fifth Anniversary of Goldsmith et al.(1987). Child Development Perspectives, 6(4), 436-444.

Vitiello, V. E., Moas, O., Henderson, H. A., Greenfield, D. B., & Munis, P. M. (2012). Goodness of fit between children and classrooms: Effects of child temperament and preschool classroom quality on achievement trajectories. Early Education & Development, 23(3), 302-322.

Zentner, M., & Bates, J. E. (2008). Child temperament: An integrative review of concepts, research programs, and measures. International Journal of Developmental Science, 2(1-2), 7-37.