Who Is My Child? Understanding Temperament

Understanding your child’s temperament can help you be a better parent and teacher.

© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use. Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation. Workbook and Power Point slides created by KERA © 2003 and used with permission.

Who Is My Child? Understanding Temperament

In this workshop KBYU Eleven's Ready To Learn trainer, Stephanie Anderson, helps parents, grandparents, caregivers, and teachers answer the questions "What is temperament?” and “Why is it important to understand?" Temperament is how a person usually acts and is neither good nor bad. It has nothing to do with temper. Temperament consists of nine inherent traits: activity level, distractibility, intensity, regularity, sensory threshold, approach and withdrawal, adaptability, persistence, and mood. The unique combination of these traits forms your child’s most basic self—it is their natural disposition. Understanding your child’s temperament can help you be a better parent and teacher. This workshop, based on the research of Bruce Perry, MD, PhD, provides unique insights about children’s temperaments. It was originally developed by KERA © 2003 and is used with permission.

This workshop includes the following sections:

Learning Triangle Activity Sheet Why Is This Important to My Child? What Can I Do for My Child? Book List Activities Additional Resources

Special Thanks

KBYU Eleven gratefully acknowledges the following individuals and organizations that contributed to the design and creation of this workshop and the thousands of workshop participants whose questions and suggestions inspired our work: Stephanie Anderson, Carrie Allen Baker, Barbara Leavitt, Aubrey McLaughlin, Theresa Robinson, Public Broadcasting Service, and United Way of Utah County.

© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use. Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation. Workbook and Power Point slides created by KERA © 2003 and used with permission. 2

KBYU Eleven Ready To Learn® FAQs

What Is KBYU Eleven Ready To Learn?

Children are born equipped for learning. Parents and caregivers can help children enter school with the essential skills and knowledge they need to be ready to learn. KBYU Eleven provides children and parents with three related services:

1. Quality educational television programs. Children who consistently watch these programs enter school better prepared to learn, and once in school they perform at a higher level.

2. A safe and fun online environment offering engaging activities, games, and videos that teach and reinforce key skills and concepts.

3. Online video workshops that provide insights into how children develop and demonstrate how to combine media with reading and hands-on activities to greatly enhance children’s learning.

What Is the Purpose of the KBYU Eleven Ready To Learn Workshops?

The 12 KBYU Eleven Ready To Learn workshops help parents become their child’s first and best teacher. The workshops were created over several years by experts in early childhood education and offered in partnership with schools, libraries, and community organizations throughout Utah. In creating these workshops KBYU Eleven built on the national Ready To Learn initiative sponsored by the U.S. Department of Education, the Corporation for Public Broadcasting (CPB), PBS, and the Ready To Learn Partnership (RTLP). You can learn more about the national Ready To Learn effort at pbskids.org/read/about.

© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use. Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation. Workbook and Power Point slides created by KERA © 2003 and used with permission. 3

What Are the 12 KBYU Eleven Ready To Learn Workshops?

1. Benefits of Media and the Learning Triangle

2. Rhymers Are Readers: The Importance of Nursery Rhymes

3. Music Is a Must!

4. Storytelling: You Can Do It!

5. The Brain: How Children Develop

6. The FUNdamental Powers of Play

7. What Do You Do with the Mad That You Feel?

8. Who Is My Child? Understanding Temperament

9. Math Is Everywhere!

10. Learning Through the Early Years: The Benefits of Repetition and Variation

11. Shared Reading: Tools to Bring Literacy to Life

12. Building Blocks: The Sequence of Emergent Literacy Skills

How Can I Participate in a KBYU Eleven Ready To Learn Workshop?Video versions of the workshops are available online at no charge. While they are sequentially based—with each workshop building on the previous one—they can also be viewed independently. To watch a workshop, visit kbyueleven.org and click on Ready To Learn under the Kids & Family section.

What Are the Four Areas of Child Development? 1. Cognitive development includes thinking, information processing, problem solving,

remembering, decision making, understanding concepts, and overall intelligence.

2. Physical development is rapid following birth as children learn to control large and then small muscle groups. The sequence of stages is important, and providing an environment children can physically explore while they are growing is critical to all ages.

3. Language development is most intensive during the first three years while the brain is developing rapidly and is stimulated most by exposure to sights, sounds, and being talked to.

4. Social/emotional development is critical to all other areas of development, because how children perceive their world (their ability to give and accept love, be confident and secure, show empathy, be curious and persistent, and relate well to others) affects how the brain physically develops and how they learn and process information.

© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use. Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation. Workbook and Power Point slides created by KERA © 2003 and used with permission. 4

The Learning Triangle is a three-part learning pattern that helps reach all types of learners by teaching through a variety of activities.

The three points of the Learning Triangle are View, Read, and Do.

VIEW with your child an educational program that teaches a concept or skill.READ with your child age-appropriate books that reiterate the new concept or skill.

DO an activity that reinforces a concept or skill that allows your child to practice what she or he has learned.

®

What Is the PBS Learning Triangle®?

As you use the Learning Triangle you will see how each point reinforces the others. The workshops provide suggested Learning Triangle activities, but more important, they teach you how to build your own learning triangles to best meet the needs of your child.

How Do Children Learn?The Learning Triangle is built on how we learn. Using our senses we gather information and then process it into our memory. Some learners rely more on one sense than another.

• Auditory learners use their sense of hearing. They process information better when they can hear the information.

• Visual learners use sight as a key tool for processing information.

• Kinesthetic (or hands-on) learners process information best by physically performing a task that incorporates the new information.

While learners can have a strong affinity to one type of learning, it is more effective to teach using a combination of all three. As a parent or caregiver, it is important to understand what types of learning work best for your child so that you can guide them to become better learners. For young children, ages 0–3, learning is holistic, meaning that they use all three types of learning. PBS developed the Learning Triangle to help reach all types of learners and enhance their learning through repetition. According to Dr. Bruce Perry, repetition is key to the development of a child’s brain. Repetition leads to skill mastery, which increases confidence and builds self-esteem.

© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use. Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation. Workbook and Power Point slides created by KERA © 2003 and used with permission. 5

Learning Triangle Activity Sheet

®

Who Is My Child? Understanding Temperament

  “Temperament describes the initial state from which personality develops and links individual differences in behavior to underlying neural networks. Temperament and experience together ‘grow’ a personality, which will include the child’s developing cognitions about self, others, and the physical and social world, as well as his or her values, attitudes, and coping strategies.   “From early infancy, children show considerable variability in their reactions to the environment. One child is fearful, has only a brief attention span, and cries even at moderately stimulating play; another child enjoys vigorous play, is not easily distracted, and seeks out exciting events. These reactions, together with the mechanisms that regulate them, constitute the child’s temperament. Temperament is defined as individual differences in emotional, motor, and attentional reactivity measured by latency, intensity, and recovery of response, and self-regulation processes such as effortful control that modulate reactivity (Rothbart & Derryberry, 1981). These differences are biologically based and are linked to an individual’s genetic endowment (Posner, Rothbart, & Sheese, 2007).” [Rothbart, M. K. (2007). Temperament, development, and personality. Current Directions of Psychological Science, 16, 207–212.]

Complete the All About Me! activity at www.pbs.org/parents/clifford/activities

or sing “It’s You I Like” with your child (words and music at www.pbskids.org/rogers/songLyricsItsYouILike.html).

“Stars in Your Eyes” from Clifford the Big Red Dog

Charley realizes that his friends like him for who he is

rather than what he has.

I Like Meby Nancy Carlson

The Crayon Box That Talkedby Shane DeRolf

The Way I Feel by Janan Cain

© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use. Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation. Workbook and Power Point slides created by KERA © 2003 and used with permission. 6

Book List

Who Is My Child? Understanding Temperament

ABC I Like Me! Nancy Carlson Social/EmotionalAlexander and the Terrible, Horrible, No Good, Very Bad Day Judith Viorst Sequence of Bad ThingsAnother Perfect Day Ross MacDonald Crisis/StressBad Case of Stripes, A David Shannon Social/EmotionalBeing Me Julie Broski Social/Emotional/Different Is OkayBig Orange Splot, The Daniel Manus Pinkwater Social/Emotional/Different Is OkayBootsie Barker Bites Barbara Bottner Frustration/UpsetBuzz Said the Bee Wendy Cheyette Lewison Love and WarmthCan Anyone Be as Gloomy as Me? Nick Toczek Frustration/UpsetCarrot Seed, The Ruth Krauss Social/EmotionalChester’s Way Kevin Henkes Crisis/Stress/Social/EmotionalColor of His Own, A Leo Lionni Different Is Okay/Social/EmotionalColor of Us, The Karen Katz Social/Emotional/Different Is OkayCookie’s Week Cindy Ward Social/EmotionalCorduroy Don Freeman Crisis/StressDo you Want to Play? Bob Kolar Social/EmotionalDoes Kangaroo Have a Mother Too? Eric Carle Social/EmotionalEarthquack Margie Palatini Social/EmotionalElla Sarah Gets Dressed Margaret Chodos-Irvine Frustration/UpsetFrederick Leo Lionni Love and WarmthGiraffes Can’t Dance Giles Andreae Different Is OkayGood-bye Book, The Judith Viorst Crisis/StressGoodnight Gorilla Peggy Rathmann Love and WarmthGoodnight Moon Margaret Wise Brown Love and WarmthGoodnight, My Ducklings Nancy Tafuri Social/EmotionalGrumpy Morning, The Pamela Duncan Edwards Sequence of Bad Things/Social/ EmotionalGuess How Much I Love You? Sam McBratney Love and WarmthHow About a Hug Nancy Carlson Love and WarmthHow Are You Peeling? Saxton Freymann Social/EmotionalHow Leo Learned to Be King Marcus Pfister Crisis/StressHow to Be a Friend Laurie Krasney Brown Love and WarmthI Like It When . . . Mary Murphy Social/EmotionalI Like Me! Nancy Carlson Social/Emotional/Different Is OkayI Like Myself! Karen Beaumont Different Is OkayI Love You As Much . . . Laura Krauss Melmed Love and WarmthI Love You Because You’re You Liza Baker Social/Emotional

Title: Author: Subject:

© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use. Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation. Workbook and Power Point slides created by KERA © 2003 and used with permission. 7

Book List

I Love You, Little One Nancy Tafuri Social/EmotionalI Was So Mad Mercer Mayer Frustration/UpsetIf You’re Angry and You Know It! Cecily Kaiser Frustration/Upset /Social/EmotionalIs Your Mamma a Llama? Deborah Guarino Different Is OkayJessica Kevin Henkes Crisis/Stress/Social/EmotionalJulius, the Baby of the World Kevin Henkes Crisis/Stress/Social/EmotionalJust the Two of Us Will Smith Social/EmotionalJust the Way You Are (Sesame Street) Kara McMahon Love and WarmthKisses Nanda Roep Love and WarmthKissing Hand, The Audrey Penn Social/EmotionalKoala Lou Mem Fox Social/EmotionalLet’s Go Visiting Sue Williams Social/EmotionalLilly’s Purple Plastic Purse Kevin Henkes Crisis/Stress/Different Is Okay/ Social/EmotionalLittle Rocket’s Special Star Julie Sykes Social/EmotionalLove You Forever Robert Munsch Love and WarmthMake Way for Ducklings Robert McCloskey Social/EmotionalMiss Moo Goes to the Zoo Kelly Graves Different Is OkayMommy’s Hands Kathryn Lasky and Jane Kamine Social/EmotionalMore Parts Tedd Arnold Social/EmotionalNapping House, The Audrey Wood Social/EmotionalNew Baby, The Mercer Mayer Crisis/StressNo Matter What Debi Gliori Social/EmotionalOwen Kevin Henkes Crisis/StressParts Tedd Arnold Social/EmotionalPigsty Mark Teague Crisis/StressPocket Full of Kisses, A Audrey Penn Social/EmotionalRain Came Down, The David Shannon Sequence of Bad ThingsRuby in Her Own Time Jonathan Emmett Social/EmotionalSheila Rae, the Brave Kevin Henkes Crisis/StressSkippy Jon Jones (any Skippy Jon Jones books) Judy Schachner Social/Emotional“Slowly, Slowly, Slowly,” said the Sloth Eric Carle Different Is OkaySometimes I’m Bombaloo Rachel Vail Frustration/Upset/Social/EmotionalStand Tall, Molly Lou Melon Patty Lovell Crisis/Stress/Social/Emotional/ Different Is OkayTacky the Penguin Helen Lester Crisis/Stress/Social/EmotionalThese Hands Hope Lynne Price Love and Warmth/Social/EmotionalTwo Eyes, a Nose and a Mouth Roberta Grobel Intrater Social/Emotional

Who Is My Child? Understanding Temperament

Title: Author: Subject:

© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use. Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation. Workbook and Power Point slides created by KERA © 2003 and used with permission. 8

Book List

Way I Feel, The Janan Cain Frustration/Upset/Social/EmotionalWe Are All Alike, We Are All Different Cheltenham Elem. School Kindergartners Social/EmotionalWeekend with Wendell, A Kevin Henkes Crisis/StressWemberly Worried Kevin Henkes Crisis/Stress/Social/EmotionalWhat Aunts Do Best/What Uncles Do Best Laura Numeroff Social/EmotionalWhat Dads Can’t Do Douglas Wood Social/EmotionalWhat Grandmas Do Best/What Grandpas Do Best Laura Numeroff Social/EmotionalWhat Mommies Do Best/What Daddies Do Best Laura Numeroff Social/EmotionalWhat Moms Can’t Do Douglas Wood Social/EmotionalWhen I Feel Angry Cornelia Maude Spelman Frustration/UpsetWhen Sophie Gets Angry —Really, Really Angry . . . Molly Bang Frustration/UpsetWhere Do Kisses Come From? Maria Fleming Love and Warmth/Social/EmotionalWhere the Wild Things Are Maurice Sendak Frustration/Upset/Social/EmotionalWhoever You Are Mem Fox Social/EmotionalWill You Forgive Me? Sally Grindley Love and WarmthYou’re Adorable Martha Alexander Social/EmotionalYou’re Just What I Need Ruth Krauss Love and Warmth

This is a small reference sample of books that can be found at your local library.

Who Is My Child? Understanding Temperament

Title: Author: Subject:

© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use. Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation. Workbook and Power Point slides created by KERA © 2003 and used with permission. 9

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___

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orld

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• • • • •

• • • • •

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The

Traits

of

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per

am

ent

Ever

yone

fits

som

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re in

all

of th

e Tra

its o

f Tem

pera

men

t cat

egor

ies.

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per

son

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uch

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The

Traits

of

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per

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ent

are

:

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nsiti

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to S

ense

s•

Awar

enes

s of

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lings

• St

reng

th o

f Exp

ress

ion

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rsist

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• D

istra

ctib

ility

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bilit

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eed

for P

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al M

ood

trai

ts

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Tem

per

am

ent

Traits

ACTI

VIT

Y L

EVEL

Ask

yours

elf:

H

ow

act

ive

is m

y c

hild

?Is

my

child

alw

ays

mov

ing

or u

sual

ly s

ittin

g sti

ll?

Is th

ere

a lo

t of j

umpi

ng a

roun

d at

our

hou

se,

or m

ore

quie

t and

cal

m p

layi

ng?

W

hat h

appe

ns w

hen

she

has

to s

it sti

ll fo

r a lo

ng ti

me?

W

hat h

appe

ns w

hen

she

has

to b

e up

and

aro

und

for a

long

tim

e?

A C

hild

Who I

s V

ery A

ctiv

e:•

Nee

ds a

n ou

tlet f

or h

er e

nerg

y.•

Can

’t sit

stil

l or q

uiet

for l

ong

perio

ds.

• C

an b

e se

en a

s ab

le to

do

thin

gs.

• M

ay b

e ac

cide

nt p

rone

.

A C

hild

Who I

s Le

ss A

ctiv

e:•

May

take

mor

e tim

e to

fini

sh th

ings

.•

Can

hav

e ph

ysic

al p

robl

ems,

like

bei

ng o

verw

eigh

t.•

Ofte

n ca

n sit

stil

l and

liste

n in

sch

ool.

Livel

yRe

stles

sSl

owQ

uiet

Hyp

erA

han

dful

Idle

Cal

m

Thin

k a

bout

your

child

’s t

emper

am

ent.

Cir

cle

each

of

the

word

s th

at

you t

hin

k d

escr

ibes

your

child

. I

f you

want,

wri

te in o

ther

word

s th

at

als

o m

ay d

escr

ibe

your

child

.

trai

ts

8©

KER

A 2

003

Tem

per

am

ent

Traits

SEN

SITI

VIT

Y T

O S

ENSE

S

Ask

yours

elf:

H

ow

sen

sitive

is

my c

hild

to lig

ht,

sm

ells

, so

unds

and t

ouch

ing?

Wha

t hap

pens

if th

ere

is a

loud

noi

se in

our

hou

se?

How

doe

s m

y ch

ild re

act i

f the

re is

a b

right

ligh

t nea

rby?

W

hat h

appe

ns w

hen

he e

ats

som

ethi

ng th

at h

as a

new

taste

? H

ow d

oes

he re

act w

hen

I hug

or t

ouch

her

? If

ther

e is

a ba

d sm

ell n

earb

y, d

oes

he n

otic

e?

A C

hild

Who I

s Se

nsi

tive

to S

ense

s:•

May

bec

ome

fuss

y if

ther

e ar

e lo

ud n

oise

s or

brig

ht li

ghts.

• Le

arns

by

seei

ng,

touc

hing

, an

d us

ing

all o

f her

sen

ses.

• M

ay b

e cu

ddly

and

som

etim

es c

lingy

.

A C

hild

Who I

s Le

ss S

ensi

tive

to S

ense

s:•

Ofte

n is

not i

nter

este

d in

hug

ging

or t

ouch

ing.

• En

joys

brig

hter

ligh

ts an

d lo

uder

mus

ic.

• M

ay s

leep

thro

ugh

noise

and

ligh

ts.

Thin

k a

bout

your

child

’s t

emper

am

ent.

Cir

cle

each

of

the

word

s th

at

you t

hin

k d

escr

ibes

your

child

. I

f you

want,

wri

te in o

ther

word

s th

at

may a

lso d

escr

ibe

your

child

.

Sens

itive

Una

war

eN

ervo

usC

uddl

yA

rtisti

cTo

uchy

-feel

yC

lingy

Ove

rreac

ting

sens

es

9©

KER

A 2

003

Tem

per

am

ent

Traits

AW

AREN

ESS

OF

FEEL

ING

S

Ask

yours

elf:

H

ow

aw

are

is

my c

hild

of

feel

ings

and e

motions?

Can

she

tell

me

wha

t she

is fe

elin

g?

Whe

n so

meo

ne e

lse is

sad

or h

urt,

does

she

not

ice

and

seem

con

cern

ed a

bout

wha

t tha

t pe

rson

is fe

elin

g?

Doe

s sh

e ac

t mad

whe

n sh

e is

prob

ably

real

ly s

ad o

r sca

red?

D

oes

she

try to

com

fort

othe

rs w

ho a

re u

pset

?

A C

hild

Who I

s A

ware

of

Feel

ings:

• C

an b

e ve

ry c

arin

g an

d sy

mpa

thet

ic to

oth

ers.

• C

an u

se w

ords

to te

ll ho

w s

he fe

els.

• M

ight

act

on

feel

ings

inste

ad o

f thi

nkin

g th

ings

thro

ugh.

A C

hild

Who I

s U

naw

are

of

Feel

ings:

• M

ay n

ot k

now

he

upse

t som

eone

or w

hy.

• C

an a

ct a

ngry

inste

ad o

f sad

or h

urt.

• Is

ofte

n m

ore

inte

reste

d in

the

fact

s th

an h

ow p

eopl

e fe

el.

Thin

k a

bout

your

child

’s t

emper

am

ent.

Cir

cle

each

of

the

word

s th

at

you t

hin

k d

escr

ibes

your

child

. I

f you

want,

wri

te in o

ther

word

s th

at

als

o m

ay d

escr

ibe

your

child

.

Kind

Unc

arin

gTo

ugh

Swee

tSe

nsiti

veSe

lfish

Thou

ghtfu

lPr

ecise

feel

ings

10

©K

ERA

200

3

Tem

per

am

ent

Traits

STREN

GTH

OF

EXPRES

SIO

N

Ask

yours

elf:

H

ow

str

ongly

does

my c

hild

ex

pre

ss f

eelin

gs,

wants

and o

pin

ions?

Do

I hav

e to

gue

ss w

hat h

e is

thin

king

? D

oes

he s

omet

imes

get

ove

rlook

ed o

r bos

sed

arou

nd b

y ot

her p

eopl

e?

Doe

s he

like

to te

ll ot

hers

wha

t to

do a

nd h

ow to

do

it?

Wha

t hap

pens

whe

n he

doe

sn’t

like

som

ethi

ng o

r som

eone

? W

hat h

appe

ns w

hen

he w

ants

som

ethi

ng?

A C

hild

Who I

s V

ery E

xpre

ssiv

e:•

May

yel

l or c

ry o

ver s

mal

l thi

ngs.

• M

ay h

ave

troub

le ta

king

turn

s or

lettin

g ot

her c

hild

ren

choo

se g

ames

.•

Can

be

good

at t

alki

ng y

ou in

to th

ings

.

A C

hild

Who I

s N

ot

So E

xpre

ssiv

e:•

Mig

ht b

e se

en a

s an

und

erac

hiev

er.

• M

ay g

et p

ushe

d ar

ound

by

othe

r chi

ldre

n.•

May

be

calm

er a

nd m

ore

coop

erat

ive.

Thin

k a

bout

your

child

’s t

emper

am

ent.

Cir

cle

each

of

the

word

s th

at

you t

hin

k d

escr

ibes

your

child

. I

f you

want,

wri

te in o

ther

word

s th

at

als

o m

ay d

escr

ibe

your

child

.

Dra

mat

icO

verre

actin

gC

alm

Pass

ive

Boss

yPe

rsua

sive

Gen

tleM

eek

expr

essi

on

11

©K

ERA

200

3

Tem

per

am

ent

Traits

PER

SIST

ENCE

Ask

yours

elf:

H

ow

does

my c

hild

stick

with a

nd c

om

ple

te a

task

?W

ill sh

e sit

and

do

one

thin

g un

til s

he is

don

e?

Doe

s sh

e sta

rt so

met

hing

and

then

mov

e on

to s

omet

hing

else

righ

t in

the

mid

dle?

W

hat h

appe

ns if

I as

k he

r to

stop

doin

g so

met

hing

? W

ill sh

e sta

y w

ith s

omet

hing

eve

n if

it is

not e

asy,

or d

oes

she

give

up?

A C

hild

Who I

s V

ery P

ersi

sten

t:•

Mig

ht h

ave

troub

le ta

king

“no

” fo

r an

answ

er o

r sto

ppin

g.•

Will

stick

with

som

ethi

ng u

ntil

it is

done

.•

Is of

ten

cons

ider

ed s

tubb

orn.

• U

sual

ly d

oes

wel

l in

scho

ol.

A C

hild

Who I

s Le

ss P

ersi

sten

t:•

May

hav

e tro

uble

fini

shin

g th

ings

.•

Can

do

mor

e th

an o

ne th

ing

at a

tim

e.•

May

giv

e up

on

toys

or t

asks

that

are

too

com

plic

ated

or

uni

nter

estin

g.

Thin

k a

bout

your

child

’s t

emper

am

ent.

Cir

cle

each

of

the

word

s th

at

you t

hin

k d

escr

ibes

your

child

. I

f you

want,

wri

te in o

ther

word

s th

at

als

o m

ay d

escr

ibe

your

child

.

Stub

born

Det

erm

ined

Flex

ible

Stic

k-to-

itU

ncha

ngea

ble

Doe

sn’t

give

up

Willf

ulH

elpf

ul

pers

iste

nce

12

©K

ERA

200

3

Tem

per

am

ent

Traits

DIS

TRA

CTI

BIL

ITY

Ask

yours

elf:

H

ow

does

my c

hild

pay a

tten

tion?

Doe

s he

sto

p w

hat h

e’s

doin

g of

ten?

W

hat h

appe

ns if

ther

e is

a su

dden

noi

se w

hile

he

is do

ing

som

ethi

ng?

Whe

n he

is fu

ssy,

ca

n I g

et h

im to

qui

ckly

thin

k of

som

ethi

ng e

lse,

such

as

a to

y?

A C

hild

Who I

s M

ore

Focu

sed:

• C

an c

ompl

ete

task

s m

ore

easil

y.•

May

be

unaw

are

of d

ange

r. •

May

lear

n qu

ickly

.•

May

not

hea

r whe

n yo

u ca

ll.

A C

hild

Who I

s Ea

sily

Dis

tract

ed:

• M

ay h

ave

troub

le fi

nish

ing

thin

gs.

• M

ay b

e ab

le to

do

seve

ral t

hing

s at

onc

e.•

Can

eas

ily n

otic

e ev

en s

mal

l cha

nges

.

Thin

k a

bout

your

child

’s t

emper

am

ent.

Cir

cle

each

of

the

word

s th

at

you t

hin

k d

escr

ibes

your

child

. I

f you

want,

wri

te in o

ther

word

s th

at

als

o m

ay d

escr

ibe

your

child

.

Focu

sed

Impu

lsive

Car

eful

Prec

iseSh

arp

Easil

y sid

etra

cked

Inat

tent

ive

Obs

erva

nt

dist

ract

ibili

ty

13

©K

ERA

200

3

Tem

per

am

ent

Traits

ABIL

ITY

TO

ACCEP

T CH

AN

GE

Ask

yours

elf:

How

easi

ly d

oes

my c

hild

acc

ept

changes

?W

hat w

ould

hap

pen

if sh

e ha

d to

go

to n

ew c

hild

care

or s

omeo

ne n

ew w

ere

to w

atch

her

? Is

she

frie

ndly

with

new

chi

ldre

n?

Wha

t wou

ld h

appe

n if

we

mov

ed to

a n

ew h

ouse

or a

partm

ent?

If

ever

ythi

ng in

her

room

wer

e m

oved

aro

und,

wou

ld s

he b

e up

set?

A C

hild

Who E

njo

ys

Change:

• M

ay w

ande

r off

if no

t wat

ched

in a

sto

re o

r cro

wd.

• Lik

es to

exp

lore

new

pla

ces.

• W

ill ea

sily

mee

t and

acc

ept n

ew p

eopl

e.•

May

bec

ome

bore

d w

ith th

e sa

me

thin

gs.

A C

hild

Who P

refe

rs T

he

Fam

iliar:

• Be

com

es s

hy w

ith n

ew p

eopl

e an

d pl

aces

.•

Likes

her

toys

, ro

om a

nd te

ache

rs to

sta

y th

e sa

me.

• N

eeds

mor

e tim

e to

dea

l with

cha

nge.

Thin

k a

bout

your

child

’s t

emper

am

ent.

Cir

cle

each

of

the

word

s th

at

you t

hin

k d

escr

ibes

your

child

. I

f you

want,

wri

te in o

ther

word

s th

at

als

o m

ay d

escr

ibe

your

child

.

Frie

ndly

Ada

ptab

leC

autio

usSh

yO

utgo

ing

Adv

entu

rous

Infle

xibl

eFe

arfu

l

chan

ge

14

©K

ERA

200

3

Tem

per

am

ent

Traits

NEE

D F

OR P

HY

SICA

L RO

UTI

NE

Ask

yours

elf:

H

ow

much

routine

does

my c

hild

nee

d?

Doe

s he

like

to d

o th

e sa

me

thin

gs a

t the

sam

e tim

es e

very

day?

W

hat w

ould

hap

pen

if he

had

to g

o to

bed

ear

lier o

r lat

er?

D

oes

he h

ave

a fa

vorit

e cu

p or

pla

te?

Doe

s he

pre

fer t

o ea

t the

sam

e th

ings

? D

o I n

eed

to c

hang

e hi

s di

aper

s at

the

sam

e tim

es?

A C

hild

Who P

refe

rs P

hysi

cal Routines

:•

Usu

ally

will

go to

bed

or e

at a

t the

sam

e tim

e ev

eryd

ay.

• M

ay h

ave

a fa

vorit

e to

y or

cup

.•

Can

get

ups

et w

hen

the

day

does

n’t g

o as

usu

al.

A C

hild

Who L

ikes

Vari

ety in P

hysi

cal Routines

:•

Has

var

ying

nee

ds fo

r foo

d or

sle

ep.

• En

joys

doi

ng th

ings

diff

eren

tly.

• M

ay n

ot n

otic

e sm

all c

hang

es in

the

day.

Thin

k a

bout

your

child

’s t

emper

am

ent.

Cir

cle

each

of

the

word

s th

at

you t

hin

k d

escr

ibes

your

child

. I

f you w

ant,

wri

te in o

ther

word

s th

at

als

o m

ay d

escr

ibe

your

child

.

Ord

erly

Fixe

dEa

sily

bore

dU

npre

dict

able

Like

cloc

kwor

kC

onsis

tent

Impu

lsive

Flex

ible

rout

ine

15

©K

ERA

200

3

Tem

per

am

ent

Traits

USU

AL

MO

OD

Ask

yours

elf:

W

hat

is m

y c

hild

’s m

ood m

ost

of

the

tim

e?D

oes

she

laug

h or

sm

ile a

lot?

D

oes

she

usua

lly s

ee th

e po

sitiv

e or

neg

ativ

e in

thin

gs th

at h

appe

n?

Doe

s sh

e us

ually

see

m s

erio

us?

W

hen

thin

gs g

o w

rong

, is

she

able

to s

hrug

off

disa

ppoi

ntm

ent?

D

oes

she

play

hap

pily

with

oth

ers

or d

oes

she

pref

er to

pla

y al

one?

A C

hild

Who I

s U

sually

in a

Happy

Mood:

• M

akes

frie

nds

easil

y.•

May

act

hap

py e

ven

whe

n sa

d.•

Mig

ht n

ot k

now

how

to a

ct w

hen

serio

us th

ings

hap

pens

.

A C

hild

Who I

s U

sually

Ser

ious:

• M

ay h

ave

a ha

rder

tim

e ha

ving

fun.

• C

an b

e m

ore

studi

ous

and

lear

n m

ore

easil

y.

• M

ay b

e se

en a

s un

happ

y or

hav

ing

prob

lem

s w

hen

he d

oes

not.

A C

hild

Who I

s U

sually

Les

s Posi

tive:

• M

ight

hav

e tro

uble

kee

ping

frie

nds.

• M

ay b

ecom

e sa

d or

frus

trate

d ea

sily.

• C

an b

e m

ore

real

istic

abo

ut th

ings

.

Thin

k a

bout

your

child

’s t

emper

am

ent.

Cir

cle

each

of

the

word

s th

at

you t

hin

k d

escr

ibes

your

child

. I

f you w

ant,

wri

te in o

ther

word

s th

at

als

o m

ay d

escr

ibe

your

child

.

Che

erfu

lPl

ayfu

lRe

serv

edLiv

ely

.

Neg

ativ

eSo

mbe

rU

nhap

pySe

rious

moo

d

16

©K

ERA

200

3

Now

What

Do I

Do?

Rem

embe

r, ch

ildre

n ne

ed to

lear

n to

ada

pt th

eir w

orld

and

thei

r tem

pera

men

t.

Ask

yours

elf:

W

hat

can I

do t

o h

elp h

er w

orl

d –

at

hom

e, a

t ch

ildca

re a

nd o

ther

pla

ces

we

go –

fit b

ette

r w

ith h

er t

emper

am

ent?

Look

aro

und

your

hou

se a

nd o

ther

pla

ces

whe

re y

our c

hild

spe

nds

a lo

t of t

ime.

Yo

u w

ill no

tice

way

s th

at y

ou c

an m

ake

smal

l cha

nges

th

at w

ill he

lp y

our c

hild

.

Ask

yours

elf:

W

hat

do w

e alr

eady h

ave

at

hom

e –

such

as

toys

or

gam

es –

that

I ca

n u

se t

o h

elp h

im lea

rn

to a

dapt

his

worl

d?

How

can I

hel

p h

im lea

rn t

o g

et a

long w

ith o

ther

s?

Hel

ping

you

r chi

ld a

nd h

is w

orld

fit t

oget

her b

ette

r isn

’t ab

out m

oney

or b

uyin

g th

ings

. It

’s ju

st ab

out b

eing

sen

sitiv

e to

the

thin

gs th

at

mak

e yo

ur o

wn

child

spe

cial

.

Your

goal is

not

only

to f

it h

is w

orl

d t

o b

e m

ore

hel

pfu

l to

your

child

, but

als

o t

o h

elp y

our

child

get

alo

ng

bes

t in

the

worl

d w

her

e he

lives

.

17

©K

ERA

200

3

My C

hild

’s W

orl

d

How

would

you d

escr

ibe

your

child

’s w

orl

d?

Use

wor

ds,

phra

ses

or p

ictu

res

to d

escr

ibe

your

chi

ld’s

wor

ld.

Frie

nds,

Fam

ily a

nd H

om

eH

ow c

olor

ful i

s yo

ur c

hild

’s ro

om?

W

hat i

s th

e no

ise le

vel i

n yo

ur h

ome?

W

hat a

re h

er s

iblin

gs li

ke?

D

oes

the

fam

ily k

eep

a ro

utin

e sc

hedu

le?

Act

ivitie

s and T

elev

isio

nW

hat k

ind

of g

ames

doe

s sh

e pl

ay?

D

oes

TV h

old

her a

ttent

ion

or d

oes

she

wal

k aw

ay?

D

oes

she

have

tim

e to

pla

y ou

tside

?

Learn

ing,

Child

care

and S

chool

Wha

t is

the

envi

ronm

ent l

ike

at h

is ch

ildca

re o

r sch

ool?

H

ow is

it d

iffer

ent f

rom

hom

e?

Doe

s sh

e re

spon

d to

pic

ture

s or

to s

ingi

ng o

r tal

king

?

Doe

s sh

e lik

e yo

u to

talk

to h

im?

Guid

ance

and D

isci

plin

eIs

it ha

rd to

kee

p he

r bus

y?

Doe

s sh

e ge

t bor

ed e

asily

?

Doe

s sh

e ha

ve tr

oubl

e sit

ting

still?

W

hat d

oes

she

like

to d

o w

hen

she

is tir

ed?

18

©K

ERA

200

3

Child

care

and T

emper

am

ent

Man

y ch

ildre

n sp

end

mos

t of t

he d

ay in

chi

ldca

re.

Bec

ause

chi

ldca

re is

suc

h a

big

part

of y

our c

hild

’s lif

e, it

is im

porta

nt th

at

you

thin

k ab

out y

our c

hild

’s te

mpe

ram

ent a

nd th

e ch

ildca

re h

e at

tend

s.

The

most

im

port

ant

thin

g y

ou c

an d

o is

talk

to y

our

child

’s c

are

giv

er.

• Ex

plai

n yo

ur c

hild

’s te

mpe

ram

ent a

nd th

e w

ays

in w

hich

you

kno

w h

e le

arns

and

inte

ract

s w

ith o

ther

chi

ldre

n.

You

know

you

r chi

ld b

est,

and

it is

impo

rtant

that

you

sha

re w

hat y

ou k

now

with

his

care

give

r.

• A

sk y

our c

hild

’s ca

regi

ver h

ow h

e se

ems

to b

e fe

elin

g du

ring

the

day,

wha

t kin

ds o

f act

iviti

es h

e se

ems

to li

ke b

est

and

how

he

beha

ves

with

the

othe

r chi

ldre

n.

• Ta

lk ab

out h

ow y

ou c

an b

oth

wor

k to

geth

er to

mak

e yo

ur c

hild

’s tim

e in

chi

ldca

re th

e be

st it

can

be fo

r her

.

When

choosi

ng n

ew c

hild

care

, th

ink

about

what

type

of

envi

ronm

ent

will

be

bes

t fo

r your

child

’s t

emper

am

ent.

• W

ill he

do

best

in a

larg

er g

roup

of c

hild

ren

or a

sm

alle

r gro

up?

•

Will

he n

eed

lots

of a

ctiv

ity ti

me

or m

ore

quie

t tim

e?

• W

ill th

e no

ise le

vel b

e ok

ay fo

r him

?

• W

ill a

mix

ed a

ge g

roup

whe

re h

e is

arou

nd o

lder

and

you

nger

chi

ldre

n be

bes

t, or

will

he th

rive

bette

r with

chi

ldre

n hi

s ag

e?

•

Will

he n

eed

lots

of fr

ee ti

me

or e

njoy

mor

e str

uctu

re?

19

Tips

for

Work

ing w

ith T

elev

isio

n

Thro

ugho

ut th

e tip

she

ets

in th

e G

uide

to T

empe

ram

ent,

you

will

notic

e re

fere

nces

to te

levi

sion

view

ing

habi

ts fo

r chi

ldre

n.

TV is

a to

ol –

and

wha

t chi

ldre

n ge

t fro

m it

will

depe

nd o

n ho

w w

ell i

t’s d

esig

ned

and

how

wel

l chi

ldre

n ar

e gu

ided

to u

se it

. W

atch

ing

tele

visio

n sh

ould

not

mak

e yo

ur jo

b ha

rder

as

a pa

rent

or a

car

egiv

er!

Know

wha

t you

r chi

ldre

n ar

e w

atch

ing.

W

hat d

o th

ey le

arn

from

thes

e sh

ows?

Ta

lk w

ith th

em a

bout

the

show

s th

ey w

atch

. N

ot

know

ing

wha

t you

r chi

ldre

n ar

e w

atch

ing

is lik

e in

vitin

g a

stran

ger i

nto

your

hom

e (w

ho m

ay o

r may

not

sha

re y

our s

ame

valu

es).

Ba

lanc

e ho

w m

uch

time

your

chi

ldre

n sp

end

wat

chin

g te

levi

sion.

Lim

it vi

ewin

g to

10

hour

s or

less

a w

eek,

mak

ing

sure

that

chi

ldre

n ha

ve p

lent

y of

oth

er fu

n ac

tiviti

es to

cho

ose

from

.

View

-Rea

d-D

o M

odel

Follo

w th

ese

simpl

e ste

ps:

•V

iew

a ch

ildre

n’s

show

with

you

r chi

ld th

at in

trodu

ces

and

expl

ores

a to

pic.

•Rea

da

rela

ted

book

that

rein

forc

es li

tera

cy o

r oth

er le

arni

ng s

kills

.•

Do

som

ethi

ng fu

n an

d ac

tive

that

ext

ends

the

lear

ning

and

hel

ps c

hild

ren

prac

tice

self-e

xpre

ssio

n an

d lis

teni

ng s

kills

.

The

View

-Rea

d-D

o m

odel

is a

n ed

ucat

iona

lly s

ound

way

to u

se te

levi

sion

with

chi

ldre

n.

*Thi

s in

form

atio

n is

reco

mm

ende

d by

the

Read

y to

Lea

rn D

epar

tmen

t of P

BS.

tv©

KER

A 2

003

Rea

dD

o

Vie

w

active

©K

ERA

200

32

0

Act

ivity L

evel

Tips

for

Work

ing w

ith a

Child

Who I

s V

ERY

ACTI

VE

Frie

nds,

Fam

ily a

nd H

om

e•

Giv

e he

r qui

eter

act

iviti

es to

do.

• Pl

ay s

afe

phys

ical

gam

es a

nd ta

ke w

alks

as

a fa

mily

. •

Enco

urag

e he

r to

play

out

side

with

frie

nds

unde

r adu

lt su

perv

ision

.•

Let f

amily

mem

bers

kno

w w

hen

a ba

by is

bei

ng h

eld

too

long

an

d ne

eds

to b

e pu

t dow

n.

Learn

ing,

Child

care

and S

chool

• Le

t tea

cher

s kn

ow th

at s

he is

an

activ

e ch

ild.

• A

sk te

ache

rs to

allo

w h

er to

wal

k ar

ound

, gi

ve s

peci

al jo

bs,

etc.

whe

n yo

ur c

hild

is re

stles

s.•

Be s

ure

outsi

de a

nd/o

r act

ive

play

tim

e is

prov

ided

dai

ly a

t sch

ool.

• Lim

it tim

e in

crib

s, p

layp

ens

and

swin

gs.

Act

ivitie

s and T

elev

isio

n•

Limit

time

wat

chin

g te

levi

sion

• Ke

ep h

er b

usy

and

mov

ing

with

out

side

time,

pla

y an

d ch

ores

su

ch a

s pu

tting

up

her t

oys.

• H

elp

her l

earn

to s

it sti

ll by

pla

ying

boa

rd a

nd c

ard

gam

es th

at a

re s

hort.

•Pr

ovid

e sa

fe fl

oor s

pace

for b

aby

to ro

ll, c

raw

l and

mov

e ar

ound

.

Guid

ance

and D

isci

plin

e•

Wat

ch h

er c

lose

ly w

hen

she

is ne

ar s

harp

obj

ects

or s

treet

s,

or w

hen

she

is cl

imbi

ng.

• W

hen

she

is re

stles

s, h

ave

her d

ust f

urni

ture

or r

un a

roun

d th

e ya

rd.

• Te

ach

her h

ow to

cal

m d

own

whe

n sh

e is

over

activ

e, s

uch

as s

low

br

eath

ing

or w

alki

ng,

or ru

b he

r bac

k.•

Disc

iplin

e he

r by

usin

g an

act

ivity

rath

er th

an ti

me

out.

• Ba

bypr

oof y

our h

ome

to p

rote

ct a

ctiv

e ch

ildre

n.

active 2

1©

KER

A 2

003

Act

ivity L

evel

Ti

ps

for

Work

ing w

ith a

Child

Who I

s LE

SS A

CTI

VE

Frie

nds,

Fam

ily a

nd H

om

e•

Play

qui

et a

ctiv

ities

but

also

intro

duce

act

iviti

es th

at a

re fu

n an

d ac

tive.

• Pl

an fa

mily

wal

ks a

nd b

ike

rides

, tri

ps to

the

mal

l and

oth

er

activ

e ou

tings

.•

Play

qui

et a

ctiv

ities

suc

h as

boa

rd g

ames

or c

ards

with

you

r chi

ld.

• Pl

an p

lay

date

s fo

r you

r chi

ld a

nd h

is fri

ends

to b

ecom

e m

ore

activ

e.

Learn

ing,

Child

care

and S

chool

• Pr

ovid

e hi

m w

ith q

uiet

er a

ctiv

ities

suc

h as

puz

zles

, m

atch

ing

gam

es,

and

play

doug

h.•

Use

chi

ldca

re p

rogr

ams

with

a lo

w c

hild

-staf

f rat

io to

ens

ure

he

gets

enou

gh a

ttent

ion.

• A

sk te

ache

rs to

bal

ance

his

time

betw

een

phys

ical

and

no

nphy

sical

act

iviti

es.

• C

hoos

e a

child

care

pro

gram

that

enc

oura

ges

child

ren

to p

lay

activ

ely

outd

oors

and

indo

ors.

Act

ivitie

s and T

elev

isio

n•

Giv

e hi

m a

rt m

ater

ials,

sm

all f

igur

es s

uch

as a

nim

als,

and

build

ing

toys

.•

Limit

tele

visio

n to

less

than

10

hour

s pe

r wee

k fo

r old

er c

hild

ren,

le

ss fo

r you

nger

.•

Invo

lve h

im in

phy

sical

pla

y ac

tiviti

es w

ith o

ther

chi

ldre

n.•

Visit

the

play

grou

nd o

ften.

• Pr

ovid

e in

fant

s w

ith in

tera

ctiv

e to

ys th

at e

ncou

rage

mov

emen

t.

Guid

ance

and D

isci

plin

e•

Enco

urag

e hi

m to

be

activ

e bu

t und

ersta

nd h

is ne

ed to

be

quie

t and

cal

m.

• Pr

ovid

e ac

tive

chor

es b

ut a

lso c

alm

er o

nes

such

as

fold

ing

sock

s or

set

ting

the

tabl

e.

• Re

quire

out

side

time

or d

oing

som

ethi

ng a

ctiv

e be

fore

or i

n ex

chan

ge fo

r TV

time.

• M

ake

time

to s

top

and

play

with

you

r bab

y.

22

©K

ERA

200

3

Sensi

tivi

ty t

o S

ense

sTi

ps

for

Work

ing w

ith a

Child

Who I

s SE

NSI

TIV

E TO

SEN

SES

Frie

nds,

Fam

ily a

nd H

om

e•

Hav

e fa

mily

“gro

up h

ugs”

whe

re e

very

one

hugs

toge

ther

.•

Rem

ind

a ch

ild w

ho li

kes

touc

hing

that

frie

nds

may

not

wan

t to

hol

d ha

nds

and

hug.

• U

se s

ofte

r col

ors

and

pict

ures

in h

er b

edro

om.

• Lo

wer

the

light

s, te

levi

sion

and

mus

ic in

the

hom

e.

Learn

ing,

Child

care

and S

chool

• Fi

nd c

hild

care

that

is q

uiet

er a

nd c

alm

er w

ith fe

wer

chi

ldre

n,

and

whe

re th

ere

is an

affe

ctio

nate

car

egiv

er.

• Le

t tea

cher

s kn

ow th

at a

lot o

f noi

se c

ause

s he

r to

be u

pset

or

too

activ

e.•

Enco

urag

e te

ache

rs to

hug

and

hol

d he

r.•

Ask

teac

hers

to p

rovi

de m

usic

and

art

activ

ities

for h

er.

Act

ivitie

s and T

elev

isio

n•

Use

sof

t, so

othi

ng m

usic

to c

omfo

rt he

r.•

Limit

tele

visio

n to

avo

id o

ver-s

timul

atin

g yo

ur c

hild

.•

Keep

the

TV a

nd m

usic

turn

ed d

own.

• Le

t her

hel

p yo

u co

ok,

smel

l, ta

ste a

nd to

uch

the

food

as

you

prep

are

it.

Guid

ance

and D

isci

plin

e•

Find

out

wha

t thi

ngs

are

too

muc

h fo

r her

: no

ise,

stron

g fla

vors

, ce

rtain

text

ures

or c

olor

s.•

Giv

e lo

ts of

hol

ding

and

hug

ging

.•

Hel

p he

r fin

d a

quie

t, so

othi

ng p

lace

to c

alm

dow

n w

hen

she

is cr

anky

.•

Seek

her

out

and

hol

d he

r whe

n sh

e is

not b

eing

clin

gy.

• Sa

y th

ings

qui

etly

and

hol

d he

r whe

n sh

e is

over

activ

e or

ups

et.

sens

es

23

©K

ERA

200

3

Sensi

tivi

ty t

o S

ense

s Ti

ps

for

Work

ing w

ith a

Child

Who I

s LE

SS S

ENSI

TIV

E TO

SEN

SES

Frie

nds,

Fam

ily a

nd H

om

e•

Prov

ide

brig

hter

col

ors

in h

is be

droo

m,

mor

e pi

ctur

es a

roun

d th

e ho

use

and

diffe

rent

mus

ic.

• En

cour

age

quie

ter,

calm

er a

ctiv

ities

with

frie

nds.

• M

ake

sure

fam

ily m

embe

rs a

sk if

they

can

giv

e hu

gs a

nd k

isses

to

be

sure

they

are

wan

ted

at th

e tim

e.•

Hel

p fa

mily

not

to ta

ke it

per

sona

lly w

hen

a ba

by p

refe

rs

not t

o be

hel

d.

Learn

ing,

Child

care

and S

chool

• C

hoos

e ch

ildca

re p

rogr

ams

that

hav

e go

od li

ghtin

g an

d lo

ts of

co

lorfu

l pic

ture

s, to

ys a

nd m

ater

ials.

• Be

sur

e th

at s

choo

l and

chi

ldca

re te

ache

rs p

rovi

de m

any

art

and

mus

ic a

ctiv

ities

.•

Cho

ose

toys

that

are

brig

ht a

nd c

olor

ful.

• En

cour

age

teac

hers

and

frie

nds

to e

xpos

e a

baby

to d

iffer

ent

sight

s, s

ound

s an

d ex

perie

nces

.

Act

ivitie

s and T

elev

isio

n•

Prov

ide

him

with

col

orfu

l toy

s, m

usic

al in

strum

ents

and

activ

ities

th

at in

volve

ligh

t, so

und

and

colo

r.•

Giv

e hi

m a

mus

ic p

laye

r and

a c

hoic

e of

son

gs to

liste

n to

.•

Wat

ch th

e vo

lum

e of

tele

visio

n an

d m

usic

so

that

he

does

n’t

dam

age

his

hear

ing.

• Pr

ovid

e in

fant

toys

with

man

y te

xtur

es a

nd a

ctiv

ities

that

invo

lve

all o

f his

sens

es.

Guid

ance

and D

isci

plin

e•

Giv

e lo

ts of

love

with

wor

ds w

hen

he d

oesn

’t w

ant t

o be

hel

d an

d he

lp h

im d

o th

e sa

me.

• H

ave

him

sto

p, lo

ok a

roun

d a

mes

sy a

rea

and

show

him

wha

t ne

eds

to b

e pi

cked

up.

• Po

int o

ut b

eaut

iful s

unse

ts, s

oft a

nd lo

ud m

usic

, an

d ot

her t

hing

s he

may

not

not

ice.

sens

es

24

©K

ERA

200

3

Aw

are

nes

s of

Feel

ings

Tips

for

Work

ing w

ith a

Child

Who I

s A

WA

RE

OF

FEEL

ING

S

Frie

nds,

Fam

ily a

nd H

om

e•

Be a

war

e th

at a

dults

and

frie

nds

may

eas

ily h

urt h

er fe

elin

gs.

• En

cour

age

her t

o te

ll he

r bro

ther

s, s

ister

s an

d fri

ends

how

sh

e is

feel

ing.

• Le

t her

hel

p ta

ke c

are

of y

oung

er s

iblin

gs a

nd p

ets.

• En

cour

age

her t

o de

velo

p fri

ends

hips

with

chi

ldre

n w

ho h

ave

spec

ial n

eeds

and

nee

d ex

tra h

elp.

Learn

ing,

Child

care

and S

chool

• M

ake

teac

hers

aw

are

that

she

eas

ily g

ets

her f

eelin

gs h

urt.

• A

sk te

ache

rs to

let h

er h

elp

othe

r chi

ldre

n w

ho n

eed

extra

hel

p.•

Ask

the

teac

her t

o ch

eck

with

her

dur

ing

the

day

aski

ng h

ow

she

feel

s ab

out t

hing

s.•

Whe

n sh

e is

upse

t, he

lp h

er c

alm

dow

n be

fore

beg

inni

ng a

le

arni

ng a

ctiv

ity.

Act

ivitie

s and T

elev

isio

n•

Invo

lve h

er in

gro

up a

ctiv

ities

suc

h as

boa

rd g

ames

.•

Limit

tele

visio

n pr

ogra

ms

that

are

too

sad,

vio

lent

or e

mot

iona

l.•

Talk

abou

t how

peo

ple

are

feel

ing

in T

V sh

ows

and

whe

ther

or

not

it is

real

.

Guid

ance

and D

isci

plin

e•

Use

feel

ing

wor

ds w

hen

you

talk

to h

er,

such

as

“How

do

you

feel

abo

ut…

.?”

• H

ave

her t

hink

abo

ut th

e go

od a

nd b

ad o

f diff

eren

t act

ions

be

fore

mak

ing

deci

sions

.•

Hel

p he

r thi

nk th

roug

h a

situa

tion

and

talk

to s

omeo

ne b

efor

e re

spon

ding

em

otio

nally

.•

Rem

embe

r tha

t whe

n yo

u or

som

eone

aro

und

your

bab

y is

upse

t, sh

e m

ay b

ecom

e up

set,

too.

feel

ings

25

©K

ERA

200

3

Aw

are

nes

s of

Feel

ings

Tips

for

Work

ing w

ith a

Child

Who I

s U

NA

WA

RE

OF

FEEL

ING

S

Frie

nds,

Fam

ily a

nd H

om

e•

Whe

n ar

gum

ents

occu

r with

sib

lings

or f

riend

s, a

sk h

im h

ow h

e th

inks

the

othe

r chi

ld fe

els.

• D

iscus

s fe

elin

gs h

is fri

ends

mig

ht h

ave

whe

n th

ey a

re u

pset

with

hi

m,

and

role

pla

y ho

w s

he c

ould

talk

to th

em.

• Ta

lk ab

out a

nd n

ame

feel

ings

with

the

who

le fa

mily

.•

Enco

urag

e hi

m to

thin

k ab

out h

is fri

ends

’ fee

lings

and

thei

r w

ishes

whe

n he

mak

es p

lans

.

Learn

ing,

Child

care

and S

chool

• A

sk te

ache

rs to

nam

e hi

s fe

elin

gs w

hen

he is

ups

et.

• C

hoos

e pr

ogra

ms

and

scho

ols

that

em

phas

ize

carin

g ab

out o

ther

s.•

Prov

ide

book

s an

d ac

tiviti

es a

bout

how

to e

xpre

ss fe

elin

gs

appr

opria

tely.

• Ex

plai

n to

teac

hers

that

som

etim

es th

e em

otio

n a

child

sho

ws

may

not

be

his

true

feel

ing.

Act

ivitie

s and T

elev

isio

n•

Play

a g

ame

and

have

him

gue

ss fe

elin

gs b

ased

on

your

ex

pres

sions

.•

Whe

n w

atch

ing

TV,

ask

him

how

the

char

acte

rs o

n TV

mig

ht b

e fe

elin

g in

a s

ituat

ion.

• In

volve

him

in s

ervi

ce to

oth

ers,

suc

h as

taki

ng c

ooki

es to

som

eone

or

mak

ing

a ge

t-wel

l car

d.•

Play

boa

rd g

ames

with

him

that

invo

lve e

xpre

ssin

g fe

elin

gs

and

idea

s.

Guid

ance

and D

isci

plin

e•

Nam

e th

e fe

elin

g he

is e

xpre

ssin

g.

For i

nsta

nce,

“Yo

u se

em a

ngry

at Jo

hnny

” or

“I c

an te

ll yo

u ar

e ve

ry h

appy

righ

t now

.”•

Afte

r a b

ad e

xper

ienc

e w

ith s

omeo

ne o

ccur

s, ta

lk ab

out h

ow b

oth

he a

nd th

e ot

her p

erso

n m

ust f

eel.

• Ta

lk ab

out p

ositi

ve fe

elin

gs a

nd id

entif

y th

em fo

r him

whe

n he

or

othe

rs a

re h

appy

.•

Reco

gniz

e th

at h

e m

ay a

ct in

ang

er w

hen

he is

real

ly s

ad

or h

urtin

g.

feel

ings

26

©K

ERA

200

3

Stre

ngth

of

Expre

ssio

nTi

ps

for

Work

ing w

ith a

Child

Who I

s V

ERY

EX

PRES

SIV

E

Frie

nds,

Fam

ily a

nd H

om

e•

Enco

urag

e he

r to

allo

w o

ther

chi

ldre

n to

take

the

lead

and

mak

e de

cisio

ns s

omet

imes

.•

Allo

w a

ll sib

lings

to m

ake

choi

ces

abou

t thi

ngs.

• Pr

ovid

e tim

e fo

r her

to c

alm

dow

n af

ter d

isagr

eem

ents

with

frie

nds.

• H

elp

siblin

gs a

nd fa

mily

und

ersta

nd th

at s

he w

ill of

ten

be lo

ud

and

insis

tent

.

Learn

ing,

Child

care

and S

chool

• Ex

plai

n to

teac

hers

that

she

tend

s to

reac

t stro

ngly.

• W

ork

with

teac

hers

to d

evel

op c

onsis

tent

way

s to

han

dle

her

feel

ings

and

out

burs

ts.•

Ask

teac

hers

to e

ncou

rage

act

iviti

es th

at in

volve

pre

tend

pla

y an

d ac

ting

thin

gs o

ut.

• Pr

ovid

e le

arni

ng a

ctiv

ities

suc

h as

mus

ical

instr

umen

ts th

at

allo

w e

xpre

ssio

n.

Act

ivitie

s and T

elev

isio

n•

Enco

urag

e he

r in

orga

nize

d sp

orts

or a

ctiv

ities

that

teac

h se

lf-disc

iplin

e an

d co

ntro

l.•

Prov

ide

her w

ith g

ames

that

use

dra

mat

ic e

xpre

ssio

n su

ch a

s ch

arad

es a

nd d

ram

atic

pla

y.•

Talk

abou

t how

peo

ple

show

thei

r fee

lings

on

TV –

and

diff

eren

t w

ays

she

coul

d sh

ow h

ers.

• Re

ad b

ooks

and

wat

ch T

V sh

ows

abou

t lea

ders

and

talk

abou

t th

eir q

ualit

ies

and

wha

t the

y m

ight

hav

e be

en li

ke a

s ch

ildre

n.

Guid

ance

and D

isci

plin

e•

Rem

ind

her t

o sto

p, th

ink

and

then

act

.•

Whe

n sh

e is

inte

nse,

hol

d he

r, ru

b he

r bac

k, h

ave

her t

ake

som

e de

ep b

reat

hs,

allo

w ti

me

alon

e, o

r to

rela

x.•

In a

n in

tens

e sit

uatio

n, a

sk h

er to

focu

s on

the

fact

s, n

ot ju

st ho

w

she

feel

s.•

Be c

aref

ul n

ot to

ove

rreac

t to

a ch

ild’s

stron

g em

otio

ns.

Sta

y ca

lm!

expr

essi

on

27

©K

ERA

200

3

Stre

ngth

of

Expre

ssio

nTi

ps

for

Work

ing w

ith a

Child

Who I

s N

OT

SO E

XPRES

SIV

E

Frie

nds,

Fam

ily a

nd H

om

e•

Be s

ure

that

he

gets

as m

uch

atte

ntio

n an

d re

cogn

ition

as

mor

e ex

pres

sive

child

ren.

• En

cour

age

frien

dshi

ps w

ith o

ther

s no

t as

expr

essiv

e so

that

he

is no

t ove

rsha

dow

ed.

• M

ake

sure

that

fam

ily m

embe

rs li

sten

and

rein

forc

e hi

m w

hen

he d

oes

expr

ess

him

self.

• A

llow

spe

cial

tim

e at

din

ner f

or c

hild

ren

to e

xpre

ss fe

elin

gs

and

thou

ghts.

Learn

ing,

Child

care

and S

chool

• Ta

lk to

his

teac

her a

bout

the

need

to re

cogn

ize

and

enco

urag

e hi

s ta

lent

s.•

Ask

his

teac

her t

o en

cour

age

him

to e

xpre

ss h

imse

lf.•

Ask

teac

hers

to b

e su

re to

spe

nd ti

me

with

him

eve

n w

hen

he

is qu

iet.

• If

he is

bei

ng b

ullie

d, a

sk th

e te

ache

r for

a m

eetin

g, a

nd w

ork

toge

ther

to h

elp

him

.

Act

ivitie

s and T

elev

isio

n•

Prov

ide

him

with

act

iviti

es th

at a

re m

ore

indi

vidu

aliz

ed s

uch

as

baki

ng,

woo

dwor

king

, re

adin

g an

d ot

her h

obbi

es.

• En

cour

age

him

to h

ave

fun,

be

silly

and

laug

h!•

Prov

ide

a ba

lanc

e of

act

ive

and

quie

ter a

ctiv

ities

.•

Be s

ure

a ba

by’s

need

s ar

e m

et a

nd a

qui

et b

aby

isn’t

igno

red.

Guid

ance

and D

isci

plin

e•

Use

bod

y la

ngua

ge a

s w

ell a

s w

ords

to c

omm

unic

ate

idea

s,

and

help

him

do

the

sam

e.•

Prac

tice

with

him

thro

ugh

pret

end

play

how

to te

ll pe

ople

wha

t he

nee

ds.

• A

ppre

ciat

e hi

m fo

r who

he

is, a

nd d

on’t

expe

ct h

im to

be

asse

rtive

all

the

time.

• En

cour

age

him

to s

hare

his

feel

ings

and

idea

s an

d to

let y

ou

know

if h

e fe

els

igno

red

by y

ou o

r oth

ers.

expr

essi

on

28

per

sist

ence

©K

ERA

200

3

Per

sist

ence

Tips

for

Work

ing w

ith a

Child

Who I

s V

ERY

PER

SIST

ENT

Frie

nds,

Fam

ily a

nd H

om

e•

Resis

t fam

ily m

embe

rs’ e

fforts

to la

bel h

er s

tubb

orn,

and

say

th

at s

he is

“pe

rsist

ent”

inste

ad.

• En

cour

age

her t

o be

flex

ible

and

willi

ng to

cha

nge

activ

ities

w

hen

frien

ds w

ant t

o do

oth

er th

ings

.•

Enco

urag

e fa

mily

mem

bers

not

to g

ive

in to

her

wan

ts al

l the

tim

e.•

Reco

gniz

e th

at p

ersis

tent

bab

ies

can

be la

bele

d as

“di

fficu

lt”

by fa

mily

.

Learn

ing,

Child

care

and S

chool

• Re

ad p

ictu

re b

ooks

with

mor

e w

ords

and

tell

long

er s

torie

s to

her

.•

Enco

urag

e te

ache

rs to

be

very

spe

cific

with

her

abo

ut e

xpec

tatio

ns.

• Pa

rent

s an

d te

ache

rs s

houl

d al

low

her

ext

ra ti

me

if ne

eded

to

com

plet

e ta

sks.

• A

lert

teac

hers

that

she

ofte

n ne

eds

som

e no

tice

to b

e ab

le to

sto

p he

r act

ivity

and

mov

e on

.

Act

ivitie

s and T

elev

isio

n•

Prov

ide

her w

ith a

ctiv

ities

that

hav

e m

any

steps

.•

Enro

ll he

r in

clas

ses

and

activ

ities

that

she

will

be a

ble

to c

ontin

ue

for a

long

tim

e, s

uch

as s

occe

r or b

alle

t.•

Allo

w h

er to

kee

p un

finish

ed p

roje

cts

som

ewhe

re to

com

plet

e af

ter

dinn

er,

chor

es o

r oth

er a

ctiv

ities

.•

Repe

at a

nd c

ontin

ue s

ongs

, ga

mes

and

boo

ks u

ntil

he is

sat

isfie

d.

Guid

ance

and D

isci

plin

e•

Be fi

rm in

you

r dec

ision

s so

that

con

tinua

l atte

mpt

s to

get

you

to

chan

ge y

our m

ind

don’

t wor

k.•

Rem

embe

r she

is n

ot s

tubb

orn

– ju

st pe

rsist

ent –

and

that

can

be

a go

od th

ing!

• Ta

lk w

ith h

er a

bout

diff

eren

t way

s to

do

thin

gs.

• M

eet a

bab

y’s n

eeds

as

soon

as

poss

ible

.

29

©K

ERA

200

3

Per

sist

ence

Tips

for

Work

ing w

ith a

Child

Who I

s LE

SS P

ERSI

STEN

T

Frie

nds,

Fam

ily a

nd H

om

e•

Enco

urag

e fa

mily

mem

bers

to b

e pa

tient

.•

Offe

r to

help

him

and

his

frien

ds c

ompl

ete

a pr

ojec

t, su

ch a

s m

akin

g a

fort.

• W

ork

on c

hore

s an

d ac

tiviti

es to

geth

er.

• A

sk fa

mily

mem

bers

to re

spon

d im

med

iate

ly w

hen

poss

ible

to a

ba

by’s

crie

s an

d ne

eds.

Learn

ing,

Child

care

and S

chool

• Pr

ovid

e hi

m w

ith p

uzzl

es a

nd a

ctiv

ities

that

are

qui

ck,

and

cong

ratu

late

his

com

plet

ion.

•

Set g

oals

with

him

, an

d es

tabl

ish ti

mel

ines

for c

ompl

etin

g ste

ps

to th

e go

al.

• A

sk te

ache

rs to

enc

oura

ge h

im to

com

plet

e sim

ple

activ

ities

.•

Enco

urag

e pr

oces

s ar

t, w

here

exp

erie

ncin

g th

e ar

t mat

eria

ls is

mor

e im

porta

nt th

an m

akin

g so

met

hing

spe

cific

.

Act

ivitie

s and T

elev

isio

n•

Enco

urag

e sh

ort-te

rm p

roje

cts,

suc

h as

sho

rt ca

rd g

ames

, sim

ple

art p

roje

cts

or a

one

-time

clas

s, s

o he

can

com

plet

e so

met

hing

. •

If he

is w

atch

ing

TV,

disc

oura

ge c

hang

ing

chan

nels

cons

tant

ly.

• In

volve

him

in s

impl

e co

okin

g ac

tiviti

es th

at a

re fu

n an

d qu

ick.

• Pr

ovid

e ac

tiviti

es th

at d

on’t

have

to b

e co

mpl

eted

, su

ch a

s bl

ocks

, Le

gos

and

dram

atic

pro

ps.

Guid

ance

and D

isci

plin

e•

Offe

r him

sm

all r

ewar

ds fo

r com

plet

ing

a jo

b or

cho

re.

•

Use

cha

rts s

o th

at h

e ca

n se

e hi

s pr

ogre

ss w

hen

he

com

plet

es w

ork.

• Br

eak

chor

es,

rule

s an

d in

struc

tions

into

sm

alle

r ste

ps a

nd g

ive

them

to h

im o

ne a

t a ti

me.

• En

cour

age

and

help

him

to tr

y ag

ain

whe

n le

arni

ng to

wal

k,

sit u

p, ri

de a

bik

e, o

r oth

er n

ew s

kills

.

per

sist

ence

dist

ract

30

©K

ERA

200

3

Dis

tract

ibili

tyTi

ps

for

Work

ing w

ith a

Child

Who I

s V

ERY

FO

CU

SED

Frie

nds,

Fam

ily a

nd H

om

e•

Prov

ide

her w

ith p

rivat

e sp

ace

to w

ork

on h

er a

ctiv

ities

.•

Enco

urag

e he

r to

be fl

exib

le a

nd w

illing

to c

hang

e ac

tiviti

es

whe

n fri

ends

wan

t new

one

s.•

War

n he

r ahe

ad o

f tim

e be

fore

goi

ng o

n a

fam

ily o

utin

g or

ask

ing

her t

o jo

in a

fam

ily a

ctiv

ity.

• Pr

ovid

e pi

ctur

es a

nd to

ys in

her

crib

for h

er to

enj

oy.

Learn

ing,

Child

care

and S

chool

• A

sk th

e te

ache

r to

rem

ind

her a

bout

toile

ting

and

wat

er b

reak

s.•

Let t

each

ers

know

that

she

ofte

n ne

eds

som

e no

tice

to b

e ab

le to

sto

p he

r act

ivity

and

mov

e on

.•

Read

boo

ks w

ith m

ore

com

plex

sto

ries

to h

er,

and

ask

her

ques

tions

abo

ut th

e sto

ry a

nd p

ictu

res.

Act

ivitie

s and T

elev

isio

n•

Enco

urag

e he

r in

a va

riety

of a

ctiv

ities

, no

t jus

t one

.•

She

may

not

hea

r whe

n yo

u ca

ll he

r fro

m T

V or

act

iviti

es,

so p

hysic

ally

touc

h he

r to

get h

er a

ttent

ion.

• Pr

ovid

e he

r with

puz

zles

and

act

iviti

es w

ith m

ore

piec

es a

nd

grea

ter d

iffic

ulty.

Guid

ance

and D

isci

plin

e•

If sh

e do

es n

ot re

spon

d to

you

, go

ove

r and

touc

h or

face

her

to

get

her

atte

ntio

n.•

Talk

with

her

abo

ut d

iffer

ent w

ays

to d

o th

ings

.•

Giv

e he

r tim

e to

thin

k ab

out t

hing

s be

fore

exp

ectin

g an

swer

s.•

Allo

w e

xtra

tim

e fo

r bab

ies

and

todd

lers

to e

at a

nd e

xper

imen

t w

ith s

poon

s an

d te

xtur

es.

31

dist

ract

©K

ERA

200

3

Dis

tract

ibili

tyTi

ps

for

Work

ing w

ith a

Child

Who I

s EA

SILY

DIS

TRA

CTE

D

Frie

nds,

Fam

ily a

nd H

om

e•

Ask

that

fam

ily m

embe

rs n

ot la

bel h

im a

s ha

ving

atte

ntio

n pr

oble

ms.

• M

ake

sure

that

fam

ily m

embe

rs a

re p

atie

nt w

ith h

im.

• Ke

ep m

ealti

me

and

othe

r fam

ily ro

utin

es s

hort.

• C

hang

e a

baby

’s po

sitio

n an

d lo

catio

n of

ten.

Learn

ing,

Child

care

and S

chool

• H

ave

him

com

plet

e a

smal

l par

t of a

pro

ject

, do

som

ethi

ng e

lse,

and

then

com

e ba

ck to

fini

sh.

•

Rew

ard

him

with

bre

aks

or o

ther

trea

ts w

hen

he fi

nish

es e

ach

part.

• Pr

ovid

e hi

m w

ith s

horte

r boo

ks a

nd b

ooks

with

brig

ht il

lustr

atio

ns.

• Re

min

d ch

ildca

re p

rovi

ders

that

som

e ba

bies

may

nee

d ex

tra ti

me

and

brea

ks to

fini

sh th

eir b

ottle

s.

Act

ivitie

s and T

elev

isio

n•

Play

gam

es a

nd e

ncou

rage

him

in a

ctiv

ities

aw

ay fr

om T

V an

d in

a

quie

ter r

oom

to le

ssen

dist

ract

ions

. •

Prov

ide

him

with

gam

es a

nd a

ctiv

ities

that

bui

ld o

n hi

s fa

vorit

e w

ay o

f doi

ng th

ings

, su

ch a

s us

ing

soun

ds,

mov

emen

t, or

look

ing

at th

ings

.•

Limit

tele

visio

n, a

s th

at c

ould

dec

reas

e hi

s ab

ility

to p

ay a

ttent

ion

to o

ther

thin

gs.

Guid

ance

and D

isci

plin

e•

Com

plim

ent w

hat h

e do

es ra

ther

than

com

plai

ning

abo

ut w

hat

he d

oesn

’t do

.•

Giv

e hi

m in

struc

tions

one

ste

p at

a ti

me,

suc

h as

“Pu

t the

blo

cks

in th

is bo

x,”

rath

er th

an “

Cle

an y

ou ro

om.”

• Pr

ovid

e al

tern

ativ

es (q

uiet

boo

ks a

nd s

mal

l toy

s) to

kee

p hi

m b

usy

durin

g sit

uatio

ns w

here

he

will

have

to s

it fo

r lon

g pe

riods

, su

ch a

s re

ligio

us s

ervi

ces

or a

ppoi

ntm

ents.

32

©K

ERA

200

3

Abili

ty t

o C

hange

Tips

for

Work

ing w

ith a

Child

Who

ENJO

YS

CH

AN

GE

Frie

nds,

Fam

ily a

nd H

om

e•

Enco

urag

e he

r to

keep

old

frie

ndsh

ips,

as

wel

l as

mak

ing

new

one

s.•

Cha

nge

fam

ily jo

bs a

roun

d of

ten.

• Tr

y sit

ting

at d

iffer

ent p

lace

s at

din

ner a

nd v

aryi

ng ro

utin

es.

• M

ake

sure

fam

ily m

embe

rs w

atch

her

car

eful

ly in

new

pl

aces

and

on

shop

ping

trip

s.

Learn

ing,

Child

care

and S

chool

• A

sk th

e te

ache

r to

obse

rve

her f

or b

ored

om a

nd o

ffer h

er

new

cha

lleng

es o

ften.

• O

ffer h

er d

iffer

ent t

imes

and

pla

ces

to p

lay

and

do a

ctiv

ities

w

hen

she

seem

s tir

ed o

f the

sam

e th

ing.

• Pr

ovid

e lo

ts of

cha

nces

to e

xplo

re n

ew th

ings

of i

nter

est t

o hi

m

thro

ugh

book

s, tr

ips

to m

useu

ms,

or n

onfic

tion

tele

visio

n sh

ows.

• A

lert

the

teac

her t

hat s

he n

eeds

occ

asio

nal c

hang

es in

rout

ine

and

new

exp

erie

nces

to le

arn

best.

Act

ivitie

s and T

elev

isio

n•

Prov

ide

field

trip

s an

d ac

tiviti

es to

new

pla

ces

and

oppo

rtuni

ties

to d

o ne

w th

ings

.•

Wat

ch tr

avel

sho

ws

and

histo

ry o

r sci

ence

pro

gram

s on

TV

and

talk

abou

t the

m.

• G

ive

her n

ew c

raft

mat

eria

ls, k

its a

nd p

roje

cts.

• M

ove

babi

es fr

om c

rib to

floo

r and

to d

iffer

ent r

oom

s of

ten.

Guid

ance

and D

isci

plin

e•

Wat

ch h

er c

aref

ully

in c

row

ds o

r in

pote

ntia

lly d

ange

rous

sit

uatio

ns.

• C

hang

e he

r cho

res

and

rew

ards

ofte

n, a

nd s

ugge

st to

her

new

w

ays

to c

ompl

ete

rout

ine

task

s.•

Cha

nge

her b

edtim

e an

d m

eal r

outin

es o

ccas

iona

lly –

one

nig

ht

sh

e ca

n sle

ep in

a s

leep

ing

bag

or h

ave

dinn

er o

n th

e flo

or li

ke

a pi

cnic

.•

Giv

e ch

oice

s fo

r req

uire

d ro

utin

es,

such

as

whi

ch p

ajam

as

to w

ear a

nd d

iffer

ent b

ed s

heet

s fo

r bed

time.

chan

ge

chan

ge

33

©K

ERA

200

3

Abili

ty t

o C

hange

Tips

for

Work

ing w

ith a

Child

Who

PREF

ERS

THE

FAM

ILIA

R

Frie

nds,

Fam

ily a

nd H

om

e•

Hel

p hi

m m

ake

new

frie

nds

by in

vitin

g a

new

chi

ld o

ver t

o pl

ay.

• W

hen

pets

die,

or a

mov

e or

cha

nge

occu

rs,

spen

d a

lot o

f tim

e ta

lking

to a

nd re

assu

ring

him

.•

War

n ab

out c

hang

es in

you

r hom

e, s

uch

as re

deco

ratin

g,

befo

re it

hap

pens

.•

For b

irthd

ays

and

othe

r occ

asio

ns,

plan

sm

all c

eleb

ratio

ns.

• M

aint

ain

fam

ily ro

utin

es a

s m

uch

as p

ossib

le.

Learn

ing,

Child

care

and S

chool

• In

trodu

ce c

hild

ren

to n

ew s

choo

ls an

d te

ache

rs s

low

ly b

y vi

sitin

g th

e ne

w p

lace

ofte

n an

d sta

ying

long

er w

ith y

our c

hild

the

first

few

da

ys o

f sch

ool.

• Le

t tea

cher

s kn

ow th

at h

e ne

eds

lots

of n

otic

e to

pre

pare

for c

hang

e.•

Ask

teac

hers

to le

t him

and

you

kno

w a

head

of t

ime

if th

ey a

re

plan

ning

to re

arra

nge

room

s or

hav

e vi

sitor

s or

go

on fi

eld

trips

.

Act

ivitie

s and T

elev

isio

n•

Wat

ch T

V sh

ows

with

him

in w

hich

peo

ple

go o

n tri

ps o

r to

new

sc

hool

s an

d di

scus

s th

e sto

ries

with

him

.•

Play

gam

es w

here

he

has

to m

ake

choi

ces

and

chan

ge w

hat h

e is

doin

g, s

uch

as c

ard

gam

es o

r rol

e pl

ay g

ames

.•

Play

“W

hat I

f” ga

mes

and

ask

, “W

hat i

f we

wen

t to

the

zoo?

” “W

hat w

ould

be

fun?

” “W

hat w

ould

be

scar

y?”

“Wha

t sho

uld

we

take

?”

• Pr

ovid

e ba

by w

ith a

bla

nket

or s

tuffe

d an

imal

, an

d ke

ep it

with

he

r whe

n yo

u go

pla

ces.

Guid

ance

and D

isci

plin

e•

Talk

frequ

ently

abo

ut u

pcom

ing

chan

ges,

trip

s or

new

peo

ple.

• D

escr

ibe

a ne

w e

xper

ienc

e, w

hat i

t will

be li

ke a

nd w

hat

to e

xpec

t.•

Take

a fa

mili

ar o

bjec

t with

you

to n

ew p

lace

s.•

Offe

r cho

ices

and

enc

oura

ge h

im to

try

new

thin

gs.

• W

hen

rout

ines

are

tem

pora

rily

upse

t, re

assu

re h

er th

at th

ings

will

retu

rn to

nor

mal

soo

n.

34

©K

ERA

200

3

Nee

d f

or

Physi

cal Routine

Tips

for

Work

ing w

ith a

Child

Who

PREF

ERS

PH

YSI

CA

L RO

UTI

NES

Frie

nds,

Fam

ily a

nd H

om

e•

Tell

fam

ily m

embe

rs w

ho a

re c

arin

g fo

r her

wha

t her

rout

ines

are

.•

Keep

fam

ily ro

utin

es,

such

as

bedt

imes

, an

d w

arn

ahea

d of

tim

e w

hen

they

are

goi

ng to

cha

nge.

• En

cour

age

frien

dshi

ps w

ith c

hild

ren

who

hav

e po

sitiv

e ha

bits

and

rout

ines

.•

Allo

w b

aby

to s

et h

er o

wn

sleep

and

eat

ing

rout

ines

and

try

to

follo

w th

em.

Learn

ing,

Child

care

and S

chool

• Te

ll te

ache

rs w

hat h

er ro

utin

es a

re,

and

let t

hem

kno

w w

hen

her

rout

ine

has

been

ups

et.

• C

hoos

e a

mor

e str

uctu

red

child

care

pro

gram

whe

re g

ener

al

sche

dule

s ar

e fo

llow

ed.

• A

s m

uch

as p

ossib

le,

mai

ntai

n th

e sa

me

rout

ines

at h

ome

as a

t ch

ildca

re,

incl

udin

g na

p tim

es,

mea

ltim

es,

etc.

Act

ivitie

s and T

elev

isio

n•

Prov

ide

her w

ith a

ctiv

ities

suc

h as

boa

rd g

ames

that

are

mor

e str

uctu

red

and

follo

w ro

utin

es.

Play

gam

es s

uch

as “

Cha

rade

s”

and

pret

end

gam

es th

at a

re le

ss s

truct

ured

.•

Allo

w h

er s

ome

unpl

anne

d pl

ay ti

me.

• Re

cogn

ize

that

her

favo

rite

TV s

how

may

see

m v

ery

impo

rtant

, an

d try

to a

llow

a s

yste

m fo

r tha

t to

be p

art o

f her

rout

ine.

Guid

ance

and D

isci

plin

e•

Tell

her a

nd p

repa

re a

head

if th

ere

will

be c

hang

es in

her

rout

ine.

• St

ay a

war

e of

her

bat

hroo

m ro

utin

e ev

en if

you

are

bus

y.•

Brin

g sn

acks

alo

ng if

her

mea

l rou

tine

may

be

distu

rbed

.•

Take

fam

iliar

obj

ects

on tr

ips,

suc

h as

pillo

ws

or a

favo

rite

bubb

le

bath

, an

d m

aint

ain

rout

ines

as

muc

h as

pos

sible

.

routin

es

35

©K

ERA

200

3

Nee

d f

or

Physi

cal Routine

Tips

for

Work

ing w

ith a

Child

Who

LIK

ES V

ARIE

TY I

N P

HY

SICA

L RO

UTI

NES

Frie

nds,

Fam

ily a

nd H

om

e•

Cha

nge

up fa

mily

rout

ines

occ

asio

nally

, su

ch a

s be

dtim

e or

ho

useh

old

chor

es.

• En

cour

age

play

times

with

frie

nds

to b

e at

the

sam

e tim

e, s

uch

as

afte

r a n

ap o

r hom

ewor

k.•

Mak

e fa

mily

rout

ines

suc

h as

bru

shin

g te

eth

or c

lean

ing

up a

ga

me,

or u

se s

ongs

for v

arie

ty.

Learn

ing,

Child

care

and S

chool

• Te

ll te

ache

rs th

at ro

utin

es a

re h

ard

for h

im.

• A

sk te

ache

rs to

pro

vide

flex

ibili

ty in

the

orde

r of t

he d

ay,

such

as

allo

win

g hi

m to

cho

ose

whe

n to

do

certa

in a

ctiv

ities

.•

Shar

e so

me

of th

e sa

me

rout

ine

sche

dule

s fro

m s

choo

l at h

ome,

su

ch a

s na

p tim

es o

r mea

l tim

es.

Act

ivitie

s and T

elev

isio

n•

Sche

dule

fun

activ

ities

, su

ch a

s w

atch

ing

a fa

vorit

e TV

sho

w,

as a

rout

ine

for h

im to

follo

w.

• En

cour

age

less

ons

such

as

pian

o, b

aseb

all,

etc.

that

requ

ire

rout

ine.

• W

hen

on tr

ips

and

outin

gs,

try to

mai

ntai

n ha

bits

such

as

mea

ltim

e an

d na

ps a

s m

uch

as p

ossib

le.

Guid

ance

and D

isci

plin

e•

Prov

ide

him

with

a c

lock

, w

atch

, sc

hedu

le o

r visi

ble

mea

ns o

f ke

epin

g up

with

tim

e.•

Prov

ide

him

with

flex

ible

rout

ines

and

sch

edul

es.

• W

arn

him

ahe

ad o

f tim

e ab

out a

n up

com

ing

rout

ine

even

tsu

ch a

s be

dtim

e or

din

ner.

• M

ake

sure

that

he

gets

adeq

uate

sle

ep a

nd e

ats

regu

lar m

eals.

• A

n in

fant

may

hav

e sig

ns o

f hun

ger o

r sle

epin

ess

at d

iffer

ent t

imes

.

routin

es

36

©K

ERA

200

3

Usu

al M

ood

Tips

for

Work

ing w

ith a

Child

Who I

s U

SUA

LLY

IN

A H

APPY

MO

OD

Frie

nds,

Fam

ily a

nd H

om

e•

Ask

her

to h

elp

with

you

nger

sib

lings

.•

Ask

fam

ily m

embe

rs to

not

use

labe

ls, s

uch

as “

alw

ays

happ

y.”

• In

trodu

ce h

er to

frie

nds

that

nee

d he

r, su

ch a

s th

ose

with

spe

cial

ne

eds

or w

ho a

re m

ore

serio

us.

• Po

int o

ut w

hen

fam

ily m

embe

rs a

re fe

elin

g sa

d, a

nd e

ncou

rage

se

nsiti

vity.

Learn

ing,

Child

care

and S

chool

• D

on’t

assu

me

that

she

isn’

t sm

art j

ust b

ecau

se s

he is

n’t a

s se

rious

.•

Ask

teac

hers

to e

ncou

rage

her

to e

xpre

ss a

ll of

her

feel

ings

.•

Enco

urag

e pr

oble

m-so

lving

gam

es a

nd a

ctiv

ities

at h

ome

and

at s

choo

l.

Act

ivitie

s and T

elev

isio

n•

Prov

ide

her w

ith a

ctiv

ities

that

requ

ire th

ough

t, su

ch a

s str

ateg

y ga

mes

and

act

iviti

es th

at m

ust b

e pl

anne

d an

d co

mpl

eted

in a

se

ries

of s

teps

.•

Enco

urag

e he

r in

serv

ice

to o

ther

s.•

Whe

n a

pers

on is

sad

or t

roub

led

on te

levi

sion,

ask

her

if s

he e

ver

feel

s th

at w

ay,

and

talk

abou

t how

she

can

let p

eopl

e kn

ow.

Guid

ance

and D

isci

plin

e•

Let h

er k

now

that

peo

ple

will

still

like

her i

f she

is u

nhap

py o

r se

rious

at t

imes

.•

Avoi

d la

bels

in fr

ont o

f oth

ers

such

as

“she

is a

lway

s ha

ppy.

”•

Dev

elop

a c

ue s

uch

as a

wor

d or

ges

ture

that

you

can

use

to

let h

er k

now

that

she

nee

ds to

be

serio

us a

bout

wha

t is

bein

g di

scus

sed

or w

hat i

s ha

ppen

ing.

• Le

t her

kno

w th

at s

omet

imes

eve

ryon

e is

unha

ppy

and

to te

ll yo

u if

she

feel

s do

wn.

mood

37

©K

ERA

200

3

Usu

al M

ood

Tips

for

Work

ing w

ith a

Child

Who I

s U

SUA

LLY

SER

IOU

S

Frie

nds,

Fam

ily a

nd H

om

e•

Hel

p th

e fa

mily

to a

ppre

ciat

e hi

s m

ore

serio

us n

atur

e.•

Invo

lve h

im in

pla

y gr

oups

, an

d en

cour

age

frien

dshi

ps w

ith

man

y ch

ildre

n.•

Plan

fun

and

light

-hea

rted

fam

ily a

ctiv

ities

and

out

ings

.

Learn

ing,

Child

care

and S

chool

• A

sk th

e te

ache

r to

invo

lve h

im in

pup

pets

and

dram

atic

pla

y.•

Read

non

fictio

n as

wel

l as

fictio

n an

d hu

mor

boo

ks to

him

.•

Ask

the

teac

her t

o as

sist h

im in

join

ing

grou

ps fo

r rec

ess

and

play

.•

Ask

teac

hers

to m

ake

spec

ial e

fforts

to h

old

and

cudd

le a

bab

y.

Act

ivitie

s and T

elev

isio

n•

Invo

lve h

im in

act

iviti

es w

ith o

ther

chi

ldre

n.•

Read

joke

boo

ks a

nd w

atch

funn

y m

ovie

s an

d ta

lk ab

out h

ow fu

n it

is to

laug

h.•

Prov

ide

gam

es a

nd m

ater

ials

that

dea

l with

his

wor

ld a

nd in

tere

sts.

• W

atch

sci

ence

and

hist

ory

show

s w

ith h

im o

n te

levi

sion,

and

di

scus

s th

e sh

ow’s

topi

cs.

Guid

ance

and D

isci

plin

e•

If he

see

ms

depr

esse

d, ta

lk to

him

and

ask

him

how

he

is fe

elin

g.•

Giv

e hi

m ti

me

to e

xpla

in a

nd ta

lk ab

out h

is ac

tions

.•

Let h

im k

now

that

you

app

reci

ate

him

!•

Hel

p hi

m le

arn

to n

ame

his

feel

ings

by

nam

ing

them

for h

im a

t firs

t.

mood

38

mood

©K

ERA

200

3

Usu

al M

ood

Tips

for

Work

ing w

ith a

Child

Who I

s U

SUA

LLY

LES

S PO

SITI

VE

Frie

nds,

Fam

ily a

nd H

om

e•

Shar

e fa

mily

sto

ries

with

hap

py e

ndin

gs.

• In

volve

her

in p

layg

roup

s, a

nd e

ncou

rage

frie

ndsh

ips

with

m

any

child

ren.

• G

ive

som

e no

tice

befo

re o

utin

gs to

disc

oura

ge n

egat

ive

reac

tions

.•

Allo

w e

very

one

to s

hare

goo

d th

ings

that

hap

pene

d to

day

durin

g m

eals

or b

efor

e be

dtim

e.

Learn

ing,

Child

care

and S

chool

• Pr

aise

her

artw

ork,

and

ask

her

abo

ut th

ings

she

enj

oyed

at s

choo

l.•

Find

boo

ks in

whi

ch th

e ch

arac

ters

sol

ve p

robl

ems

with

a

posit

ive

attit

ude.

• A

sk th

e te

ache

r to

assis

t her

in d

evel

opin

g fri

ends

hips

.•

Let t

each

ers

know

that

a b

aby

may

be

fuss

y, a

nd e

ncou

rage

them

to

be

soot

hing

and

lovi

ng.

Act

ivitie

s and T

elev

isio

n•

Invo

lve h

er in

fun

activ

ities

with

oth

er c

hild

ren.

• En

cour

age

her t

o pl

ay g

ames

with

out c

ompl

aini

ng a

bout

fairn

ess.

• Pa

rtici

pate

with

her

in fu

n ac

tiviti

es.

• Av

oid

tele

visio

n w

ith s

ad th

emes

and

unh

appy

end

ings

.

Guid

ance

and D

isci

plin

e•

Talk

to h

er a

bout

pos

itive

, ha

ppy

thin

gs in

her

life

.•

Tell

her w

hen

you

see

her e

njoy

ing

activ

ities

and

bei

ng h

appy

.•

Let h

er k

now

that

you

app

reci

ate

her!

• Re

cogn

ize

that

a b

aby

may

see

m c

rank

ier o

r sm

ile le

ss,

and

incr

ease

you

r effo

rts to

cud

dle

and

be lo

ving

.

39

child

©K

ERA

200

3

Work

ing W

ith Y

our

Child

’s T

emper

am

ent

As

you

use

this

guid

e, th

ink CH

ILD

to w

ork

with

you

r chi

ld a

nd h

is te

mpe

ram

ent!

Con

sider

the

tem

pera

men

t of y

our c

hild

and

des

crib

e it.

How

doe

s hi

s te

mpe

ram

ent a

ffect

the

way

he

acts

and

wha

t he

does

?

Iden

tify

your

ow

n te

mpe

ram

ent a

nd h

ow y

ou d

iscip

line

and

guid

e yo

ur c

hild

.

Look

at h

ow y

ou a

re a

like

and

diffe

rent

.

Dev

elop

way

s to

hel

p hi

m fi

t his

tem

pera

men

t with

his

wor

ld.

40

©K

ERA

200

3

Act

ion P

lan

Revi

ew th

e te

mpe

ram

ent t

raits

in th

is gu

ide

and

writ

e do

wn

how

you

wou

ld d

escr

ibe

your

chi

ld.

Use

this

info

rmat

ion

to h

elp

you

impr

ove

your

rela

tions

hip

with

you

r chi

ld a

nd to

ass

ist y

our c

hild

in a

dapt

ing

his

tem

pera

men

t to

his

wor

ld.

Nam

e of

Child

____

____

____

____

____

____

____

____

____

____

___

Base

d on

wha

t you

kno

w n

ow a

bout

you

r chi

ld’s

tem

pera

men

t, w

rite

dow

n tw

o th

ings

you

can

do

to s

treng

then

you

r rel

atio

nshi

p w

ith y

our c

hild

.• • H

ow d

oes

your

chi

ld’s

tem

pera

men

t affe

ct h

is be

havi

or?

•

Date

____

____

____

____

____

____

____

____

____

____

____

____

____

_

List t

hree

way

s th

at y

ou a

nd y

our c

hild

are

alik

e an

d di

ffere

nt.

• • • Writ

e do

wn

two

new

idea

s or

act

iviti

es th

at y

ou w

ill us

e w

ith y

our

child

bas

ed o

n th

is tra

inin

g.

• •

actio

n p

lan

41

websites

Additio

nal Res

ourc

es o

n T

emper

am

ent

Web

sites

:

Rea

dy f

or

Life

: w

ww

.rea

dyfo

rlif

e.org

Prov

ided

by

KERA

pub

lic te

levi

sion,

this

site

offe

rs a

wea

lth o

f res

ourc

es o

n pa

rent

ing

and

child

ren.

Univ

ersi

ty o

f N

ort

h T

exas

Cen

ter

for

Pare

nt

Educa

tion:

ww

w.u

nt.

edu/c

pe

A s

ite w

ith re

sour

ces

for p

aren

ts an

d pa

rent

edu

cato

rs w

ith li

nks

to m

any

othe

r site

s an

d in

form

atio

n su

ch a

s pa

rent

ing

book

revi

ews.

Tem

per

am

ent:

w

ww

.pre

ventive

oz.

org

This

site

offe

rs p

aren

ts of

infa

nts

an o

ppor

tuni

ty to

iden

tify

a ch

ild’s

tem

pera

men

t tra

its th

roug

h an

inte

ract

ive

ques

tionn

aire

and

of

fers

info

rmat

ion

and

reso

urce

s.

I A

m Y

our

Child

:w

ww

.iam

yourc

hild

.org

This

site

offe

rs p

aren

ts in

form

atio

n ab

out t

he la

test

brai

n re

sear

ch a

nd w

hat p

aren

ts ca

n do

to n

urtu

re c

hild

ren.

PBS

Rea

dy t

o L

earn

: w

ww

.pbsk

ids.

org

/rea

dyto

learn

You

will

find

info

rmat

ion

on c

hild

ren

and

lear

ning

from

lead

ing

expe

rts.

National A

ssoci

ation f

or

the

Educa

tion o

f Yo

ung C

hild

ren:

ww

w.n

aey

c.org

NA

EYC

is a

n as

soci

atio

n fo

r pro

fess

iona

ls in

ear

ly c

hild

hood

edu

catio

n th

at o

ffers

reso

urce

s to

pro

fess

iona

ls an

d pa

rent

s in

clud

ing

info

rmat

ion

on a

ccre

dite

d ch

ildca

re p

rogr

ams

and

loca

ting

qual

ity c

hild

care

.

Zer

o t

o T

hre

e:w

ww

.zer

oto

thre

e.org

This

orga

niza

tion

focu

ses

on th

e de

velo

pmen

t of c

hild

ren

from

0-3

and

pro

vide

s m

ater

ials

and

links

for p

aren

ts an

d ca

regi

vers

.

©K

ERA

200

3

42

©K

ERA

200

3

Additio

nal Res

ourc

es o

n T

emper

am

ent

Book

s:

Boyd

, C

harle

s.

(200

0),

Diff

eren

t Chi

ldre

n, D

iffer

ent N

eeds

. M

ultn

omah

, N

ew Y

ork.

Braz

elto

n, T

. Be

rry.

(198

3),

Infa

nts

and

Mot

hers

: D

iffer

ence

s in

Dev

elop

men

t. D

ell,

New

Yor

k.

Car

ey,

W.

and

Jabl

ow,

M.

(199

7),

Und

ersta

ndin

g Yo

ur C

hild

’s Te

mpe

ram

ent.

Sim

on a

nd S

chus

ter,

New

Yor

k.

Gre

ensp

an,

Stan

ley.

(199

9),

Build

ing

Hea

lthy

Min

ds.

Per

seus

Boo

ks,

New

Yor

k.

Hea

th,

H.

(200

0),

Usin

g Yo

ur V

alue

s to

Rai

se Y

our C

hild

to B

e an

Adu

lt Yo

u A

dmire

. Pa

rent

ing

Pres

s, In

c.,

Seat

tle.

Kurc

inka

, M

. (1

991)

, Ra

ising

You

r Spi

rited

Chi

ld.

Har

perc

ollin

s Pu

blish

ers,

New

Yor

k.

Litta

uer,

F. (2

000)

. Pe

rson

ality

Plu

s fo

r Par

ents:

U

nder

stand

ing

Wha

t Mak

es Y

our C

hild

Tic

k.

Cho

sen

Book

s, N

ew Y

ork.

Nev

ille,

H a

nd Jo

hnso

n, D

. (1

998)

, Te

mpe

ram

ent T

ools.

Par

entin

g Pr

ess,

Inc.

, Se

attle

.

Shic

k, L

. (1

998)

, U

nder

stand

ing

Tem

pera

men

t: St

rate

gies

for C

reat

ing

Fam

ily H

arm

ony.

Par

entin

g Pr

ess,

Inc.

, Se

attle

.

books

who is

my c

hild

?W

hen

you u

nder

stand y

our

child

’s

uniq

ue

tem

per

am

ent,

you c

an

•

pro

vide

act

ivitie

s th

at

he

can e

njo

y

and t

hat

will

hel

p h

im lea

rn.

•

guid

e and d

isci

plin

e your

child

in

posi

tive

ways.

•

hel

p h

er g

et a

long in t

he

worl

d in

whic

h s

he

lives

.

From

bir

th,

each

of

us

is o

ur

ow

n u

niq

ue

per

son w

ith o

ur

ow

n w

ays

of

beh

avi

ng a

nd

inte

ract

ing w

ith o

ther

s.

In t

his

vid

eo y

ou w

illle

arn

about

tem

per

am

ent,

what

it is

and h

ow

it m

ak

es u

s dif

fere

nt

from

one

anoth

er.

As

your

child

gro

ws,

it

is y

our

job t

o h

elp

him

lea

rn t

o m

ak

e good c

hoic

es b

ase

d o

n h

iste

mper

am

ent.

W

hat

you d

o t

o h

elp h

er c

an

aff

ect

how

she

learn

s, h

ow

she

beh

ave

s, a

nd

ultim

ate

ly,

how

happy a

lif

e sh

e ca

n h

ave

.

For

info

rmation a

bout

oth

er c

urr

iculu

m m

ate

rials

and t

rain

ing

opport

unitie

s co

nta

ct R

eady f

or

Life

, 3000 H

arr

y H

ines

Blv

d.,

Dalla

s, T

exas

75201

or

visi

t our

web

site

at

ww

w.r

eadyfo

rlif

e.org

.

Fundin

g f

or

Who I

s M

y C

hild

? w

as

made

poss

ible

by g

rants

fro

m t

he

Mea

dow

s Fo

undation,

Hogg F

oundation f

or

Men

tal H

ealth,

Houst

on

Endow

men

t, I

nc.

, RG

K F

oundation,

Ed H

aggar

Fam

ily F

oundation a

nd

the

National Rec

reation a

nd P

ark

Ass

oci

ation.

Copyri

ght

2003

KER

A