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Individualism
Treating all children respectfully and individually has two important elements. The first is avoidance of any type of bias or discrimination based on race, religion, culture, gender, disability, family structure, sexual orientation, or any other difference. The second is responding to the individual abilities, needs, and backgrounds of children.
Each Child is Unique
Each child in your program is a unique human being. By the time children begin school, they have developed personality traits that are likely to continue throughout childhood and into their adult years. School-age children have many influences in their lives – parents, siblings, and other family members; neighbors; teachers and friends at school; and child care staff. In addition, children’s development is affected by their culture, ethnicity, place of worship and involvement in community activities such as organized sports and scouts.
It is important to learn about each child and the context (home, school, and community) in which he or she is growing up. By getting to know each child, you demonstrate appreciation for his or her unique characteristics. As a result, children learn to value themselves.
Factors Affecting a Child’s Temperament
A child’s temperament affects how he or she responds to people and environments. Children’s temperament can cause them to vary in the following ways:
Activity level - Some children are always on the move; others are content to sit and read or work on a puzzle for long periods of time.
Regularity of body rhythms - Some children have highly regular body rhythms; they function most effectively when routines occur at the same time each day. Children who have less predictable body rhythms may need more flexible schedules.
Adaptability - Some children find it easy to get used to new situations and people. Others need extra time to adapt.
Intensity - Some children experience emotions at extreme levels; other have “low-key” responses to people and situations.
Distractible - Some children can focus on what they are doing without being distracted by other activities. Highly distractible children may need help from staff to repeat directions and help them stay on topic in a conversation.
Persistence - Some children can stick with a task for long periods of time; others need encouragement or frequent breaks.
Treating all children respectfully and individually has two important elements. The first is avoidance of any type of bias or discrimination based on race, religion, culture, gender, disability, family structure, sexual orientation, or any other difference. The second is responding to the individual abilities, needs, and backgrounds of children.
Each Child is Unique
Each child in your program is a unique human being. By the time children begin school, they have developed personality traits that are likely to continue throughout childhood and into their adult years. School-age children have many influences in their lives – parents, siblings, and other family members; neighbors; teachers and friends at school; and child care staff. In addition, children’s development is affected by their culture, ethnicity, place of worship and involvement in community activities such as organized sports and scouts.
It is important to learn about each child and the context (home, school, and community) in which he or she is growing up. By getting to know each child, you demonstrate appreciation for his or her unique characteristics. As a result, children learn to value themselves.
Factors Affecting a Child’s Temperament
A child’s temperament affects how he or she responds to people and environments. Children’s temperament can cause them to vary in the following ways:
Activity level - Some children are always on the move; others are content to sit and read or work on a puzzle for long periods of time.
Regularity of body rhythms - Some children have highly regular body rhythms; they function most effectively when routines occur at the same time each day. Children who have less predictable body rhythms may need more flexible schedules.
Adaptability - Some children find it easy to get used to new situations and people. Others need extra time to adapt.
Intensity - Some children experience emotions at extreme levels; other have “low-key” responses to people and situations.
Distractible - Some children can focus on what they are doing without being distracted by other activities. Highly distractible children may need help from staff to repeat directions and help them stay on topic in a conversation.
Persistence - Some children can stick with a task for long periods of time; others need encouragement or frequent breaks.
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