Dimension 1: Activity level
Refers to children's activities in daily life. Children with large activities are more energetic and exploratory, but sometimes they will affect the completion of established tasks or interfere with others in activities. Children who seldom move are quiet, careful and patient, but they often appear slow and inefficient.
Latitude 2: rhythm
Refers to the rhythm of biological functions such as diet, stool and sleep. Children with a strong sense of rhythm are "punctual" in various biological functions, easy to raise, but rigid. If the living environment changes, it is easy to adapt. Children with weak rhythm have irregular eating and sleeping time, which may bring trouble to their parents in daily parenting, but it is not easy to have adjustment difficulties.
Dimension 3: Avoidance
Refers to whether a child's initial reaction to new things or strangers is approaching or shrinking. Accessible children are willing to accept new things and meet people who are "naturally familiar", but they are also easily influenced by bad things or people. Children who retreat tend to avoid new things and are afraid of strangers, but they are not easily influenced by bad influences.
Dimension 4: Adaptability
It refers to whether a child can easily adapt to a new environment (including people, scenes and food). ). Children with strong adaptability can quickly adapt to the new environment or newly added food, which is mostly worth encouraging. Children with weak adaptability are prone to problems in the process of adapting to the new environment, such as being unable to sleep in a different place and being anxious when meeting strangers, but they can do well after the adaptation period.
Dimension 5: Reaction intensity
Refers to the intensity of emotional response. Children with strong reaction often cry or laugh, which is easy to attract the attention of parents and teachers and get more attention, but it will also be annoying because of crying loudly. Children with weak reaction intensity are quiet, not good at expressing their needs and feelings, and carefree when raising them, but because they can't fully express themselves, they don't get the attention they deserve and are easily ignored.
Dimension 6: Emotional essence
Refers to the child's main emotional performance on weekdays, whether it is positive (pleasant and friendly) or negative (unpleasant and unfriendly). Children with positive emotions are always likable, which is mostly encouragement, but sometimes they get into trouble because they are too optimistic. Children with negative emotions can make people feel unhappy and worry adults, but in fact they also long for happiness and friendliness.
Dimension 7: Persistence
Refers to the degree of persistence in doing things. Children with high persistence are stubborn and willful, and they also have the spirit of perseverance when encountering difficulties. Children with low persistence can complete tasks well, and it is easy to give up when encountering setbacks, and it is also easy to listen to parents' advice and give up things that should not be adhered to.
Dimension 8: Distraction
Refers to the degree to which the surrounding environment distracts children's attention when doing something. Children who are easily distracted can quickly notice things around them, which is easy to appease in infancy, but it will affect their academic performance after entering school age. Children who pay attention are efficient, but they are too focused on one thing and tend to ignore people and things around them, which is difficult to coax in infancy.
Dimension 9: Reaction Threshold
Refers to whether the child is sensitive. It can be manifested as sensitivity to physiological perception such as sound, light, temperature and smell, and it can also be manifested as sensitivity to psychological perception such as changes in other people's attitudes. Children with low reaction threshold are more sensitive. These children have a strong sense of music and color, are good at detecting and can find subtle changes, but they are prone to sleep disorders, timidity and other problems. Children with high response threshold are less sensitive, not afraid of pain, not concerned about noise, and courageous, but they may also ignore many changes or omit useful information, such as danger signals.
The above nine dimensions crisscross each other, forming the unique temperament characteristics of each child. To teach students in accordance with their aptitude, it is necessary to adopt appropriate parenting style and speaking activity level according to the temperament characteristics of children in all dimensions: for children with high activity level, parents can often arrange activities with heavy exercise and give him more opportunities to get in touch with the outside world, but they should also ask him to keep quiet temporarily at some moments. For children with low activity level, parents should be more patient, don't blame him for being slow, let alone do things for him, appropriately increase his exercise and take him to outdoor activities.
Rhythm: For a child with a strong sense of rhythm, it is not necessary to arrange his life rigidly according to his rules, but he can occasionally break the rules and let him adapt to the changes in life, such as taking his children out often and changing the time and place of eating and sleeping appropriately. For children with weak rhythm, it is necessary to establish suitable life rules for him from infancy, such as eating on time when it is time to eat and sleeping when it is time to sleep, and the difference between before and after should not exceed half an hour.
Avoidance: For accessible children, we should teach them to distinguish right from wrong as soon as possible and strengthen safety awareness education. For a shrinking child, don't force him to accept strangers or new things, but guide him patiently, such as telling the child in advance what will happen and what benefits these things will bring. Give children more opportunities to get in touch with new things and people, and encourage them to get close to new things. For example, if there are new foods, they can be encouraged to taste them first.
Adaptability: for children with weak adaptability, they often take him to places he has never been to, so that children can adapt to new scenes; To add a new food, start from a small amount and try again and again until the child is fully adapted.
Reaction intensity: For children with strong reaction, parents should not rush to express their views when he is noisy. His strong emotional reaction may be just a trivial matter or simply unreasonable. After figuring out the reason, wait patiently for the child's emotions to break out, and at the same time secretly pay attention to the child's safety to avoid accidents. When he calms down, show his attitude and tell the truth in a calm tone. Children with weak reaction intensity may have weak desire and interest. Parents should encourage such children to express their feelings and demands in an appropriate way, reject them with less negative language and encourage them with more positive language. Emotional essence: positive and happy emotions are often worth encouraging. But for children with positive emotions, we should guide them to make appropriate evaluations and avoid making too "positive" judgments about dangerous or bad things. For children with negative emotions, we should avoid accusations, understand the way he expresses his feelings (such as how to express agreement or real unhappiness), and adopt appropriate ways to encourage children's positive emotions. For example, children should try to prolong this attitude when they are happy, and teasing between parents and children is the most effective way. Adults should also show more positive emotions and optimistic attitudes in front of children.
Persistence: For children with high persistence, parents must grasp the principles. If what they insist on is unreasonable, we should persuade him to give up. For children with low persistence, parents must insist on completing the task according to the established requirements, and they can take a break during the completion process, but they must continue to complete after the break, and gradually improve their requirements and give encouragement. Distraction: for children who are easily distracted, we should strengthen our interest in paying attention to the content, and the difficulty of the content should not be too high. Give your child more attention training for a short time and gradually improve the time of concentration. For a dedicated child, remind him not to ignore other things when doing one thing. If the child ignores his mother's call when reading or playing games, don't blame the child in a hurry, because the child may really concentrate on reading or playing games.
Response threshold: For sensitive children, sudden stimulation (such as loud and bright light) should be avoided, and parents should not be too subjective in their feelings. They should take children's feelings as the standard and gradually cultivate their tolerance for feelings. If children have a strong sense of music and color, they should listen to rhythmic music and watch more paintings. For insensitive children, parents should always make up for their own omissions, such as seizing the opportunity to tell him about safety knowledge and social norms.
Some parents who don't understand their children's temperament often shape their children according to their own preferences. They all spoke with wishful thinking and forced orders, but in the end they ended up as a sad and rebellious child. If parents can understand their children's temperament characteristics as soon as possible, they can skillfully use words, actively guide their children to solve problems encountered in their study and life, and gradually form educational methods that are most suitable for their temperament characteristics, so as to avoid various conflicts arising from the disharmony between their temperament and parents' expectations and educational methods.