Please visit the Center of Excellence for Infant and Early Childhood Mental Health Consultation (CoE for IECMHC) to learn and explore additional resources on IECMHC in all settings. Launched in 2019, the CoE for IECMHC is run by the Georgetown University Center for Child and Human Development and funded by the Substance Abuse and Mental Health Service Administration

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Infant Toddler Temperament Tool (IT3)


Introduction to Temperament

Temperament is an important feature of social and emotional health. Temperament describes the way we approach and react to the world. It is our own personal “style” that is present from birth. There are three general types of temperaments often referred to as easy-going, slow-to-warm, and active.

Easy-going children are generally happy, active children from birth and adjust easily to new situations and environments. Slow-to-warm children are generally observant, calm and may need extra time in adjusting to new situations. Children with active temperaments often have varied routines (e.g., eating, sleeping), and often approach life with zest. Children may fall into one of the three types of temperament but often have varying behavior across the common temperament traits.

activeThere are nine common traits that can help to describe a child’s temperament and the way they react to and experience the world. These traits include:

  • Activity level
  • Distractibility
  • Intensity
  • Regularity
  • Sensitivity
  • Approachability
  • Adaptability
  • Persistence
  • Mood

The Temperament Chart explains these traits in more detail.

Each caregiver and parent is also unique in his or her own temperament. The compatibility between adult-child temperaments can affect the quality of relationships. This compatibility is often referred to as "goodness of fit." A goodness of fit happens when an adult's expectations and methods of caregiving match the child's personal style and abilities. What is most beneficial about the goodness of fit concept is that it does not require that adults and children have matching temperaments. The parent or caregiver does not have to change who they are naturally, they can simply alter or adjust their caregiving methods to be a positive support to their child's natural way of responding to the world. For example, if a child is highly active, a caregiver may pack extra activities in the diaper bag for waiting times at visits to the Dr., grocery store lines, etc. For a child who needs some extra time in approaching new activities, a caregiver might stay close by, giving the child time to adjust and feel safe.

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