Various children – various reactions.

and stairs, stadiums, and gyms.

Tolerance to irritants.

“Let us try one more time!” Children

with a high level of tolerance to irritants are persistent and obstinate.

When they come across some problem they try to fix it up again and again.

They are capable of waiting for the results of their activity.

Practice together and play with the child. He or she does not need so

much of your presence as they do your appraisal. When there is a trouble,

make sure that the child does not use one and the same strategy to escape

it. Propose to the child some new approach to solve the problem.

An obstinate child might ignore notions like “no” or “you

must not.” If the child persists, you must not surrender –

it is better to switch the child’s attention to a new activity.

“I give way!” Children with low

level of tolerance do not like problems. If this child does not manage

something, it usually gives way after the first attempt and cries or passes

over to other activities.

Advise possible solutions to the child, but do not do the main work

for the child. If the child falls into despair, share comforting words

such as, “These puzzles are so difficult! That’s a dear that

you have done the whole half!”

If the child does not manage to do something, he or she is probably

hungry or tired. Try to get back to it later, and the child will most

likely succeed in it.

Response to alteration of the outer ambient.

“What’s the news?” These

children take easily and with pleasure any changes in familiar ambient.

They like to try on new clothes, make friends with new children, taste

new food, and they feel cozy in almost all circumstances. For example,

they sleep willingly in a car or in a cinema. To take them along with

you is only a pleasure.

Do not overburden the child. Even the child who loves the change of

his/her medium sooner or later gets tired. Do not forget to spend some

time alone with the child -- for example, both of you on the sofa reading

a favorite book.

“Everything suits me as it is”.

These children are very dependent on familiar atmosphere and respond negatively

to slight changes, for example new food on their plate or rearrangement

of their bed. They need time, and the adults’ encouragement, to

get accustomed to new circumstances. They often grizzle, especially when

they have to cease the play which they like.

To make the child feel more comfortable in new surroundings, allow him

or her to bring along some familiar things -- for example a favorite toy.

If the child has to sleep in some unfamiliar place take along a familiar

blanket or a pillow.

When traveling somewhere, describe to the child beforehand what place

it is so that the child knows what to expect from the new experience.

Grant the child enough time to adapt.

When changing over to another activity it is better to install the time

frame beforehand. “When the timer rings we shall stop drawing and

go to the bath.”

Response to new people.

”Glad to meet you!” One can see

from a very early age how the child responds to a new person’s appearance.

Sociable children greet a stranger with a smile. They gladly interact

with the grown-ups and find friends easily.

Let the child have chances for interaction once he or she derives pleasure

from it. At the same time, encourage the child to play alone. This will

promote his or her own inner potential, and will teach the child to obtain

pleasure also out of desolation as well as communication.

“Let’s get acquainted next time!” These

children feel shy and embarrassed when meeting unfamiliar people. They

need time and help from grown-ups, and other children whom they trust,

to get used to a person.

Introduce your child to unfamiliar people from the place where it feels

safe. For example, on your knees or in your arms. You should create pleasant

associations in your child at first acquaintance. To achieve this, your

guest can bring a present: a small toy, a sweet, or just a stroke of the

child’s head. When it is possible to prepare the child for a visit

from a newcomer, tell the child what kind of a person will come and the

reason for the visit. “Now our neighbor will come. She is very kind.

We shall give her some salt and she will go away.”

Do not say that your child is “shy” or “embarrassed”.

Labels can stick for a long time and can affect the child’s further

response. It’s better to explain to the new person that the child

needs time to get used to him or her.

A combination of all types of responses does not comprise the child’s

idiosyncrasies. There is no bad, good, correct, or incorrect idiosyncrasy