Temperament Trait - Activity Level
This is the 2nd in a series of 11 blog posts about temperament. (Click here to return to the beginning)
When you think about a temperament trait with regard to your child or yourself think about behaviours that you have observed.
For the trait of activity level we can imagine a daydreaming sloth at one end of this spectrum and whirling Tigger leaping and bouncing at the other end. Most of us fall somewhere in between. No temperament trait is "good" or "bad'. Each of us will perceive another's temperament differently and the language we use is important. For each constellation of temperament traits you can tailor your parenting to encourage your child's growth and development.
At the active end of the spectrum
baby's hands and feet are always moving
toddler is always on the go - climbing, swinging, sliding, running, racing, jumping
children fidget and squirm and pop up and down when asked to sit still
teens flip their pencils, tap their feet and may be athletic or thrill-seeking
active adults are always "doing", they exercise for the pleasure of it and often walk at a brisk pace
At the quiet end of the spectrum
baby is happy to lie or sit and stare at a mobile
toddler can sit and dig or play with toys for extended periods
children can play quietly with toys or read a book
teens can lie inert on the couch plugged into their electronic devices for hours
adults walk at a leisurely pace, prefer quiet activities and generally exercise only for health purposes
An active child simply needs more physical activity than a quiet child and the balance between active and quiet periods will vary greatly between them. Active children need opportunities for physical movement, need to have their efforts at stillness noticed and appreciated, and need to be warned about risks in their environment that they might miss in their exuberance. These children may become overactive when tired.
A quiet child might be called 'lazy' by one person and 'calm' or 'mellow' by another. An active child might be called 'spirited', 'busy' or 'lively' by one person and 'hyper' by another. The key is in how we perceive and label the behaviours. When adults are prepared to watch closely, understand, adapt to and positively frame children’s temperament traits we allow children to more fully be themselves, we reduce stress and friction in families and we teach tolerance.
Quiet children need time to complete physical tasks, need encouragement to engage in physical activities, need opportunities to participate in group, team and solo activities as they learn what appeals most, and may enjoy being a fan rather than a player. Built in opportunities for activity come with walking to school, walking the dog, watering the garden or exploring the woods. Structured activity times can also be helpful.