Mosier said “A child’s tendency is to be more out-going than the adult who is caring for the child, the adult needs to be respectful of the child’s preferred mode of interacting with her or his immediate surroundings.Some young children prefer spending time alone while other young children draw energy from being around others. Adults often think that it is better for a young child to be out-going than withdrawn and shy. However, neither temperament is better than the other. The introverted young child’s preference for playing alone, in isolation, is not inferior to preferring to play in the presence of others. Attempting to change a young child’s genetic predisposition is developmentally inappropriate and potentially damaging to the child’s mental health. Allowing each child to mature at her or his own pace is absolutely of paramount importance.”
Mosier asked “What are the behaviors that would give you a hint that a young child is an extrovert?” He ansverd: “A young child who expresses her or his personality as an extrovert will prefer playing in the presence of other young child and adults, rather than play alone. Some extroverted young children like to physically interact with others, while other extroverted young children crave verbal interaction. When an adult wonders if there are “special” things that one needs to do to “help” the extrovert child, the answer is not complicated.
The extrovert tends to seek interaction with others; whether direct or indirect. Therefore, an adult need only be responsive to a young extrovert’s seeking interaction with the adult. When a young child wants social interaction, the adult role is to share in the activity that the child is engaged in playing. Simply, follow the child’s lead. She or he will guide the degree of your attention that is wanted. If the young child is engaging in parallel play, simply allowing the child to play in close proximity to other young children. The extroverted child only needs the adult to monitor the behavior of the child as she or he is moving around the other children. Avoid intervention unless it is absolutely necessary to avoid physical confrontation between children.”
Mosier underlined “Importance of positive relationships & maintaining developmentally responsive environments”
He continued her words “There is no special stimulation that caregivers need to provide for the extroverted young child, beyond establishing and maintaining a developmentally appropriate safe and healthy learning environment. A developmentally appropriate environment must be responsive to the needs of all children in the environment. Having an animated conversation with the child while the child is playing may be all that is necessary. An adult who maintains a positive, engaging environment, and regularly models socially competent interactions is able to support the needs of both the extroverted and introverted child. A strong, healthy attachment with an adult (whether a parent or teacher) is important for all children regardless of their level of extroversion. In other words, extroverted children benefit from consistently positive adult-child interactions that they experience. The adult caregivers who allow a young child who expresses her or his self freely facilitate a healthy attachment. This attachment will result in the development of a healthy emotional adjustment and an eventual ability to work well with others.”
Mosier said “Allow for children to have control of their learning”
He continued “It cannot be overstated that the adult role is not to plan the child’s activities, but facilitate the process of the child planning and executing her or his own choices. It is very important to not “push” the child’s behavior in one direction or the other. It is best to allow task selection, task development, and social interaction to evolve in a way that is child-initiated. The use of some type of alternative pedagogy, or methods of adult-child interaction, for extroverted children can end-up interfering with a young child’s ability to utilize critical thinking to address new situations in a novel way. Even though one might assume that extroverts need more verbal input from the adult caregiver, this is not true!
“Accept the child as she is”
Mosier continued “Just as the introverted young child does not need to be provided extra “alone” time, the extroverted young child does not need to be provided special play time with others. Adult caregivers need to be careful to avoid assuming a child who is outgoing and sociable is, somehow, more capable of understanding a lecture or punishment than an introverted child. Lecturing a young child about his or her behavior or using punishment are developmentally inappropriate for all children. Extroverts do, however, tend to perform better at certain types of cognitive and physical tasks than introverts. Both extroverted and introverted young children have strengths and assets, but the areas of their strengths will differ. Essentially, extroverted young children should be accepted as they are with strengths in some areas and limitations in others—just like any other child. Extroverted young children need the same, developmentally appropriate social, emotional, and cognitive supports as introverted children. There is no need for adults to maintain nonstop conversation with the extroverted young child nor feel the need to purposefully engage more with the extroverted young child. Due to the genetic nature of a child’s level of extroversion, there are no special methods adults can use to increase or decrease this tendency. The extroverted young child will self-direct and meet her or his need for social interaction without adult intervention. All the adult needs to do is be responsive to the young child, when she or he requests recognition."
He said "Building positive relationships with extroverted young children assists in their ability to navigate the complexities of social interact. Providing young children with the opportunity of self-direct and control their learning is vital. Modeling positive interactions, engaging in stimulating conversation, and providing emotional support, as needed, are key for supporting the extroverted young child socially, cognitively, and emotionally. Early care and education professionals are important adults in a child’s life. We create the context for a child, regardless of their level of extroversion, to flourish within a developmentally appropriate environment. The challenge is to allow these young children the freedom to explore their world in a self-directed manner, not stifle their independence.”
