20.5: Goodness of Fit
- Page ID
- 185831
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)The Importance of Fit
An important aspect of Thomas & Chess's (1977) research considers the interaction of child temperament with caretaker personality and parenting style. They proposed that a match between the needs of a child's temperament with parental care would enhance the healthy development of self-regulation and the child's sense of self. This critical balance is known as goodness of fit.[1] A caregiver's ability to accurately read and work well with a child determines the goodness of fit between the child's temperament, parenting and caregiving. The goal for parents and caregivers in an infant or toddler center is to provide a good fit or match, meaning their styles align well and communication and interaction can flow. Temperamentally active children can do well with parents who support their curiosity but could have problems in a more rigid family.[2]
The match or synchrony between a child’s temperament and characteristics of parental care that contributes to positive or negative personality development. A good “fit” means that parents have accommodated to the child’s temperamental attributes, and this contributes to positive personality growth and better adjustment.
This goodness of fit between child temperament and parental demands and expectations can cause struggles. Rather than assuming discipline alone will improve children's behavior, temperament knowledge may help a parent, teacher, or other caregiver gain insight to work more effectively with a child. It is helpful to view temperamental differences as varying styles rather than 'good' or 'bad' behavior. For example, a persistent child may be difficult to distract from forbidden things such as electrical cords, but this persistence may serve her well in other areas such as problem-solving.[3]
Twenty-eight-month-old Sierra stands at the door of her Early Head Start classroom, watching. Even though she has attended the center for over a year, she still takes her time coming into the room. Jandro, her teacher, slowly approaches her, kneels down to her level, and quietly says, “Good morning, Sierra, I’m glad to see you.” Sierra smiles and glances at her dad, who stoops down and says in a soft voice, “See you later, Sierra. Can Daddy give you your special goodbye hug?” Sierra nods and turns to her father. He opens his arms, gathers her in, and gently lifts her until they are face to face, and he gives her a kiss on her nose. He then puts her down and waves his hand as he turns to leave and walks down the hall. Sierra waves her hand in response until she can no longer see him.
Once Sierra’s dad is gone, Jandro takes her hand and leads her to the table for a morning snack. No sooner does he get Sierra settled when 30-month-old Alex comes to the door. Alex runs to Jandro, hugs his leg, and says with great excitement, “We saw a fire truck, we saw a fire truck! The siren was really loud—RRRRRR!!” Jandro, matching Alex’s energy and enthusiasm, exclaims, “Wow, a fire truck! That sounds so exciting!”[1]
Attribution:
[1] Interactions and Temperament” from Head Start is in the public domain.
What is most beneficial about the goodness of fit concept is that it does not require adults and children to have matching temperaments. The parent or caregiver does not have to change who they are; they can alter or adjust their caregiving methods to positively support 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 doctor, grocery store, etc. For a child who needs some extra time in approaching new activities, giving the child time to adjust and feel safe sets them up for more success. [4]
Attributions:
- [1] Culture and Psychology by L D Worthy; T Lavigne; and F Romero is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
- [2] Human Development by Human Development Teaching & Learning Group is licensed under a CC BY- NC-SA 4.0,
- [3] Human Development by Human Development Teaching & Learning Group is licensed under a CC BY- NC-SA 4.0,
- [4] U.S Department of Health and Human Services. (2018, May 30). Introduction to Temperament. ECLKC. is in the public domain