Supporting the learning of introverted children means first getting to know them and being sensitive to their needs, explains Nicola Stobbs

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The terms ‘extroversion’ and ‘introversion’ have been used widely since the 1920s when influential psychologist Carl Jung used them to describe the basics of personality.

There is no clear-cut definition of an introvert or an extrovert personality, but broadly speaking introverts tend to be inward-looking and thoughtful, whereas extroverts tend to prefer the external world of activities and people. Extroverts’ ‘batteries’ are recharged when they are with others; introverts need solitude to recharge. About a third to a half of the population are introverted.

Babies’ reactions to novelty give an important and interesting insight into the ‘introvert’ personality. In an experiment begun in the 1980s, Jerome Kagan found that babies aged four months reacted very differently to new stimulation, such as recorded voices, popping balloons and colourful, dancing mobiles:

About 20 per cent of the babies waved their arms around energetically and were labelled ‘highly-reactive’.

40 per cent remained calm – and were labelled ‘low-reactive’.

The other 40 per cent fell somewhere in between.

The babies were followed up as teenagers, with many people thinking that the highly reactive babies would turn out to be extroverts. In fact, it was the other way around. The highly reactive babies were more thoughtful and serious, while the placid babies enjoyed excitement and change.

Studies of the babies’ brains and nervous systems revealed why. The highly reactive babies had an increased heart rate, dilated pupils and more of the stress hormone cortisol in their saliva when exposed to novelty than their more placid peers; their little bodies reacted strongly because their nervous systems were in overdrive.

The findings of this study are interesting on three counts:

  • First, it shows that personality can be predicted with some accuracy from the very early months.
  • Secondly, it confounds the myth that extroverts are ‘people persons’ and introverts are unsociable. The babies in the experiments were reacting to popping balloons and colourful mobiles – that is, they were reacting to their environment, not people. Introverted adults can, in fact, be very sociable.
  • Finally, the introverted children’s physical reaction to novelty demonstrates that they will sometimes need their learning experiences to be adapted to prevent them from becoming overwhelmed.

The importance of a calm and supportive environment for introverted children cannot be over-stated. Highly reactive children are more vulnerable to adversities such as tension in the home, and a likely response is anxiety, depression and ‘social anxiety’ – a debilitating form of shyness. However, studies have shown that when such children enjoy stable homes with good parenting and positive relationships at nursery, they have fewer emotional problems and better social skills than their extroverted peers. They are often very thoughtful, kind and co-operative, conscientious and well-liked.

BEST PRACTICE

Supporting learning

As with all children, the key to supporting the learning of introverted children is through quality interactions, with practitioners taking advantage of the spontaneous teaching moments that arise through children’s play, as well as inviting children to join in with planned and purposeful play.

In the EYFS statutory framework(2017), there is much emphasis on children and practitioners talking together. For example, it notes that children should be supported to ‘develop their own narratives and explanations by connecting ideas or events’, and are ‘expected to talk about how they and others show feeling… their own and others’ behaviour… working as part of a group or class’.

To support introverted children effectively, practitioners need to know their children well – through careful observation – so that they can understand the children’s personalities and learning styles, the framework says, as well as be sensitive to their needs and be able to judge if and how to take advantage of a teaching moment.

Introverted practitioners may themselves find the expectation of near constant running commentary on their own and children’s actions quite exhausting, and so may instinctively be more in tune with introverted children.

Extroverted practitioners may deliberately need to hold back their chatter to give the introverted child the time to process previous experiences before moving on.

To make the most of interactions with all children, the non-statutory guidance Development Matters(Early Education 2012) recommends that practitioners:

Think aloud. This gives children strategies to extend their own ideas. So, for example, when working with three-year-olds, practitioner Leah sat by the water tray exploring shells and boats: ‘I remember that the boat floated when there was no water in it, but when I added water it sank. I wonder if I turn the shell up, so that it is full of water, if that will make it sink too?’ This provides the children with an example of the systematic thinking of cause and effect, and of valuing the process as well as the outcome.

Model new vocabulary. For example, when working with four-year-olds at Christmas time, practitioner Beth modelled decorating a Christmas stocking, describing the process and extending the activity by using a new word: ‘I do like the look of this stocking with its white fur around the top. I wonder what would make it look even more festive? I know, I’ll add some glitter.’ By taking this approach, children are introduced to new vocabulary in context, learning incidentally.

Describe what you see children doing. For example, to support toddlers’ learning, Emma talked aloud as they explored ice cubes: ‘Is that cold? You’ve decided to put it in your mouth! I can see it’s dripping down your chin now. Oh, and it’s dripping down your arm, look. That ice is turning to water. I think it’s melting.’ This focuses children’s thinking on the significant learning opportunity.

Other practice points

Introverted children enjoy time exploring by themselves as much as with others and can become engrossed in these explorations. Continuous provision should, therefore, be updated regularly to support introverted children’s self-initiated learning.

Be wary of interrupting children’s learning – if introverted children are ‘just playing’ in their comfort zone, it may be that they need downtime to recover from a stimulating experience. If they are thinking deeply, interruption will be very frustrating. Over-scheduling should be avoided to prevent stimulation saturation.

Provide secluded places. Introverted children like to know they can go to places for peace, quiet and thinking time, but they also like to know they can be sociable when they are ready.

Use gentle discipline. Disapproval makes introverted children anxious and studies have shown that they become ill more often when in stressful environments.

Spend one-on-one time with an introverted child to discover what interests them. It is usually the most outgoing children’s interests that are used as a basis for planning while the quiet children are regularly overlooked. Introverted children often have one or two deep interests. Praise and encourage them and match them up with like-minded children.

Introverted children may prefer to be one of the earlier ones to arrive at the start of the session. It’s much easier for them to have others join their space rather than for them to break into a big group.

Introversion is not something to be fixed. Try to bring children out of themselves, but don’t push them into doing things.

CASE STUDY: LUCAS

During a PE lesson, Abbie had spent some time with Lucas, one of her key children, and was pleased that he had responded well to her help learning how to do a forward roll. She had given him lots of praise and attention as a reward for his perseverance. Previously, he had held back from trying this activity because he was worried about the new sensation of his body going head over heels.

Back in the pre-school room, Abbie noticed that Lucas was engaged in painting. Keen to continue his learning, Abbie considered sitting beside him and asking questions about his painting, giving him feedback about which parts she liked the most. However, Abbie knew that Lucas could become overwhelmed and emotional if he was expected to maintain a state of high alert. Instead, she stayed nearby, smiling when he caught her eye.

When Lucas finished his painting, he gave a big sigh, showing that he was relaxed. He then approached Abbie with his painting, whereupon she talked to him about it on his terms.

Nicola Stobbs is a senior lecturer and course leader for the BA Early Childhood (Professional Practice) in the Department for Children and Families, University of Worcester