Are INFJs clumsy
ESD in elementary school age (6-10 years)
16 personality profiles
16 types of children
Elementary school age
Middle school age
Mother and child
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Primary school children (6-10 years)
|ESD - extraverted sensory orientation with auxiliary function thinking - (actionist) |
Extraverted sensation with auxiliary function thinking
E.SD are full of energy, turn to the outside world with full attention and are constantly expanding their circle of friends even in elementary school age. They revive when something happens, are sociable and easy to get along with, and enjoy participating in group activities. They are real jokers, lively, funny and playful, very entertaining and amusing. They enjoy performing in front of an audience and turn out to be clever and entertaining comedians and class clowns.
ITD have an enormous urge to move and a great need for variety. They find it difficult to sit still for a while and preoccupy themselves with something. You become restless, attention waning. They begin to disturb, perhaps toss something around, to nudge the neighbor in the bank, attentively perceive everything in their environment and are always on the go to “help” another child.
Some teachers ensure that ESD students don't have to sit too long, let them help out and work with other children. Perhaps they let these fidgety students walk back and forth on a set lane in the classroom when they are asked to read or be examined, provided they really work and don't dawdle. If you are from ITD-children asks to remain silent for long periods of time, problems are inevitable. At the next opportunity they start romping around, fighting, climbing and doing all sorts of things. Imprisonment as a punishment rarely works. It is better if these children have to pay for any damage caused out of their pocket money, at least in part, because money is important to them in order to be able to afford pleasure and fun. This also applies to the home.
E.S.D love activities that require dexterity and speed and where they can use their hands and whole body. They seem to have no fear, are looking for adventure and are ready to try anything - roller skating, rock climbing, mountain biking, surfing, sailing, etc. They often take tests of courage and are always ready to strike. ESD are talented, versatile athletes and especially popular as team players.
E.S.D are excellent observers, remember the smallest details, for example facial expressions and body movements, and can aptly imitate the facial expressions and pantomimics of friends or public figures. Since they observe their fellow human beings so closely in their everyday life and remember their preferences, they can often surprise their families and friends with perfectly matching gifts. In general, they are generous and like to give.
E.S.D are very realistic and take every opportunity to raise money in order to be able to buy interesting things and have fun. But they cannot divide their pocket money and buy immediately what captivates their interest. You do not plan beyond the moment and are too impatient to save up on something bigger.
E.S.D are very directly and impartially aware of their body. They like to go to the limits of their strength and dexterity and are proud of their appearance. They ask curious questions about everything to do with sex and reproduction at an early age and talk about friends even in elementary school. Basically they just ask, think aloud and tentatively about something that other children probably think but don't say. ESD children also want to shock a little and see what effect it has. It is very important to listen calmly and impartially, to talk about it clearly, simply and without emotion, and to provide objective information.
ITD. are flexible, adaptable and informal and say what they think quickly and freely. They express themselves directly and honestly, and they can be quite blunt and even hurtful without intending or even noticing. You yourself have thick skin, seldom take anything personally and react quickly and quickly.
ITD. find it difficult to put themselves in someone else's shoes. Empathy and tact is something you have to learn first. But reproaches and reprimands would be pointless and would make no impression. It is better to explain to them logically and emotionlessly how their behavior affects others, and to simply represent the reaction of others as cause and effect. The more often and more precisely this is told to them, the better they can use their excellent powers of observation to discover signs of the reactions and feelings of others. You may then be able to better understand the feelings of the other, but you will not be able to share or understand them. Developing more understanding is a lifelong task of these more understanding-oriented people, whose goal and opportunity is not more sensitivity, but more fairness.
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|IDS - introverted thought orientation with auxiliary function sensory perception - (actionist) |
Introverted thinking with auxiliary function sensation
I.DS prefer to play and work alone. They quickly tire of group activities or parties. That is why they are usually limited to a few, carefully selected friendships. They use their energy sparingly and are usually looking for something that they can occupy themselves with in peace. They don't feel comfortable in class either when they are the center of attention. So they rarely raise their hands even when they know the answer. But you want to prove your knowledge. Then they might look out the window, bored, and be happy when they are called up surprisingly and can shine with a correct answer.
IDS are very independent and headstrong, only accept strictly logical arguments, and can be quite stubborn and uncompromising when faced with restrictions, rules, or decisions that do not seem logical, consistent and sensible to them. They also react critically and angrily to exaggerations or inaccuracies. Sometimes they overemphasize their logic and can come across as subtle. But IDS are also self-critical and accept concrete and practical feedback about ways to improve. They also need the feeling of being competent, appreciate honest recognition and are also ready to recognize when someone else is capable or even better.
IDThey have difficult access to their own feelings, rarely show how they feel, and do not cry easily. Usually they can only deal with their feelings when they are alone, and only when they are sure that their reactions and feelings are accepted without bias will they perhaps speak about them. Often times, they also don't tell their parents what is happening in their lives. This can be frustrating for an emotional parent.
IDS often do not notice or understand other people's feelings and react impatiently. They can also be blunt and tactless because they would often find it dishonest to paraphrase, tone down, or simply not to say something. IDS can be loyal friends, but often lack the gift of empathy and compassion. If you help IDS children understand that feelings are often the corollary of the triggering behavior of others, they will be more able to understand it.
I.DS are logical thinkers, but are not enthusiastic about abstract concepts or theoretical discussions. You are most motivated and learn best when what you have learned can be applied in practice and can be substantiated with investigations, experiments and excursions. They like to move around in nature, are good nature watchers, and have an excellent and detailed memory for their observations.
IDS. like to play sports and often excel in athletics, gymnastics, gymnastics, swimming, climbing, skiing or ice skating. They feel most motivated when they can individually prove their dexterity, their ability and their daring. These sports-loving children often keep their housework to a minimum. IDS girls are often not interested in typical girls' games and also place more value on comfort than on looks when it comes to clothing. IDS. prefer activities to discussions even in home hours. They find it difficult to sit still and listen.
For the practical thinking IDS. With increasing age, money, more precisely spending money, has a special attraction. They are usually quite generous, allow themselves to be carried away by the temptations of the moment and often forget the longer-term consequences through the immediate satisfaction of their wishes.
IDS. outwardly orientate themselves primarily on the basis of their concrete and lively sensory impressions (eS) and want to have the freedom to react spontaneously and impulsively to interesting and fascinating impressions. You don't want to waste time and energy on boring routine - for example tidying up your room and cleaning it up - and are therefore not very interested in structures and order. If parents or other authorities want to impose unnecessary or nonsensical rules on them, they simply ignore them or start a debate. This sometimes makes the parents rethink their priorities, because a cluttered room is probably only an affair for those parents for whom order and cleanliness are important under all circumstances. But if IDS children, in their sloppy and unwillingness to adapt, find it difficult to keep obligations, they can run into problems.
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|ESF - extraverted sensory orientation with auxiliary function feeling - (actionist) |
Extraverted sensation with the auxiliary function of feeling
ITF are fun-loving and playful, carefree and eager for new experiences and experiences. They are extremely busy and full of energy, love action and events, and enthusiastically take part in group activities. ESF are usually very sociable and easy to get along with, like to be the center of attention and make friends quickly. They are cheerful and full of humor, have all sorts of jokes, make people laugh, and are often the comedians and clowns of the class. They are straightforward, can laugh at themselves and don't care if they are teased. With their contagious cheerfulness, they are very popular with classmates and teachers.
Your excessive urge to move can become a problem in class. They find it difficult to sit still for more than a few minutes. They rock in their chair, tap their feet on the floor, and whenever they can, wander around the class chatting with their friends. You are easily distracted and cannot concentrate on a task for long. When asked to be quiet, they will get particularly tingly.
Teachers who recognize that these hyperactive students are not deliberately disturbing their impulsive impulsiveness that is difficult to tame will probably be disciplined, but at the same time offer as much opportunity for movement and activity as possible. You let these children help out in class wherever possible, use them to run errands, let them walk back and forth during exams or reading, and work with another student. This increases the chance of achieving exercise discipline through rewards instead of having to force them through punishments. The child is more likely to experience that it wins through self-control.
The positive aspect is that these children have a highly developed body awareness, are characterized by agility and extraordinary motor skills and have a special talent for dance and gymnastics. They love all kinds of sport, but especially team sport with its human component. They are often enthusiastic and warm-hearted team members, ready to recognize the achievements of others and to encourage or comfort teammates.
They have fine senses, often differentiate between the finest nuances, have a good sense of color, which can have a very practical effect on the choice of clothing. Their innate alertness of the senses benefits them in manual and artistic activities, when handling materials, workpieces and instruments. They are good observers, have an excellent memory for perceived things and structures and the amazing ability to imitate facial expressions and body movements.
E.S.F likes to surround himself with all sorts of beautiful and personally meaningful, memorable things. They enjoy fashionable and expensive things as well as objects and materials with a special structure. They are avid collectors, delight in the wealth and variety of their possessions and like to display their collections. Most ESFs like to shop and want a lot of money to spend. They are usually very generous towards others as well.
ITF. are very soulful, warm-hearted, loving and tender. They like to cuddle and need lots of physical contact, stroking, smiling, talking and listening. They are considerate, helpful and full of compassion, also towards strangers and animals. ESF are generous with appreciation and esteem, but also long themselves to be accepted, valued, and loved. These gentle and sensitive children usually get very upset and withdraw when they are reprimanded, embarrassed or even yelled at by parents or teachers. On the other hand, they are highly motivated and enthusiastically cooperate when they feel that they are trusted, that they are trusted and that their work is valued. They are intent on helping and being compliant.
ESF are so spontaneous and impulsive that they don't want to spend time and energy on order and structures (eS). They feel comfortable in their untidy room and say that they know exactly where to find something. They have no sense of time, do not finish on time and are often late. They usually wait until the last minute with tasks and projects and then start to rush, but often run to their top form under time pressure.
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|IFS - introverted emotional orientation with auxiliary function sensory perception - (actionist) |
Introverted feeling with auxiliary function sensation
IFS live from deep, intense feelings and long for inner harmony. Their behavior is aimed at expanding the emotional experience outwards and creating a reliable atmosphere of harmony and harmony around them.
You strive for intimate fellowship with parents and siblings and want to get along well with other children. They like to do something dear for others, especially for their parents, and give them multiple signs and messages of love. They want the goodwill of others and acquire it through their calm, unobtrusive willingness to share and help.
They usually turn out to be empathetic, trustworthy and loyal friends and have a calming and balancing effect on others thanks to their gentle, never imperious nature. They know how to mediate between arguing friends and clear up misunderstandings. They are uncomplicated and adaptable, are developing more and more a sociable and communicative skill, which at this age is often combined with the effort to “be nice”.
They often feel the need to be affectionate and cuddly with animals, with real animals and with stuffed animals. They mostly want smaller pets and when they do get them, they really take care of their pets, feed them, wash them, caress them, and carry them around.
Since their experience is mainly determined by their feelings, they sometimes react quite dramatically, with tears or violent sobs or with ecstatic exclamations. An angry exclamation like “You hate me!” Should mean “You don't like me”. Most of the time, however, they hide their feelings, especially insults, anger or fears, inside themselves and can often hold on to them for a long time. For the sake of harmony, too, they often avoid conflicts and confrontations. This can lead to health problems. That's why it's important that you keep talking about your feelings to people you trust.
IFS. When dealing with the outside world, they are characterized above all by their physical dexterity, their practical sense, their zest for life and the ability to enjoy life and the immediacy and security of their sensory perceptions (it). They love to deal with facts and details and can tell very graphic and detailed stories.
IFS. are completely confident in their body movements, agile, coordinated and free from giddiness. They like to move around in the open air, ride their bikes, roam through meadows and forests and prove their dexterity with ball games, hitting wheels, doing tires and all kinds of sports. For them, it's not about competition, but always about enjoying the game. They love the camaraderie in team sports, are generous with praise for the achievements of others and usually maintain good relationships with school and sports friends, teachers and coaches.
IFS. have a preference for practical activities that bring concrete results - they tinker and construct with kits, experiment and see what happens, cook, bake, paint, create all kinds of artistic things and deal with art and science. They are also often avid collectors and have an eye for quality. They often have large collections related to their favorite activities or simple items such as soft toys, shells, stones and other things. They usually surround themselves with their possessions in their room without worrying about any particular order. As soon as they start school, they often pay more attention to their physical appearance and want to look fashionable and cool.
I.FS are most likely to take part in school if the material has a practical everyday relevance and is specifically applicable. Everything that has to do with sitting, rules, curriculum, structures is perceived as boring. They are most likely to be motivated when they can work in small groups, when they adore a teacher and feel that the teacher likes them. Most of the time, however, they stay below the achievable level of performance and wait impatiently until they come home again to sit in front of the television or video games or to have some other fun.
IFS. often feel overwhelmed by extensive tasks and can cope better with them if they are broken down into individual steps. You react impulsively and completely open up in the present moment. This makes it difficult for them to plan and be on time. You have the ability to relax and switch off, but you can also be gripped by fear and worry when the future becomes problematic or threatening. You need a lot of support, love, and encouragement to take on challenges and tackle something new.
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|EDS - extraverted thought orientation with auxiliary function sensory perception - (traditionalist) |
Extraverted thinking with auxiliary function sensation
E.DS are looking forward to school because here they can work together with many other children, learn in groups and develop much better than if they had to work alone for a long time. In class, they can present their thoughts and knowledge orally and take part in discussions, which is more important to them than written work.
As EDS. Do they love physical activity and, above all, enjoy the social aspect of team sports. Here they often make friendships that will last a lifetime. As part of a team, they are together with athletic children and can prove themselves in their urge to compete and cooperative team behavior. They particularly like sports festivals, summer camps and ski weeks because they enjoy the activities and experiences in the open air.
EDS. are so intimately familiar with their body that they can feel and control the position and activity of their arms and legs, hands and feet at all times. They develop their physical dexterity quickly, pay close attention to instructions and instructions and are therefore often the favorites of their trainers. E.DS-Children do their utmost at every game and expect the same from others. They are proud of their achievements, want to win and are arguably the most competitive of all types. Recognition and public honor are a special motivation for them.
E.DS attach particular importance to clear external performance standards - the more precise the better. They trust tests with points and grades, certificates of achievement and school reports. Their ranking in the team and in the class is very important to them, because they see it as an objective evaluation of their performance. The greatest reward for adolescent EDS is growing leadership responsibility. The more self-determination and freedom you have, the more willing and able to compromise you will be.
EDS. are extremely practical and can rely on their clear and precise perceptions. This is why they are quick to master basic skills and have a good memory for facts and details. You get along well with the subject matter and perform well at school. On the other hand, they rely on intensive help from teachers and parents to make the transition from memorizing to assessing meanings and topics, patterns and contexts. Educators can help their children by guiding them to look beyond the known and obvious. The children have to learn to think patiently so as not to overlook and eliminate options and options prematurely.
EDS have a rational environmental relationship, value the orderly and predictability of the daily program, and are responsible and hardworking students. When they come home, they usually want to do their homework first so that they can relax and play, do sports and have fun.
There EDS would like to have everything structured, decided and planned, they usually stick to their decisions and ask others to do the same. They defend themselves against changes and new experiences, want to understand why a change is really necessary and are most likely to be convinced by logical arguments based on concrete facts. Once they accept something new, they often discover that they enjoy it.
EDS are logical and consistent, usually have very determined views about true and false, right and wrong, and often see the world in a black and white manner. You can only be convinced by logical arguments and reasonable considerations. Trying to motivate them emotionally will usually fail. They are objective, rarely take anything personally, and can accept constructive criticism as it is meant. However, if they find something unfair, they can get very angry.
EDS are honest and outspoken, and they can be so insensitive and blunt in their statements that they unintentionally hurt the feelings of others. Even in their impatience to get things done and get on with their program, they can become bossy and opinionated. Since they have thick skin themselves, they often do not understand why others take everything so personally and complain about it.
Just as they don't understand the feelings of others, neither do they understand their own. They often think they are angry but actually feel hurt or sad. Only in an emotionally secure environment - for example together with an understanding and accepting parent - can they admit their vulnerability and insecurity.
EDS girls have it easier in that they are motivated by the conventional understanding of their roles to be emotional and caring and to pay attention to the feelings and needs of others. EDS boys, on the other hand, are often confronted with macho role models at an early age and are exposed to the pressure to be strong, calm, controlled, cool and emotionless and to suppress their emotional, vulnerable side. However, a gradual change in role models is underway. Parents and other adults should create a comfortable home and a safe environment in which EDS boys gradually learn to accept their feelings and develop an attitude of balanced, genuine masculinity.
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|ISD - introverted sensory orientation with auxiliary function thinking - (traditionalist) |
Introverted sensation with auxiliary thinking
ISD have a strong bond with traditions. They feel deeply committed to and hold fast to the beliefs, behaviors, and values they have adopted and grown into. You feel most comfortable and secure when everything runs according to usual routines and is predictable. This makes it difficult for them to accept major changes and try something new. They initially react cautiously to negatively to new opportunities and suggestions. They defend themselves against the introduction of new, untried methods as long as it is not foreseeable how they will develop.
ISD also have a strong need to belong. They like to stick to the family and ideological groups into which they have grown and maintain an intimate relationship with parents and siblings and with a close circle of friends. You will also later become involved in professional and interest groups and institutions in a sustainable manner and with full commitment. For ISD, group membership also has a great influence on the selection of playmates and friends.
ISD. want to cope with the tasks and challenges of the outside world primarily with the help of thinking. You want to understand the logical connections, the structure of cause and effect. At the same time, behavior and events in the outside world should take place in a logical and consistent context with your inner structure of traditions, beliefs and attitudes. The selection of the positive and the negative is based on this, so that ISD tend to have a firmly established understanding of values and to think in black and white.
ISD. feel most comfortable when they can approach things with logical insight. They learn best when they can find information from books and understand something in abstract contexts. That is why they read a lot, and even when it comes to learning physical abilities and skills, they want to study relevant books beforehand. You study concentrated and serious, work out topics and presentations carefully and exhaustively and present them in a well-structured and coherent manner. They prefer to select a narrower range of subjects and courses than to deal with many things at the same time. They prefer to work alone or with a partner who is intellectually equal.
ISD. like to demonstrate their knowledge and skills in front of classmates and adults. You value comparison of grades and compete with good classmates. They like to be asked by adults to solve a specific problem or to investigate. You work hard to get satisfactory results.
ISD. They like to adhere to order and rules (eD) and not only demand precise and conscientious work from themselves, but also from others. That is why they often consider it their duty to point out mistakes. They honestly want to help and are surprised when they are rejected as whiners and know-it-alls. Since they are so fond of logical thinking in their statements and believe that they have to be honest, they are often blunt and tactless and do not notice or understand when others are embarrassed or hurt. On the other hand, ITS are sparing with praise and recognition because they take it for granted that someone behaves correctly.
Accuracy, conscientiousness, honesty and fairness are key characteristics at ISD. You can take their word for it. They are also very conscientious and always ready to get fully and reliably involved.
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|EFS - Extraverted feeling orientation with auxiliary function feeling - (Traditionalist) |
Extraverted feeling with auxiliary function sensation
E.FS are very sociable children who are bursting with energy when they are around people, chatting with friends and neighbors and being able to do activities in groups. Even in elementary school you create a large circle of friends and use every opportunity to take part in parties in the house of friends and to stay overnight if possible. At this age, however, they often find a best friend, a best friend and will maintain this friendship for many years or a lifetime.
EFAbove all, they live from their feelings, are warm-hearted, friendly and expressive and make every effort to show people love and helpfulness in an imaginative way. They long very much to be accepted and to live in a harmonious environment. You are therefore always ready to fit in and maintain understanding with the others. Recognition and appreciation are important and motivating for EFS children.
EFS have such a strong need to stay in tune with their surroundings and especially with their friends that they often put their own desires and needs aside in order to adapt to the general mood, for which they have an almost seismographic feel. The willingness to be accommodating to others can be so strong that they refrain from making decisions that would be right for themselves if they expect those decisions to be disapproved of. EFS also have the ability to record a person's emotional state every time they meet and to reflect them like a soundboard, as long as you are with him. But that doesn't mean that they don't have their own opinions and convictions. But on the contrary.
E.FS have deeply felt values and beliefs and let them guide you in their fundamental and long-term decisions. They can express their feelings very openly and expressively, have decisive opinions and are deeply determined to maintain control over themselves and their surroundings. But they hold back when dissonance threatens.This is why parents can help their EFS child by encouraging honest answers, reactions and decisions in various situations. Then the child will experience more and more often that it is respected and loved as an independent individual.
E.F.S are usually loving and considerate children. However, when it comes to positions and privileges within the family, rivalries and arguments with siblings can arise. EFS can be violated, but they can also be hurtful. Then often withdraw and hold on to their anger or defiance for a long time. But this burdens them so much that they are happy when they are lovingly brought back and remember how much they love their siblings and how important the relationship with them is to them. In general, the word “we” is more motivating for EFS than “you” because they want to feel included and valued. Instead of saying “You forgot to empty the dishwasher”, sentences like “We agreed that you ...” or “I need you to help me” are more effective.
EFS. usually have an open-minded and enthusiastic approach to life, but trust the past and the tried and tested more than the future and unfamiliar (iS). You want to keep things as constant and predictable as possible. As long as they don't really know how a new experience will affect their feelings, they tend to be defensive about changes or innovations. Even at elementary school age, they appreciate EFS. Traditions and rituals (iS), stick to them and are happy to help with the preparation for celebrations, holidays, vacations and other occasions, preferably always in the same and usual way.
EFS. In their games they like to stick to the traditional role models (iS). Boys like more technical, constructive or combative games. Girls prefer dolls, dresses, jewelry or make-up. EFS.Whether boys or girls, they are very conscious of their bodies (S), have motor skills and love outdoor sports. You like to be active and productive and deal with art, e.g. with music or painting, with individual sports such as gymnastics, gymnastics, ice skating, etc., also with voluntary aid activities, usually with social involvement in groups, such as sports teams or scouts. E.FS usually like to be in the spotlight and discover their love for musical and dramatic performances during their school days.
E.FS love everything that has to do with the senses and feelings at the same time, enjoy colors in the finest shades, the fashionable variety of clothes, often put together original collections, carve in wood, work with jewelry and other art objects or start collections to put on. You work carefully and precisely on the smallest details and enjoy touching the various material structures.
Attention to detail can also pose problems for EFS children. They usually feel overwhelmed by large or complicated tasks and do not know where to start. But it would be wrong to think that they are incapable of doing this. Parents or teachers can help the child and get them into the habit of breaking down the task or project into manageable individual parts that can be worked through step by step in a specific order. Since EFS have a rational attitude towards the world and things (eF), they enjoy working in an orderly, planned, purposeful and consistent manner. If you praise the child for each piece, they will be motivated to keep going with renewed energy to complete the project.
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|ISF - Introverted sensory orientation with auxiliary function of feeling - (Traditionalist) |
Introverted sensation with the auxiliary function of feeling
I.SF feel good when they can be alone and be self-employed for a long time. In school, too, they tend to be reserved and rarely volunteer, but they are committed and definitely answer when asked by the teacher. They prefer to talk to people they have already trusted and are usually very talkative in the family circle. You can be very surprised to see your parents start talking to people they don't even know along the way. ISF do not like to be the center of attention and tend not to strive for social events on their own, but feel emotionally connected and are happy when they are invited and then like to play along. In any case, they prefer quieter celebrations in small groups, e.g. birthday parties.
ISF. are very soulful children, loving, helpful, considerate, gentle and tactful. They appreciate the intimacy of a relationship as a couple and are wonderful friends even at elementary school age, on whose loyalty one can build. They usually form a close friendship that lasts for many years, perhaps a lifetime. Your feelings can be so intense that, despite being quiet, reserved, you cannot hide or control your reactions. They are sensitive, cry easily, and feel hurt by criticism, heartless remarks, or selfish behavior from others. Offenses are usually deep and can also arouse thoughts of revenge. ISF can also become deeply troubled and depressed when there is conflict around them or when they fear that something bad might happen to their parents or siblings (eN as a stress function). In such situations, ISFs need someone they trust and who can talk to them about what is bothering them.
ISF are already very traditional (iS) as a child and have a strong need for routine and structure. They value traditional customs and holidays, family celebrations and anniversary celebrations and want them to always follow the same practices and rituals. Everything new and unknown scares them. They find it difficult to come to terms with changes and new situations. In any case, you should announce necessary changes in a timely manner, explain them well and definitely mention everything that remains the same in connection with them. These otherwise cooperative children would put up a lot of resistance to quick, unforeseen changes. This persistence can be quite frustrating. But criticism and blame would be counterproductive. Parents can help their ISF child if they patiently and carefully guide them through the change and break down the stressful situation into manageable individual steps. If other people react impatiently and blankly to the child's hesitant attitude, then make them feel confident that you are on their side.
ISIn their attachment to tradition, F will prefer games that prepare them for gender-specific roles. They prefer to use adults as models who embody conventional role models. They often speak early on that they want to work in traditional jobs, get married and have children. This can be frustrating for feminist mothers. It can be assumed, however, that adolescent ISFs will consider other alternatives as they gain experience.
I.S.F are very hard-working and helpful when they can work in a familiar and regulated framework and according to clear guidelines and instructions. Then they will patiently and consistently work towards a specific result and be proud when they have achieved it. They will also be happy to help in the house and in the garden, maybe need a push, but then mostly stick to the matter. They are happiest when they can help someone, maybe the mother in the kitchen or the teacher, the teacher in the class. When they move into a new area of activity or life, e.g. when they start school, they may be a little apprehensive at first. However, if you first get to know the new environment, the people you will be dealing with and some specific tasks during an introductory visit, you will usually be looking forward to it. It is always important that a feeling of personal connection, e.g. with the teacher, is established soon.
I.S.F are very realistic and practical. In all tasks and projects, they are attentive, committed and conscientious to the very specific processes. You enjoy doing well-practiced jobs and getting tangible, useful results. Projects with an open outcome, in which they have to repeatedly choose between variants, go against the grain of ISF children. ISFs always pay close attention to concrete facts and details and have excellent memories for this area. However, they do not like to deal with hidden contexts, meanings and motives. Everything that goes on underground, such as psychological relationships, and everything abstract usually causes them boredom.
ISF appreciate clear boundaries and precise instructions. But with increasing age, there is more and more the urge to decide for yourself and to determine your own life. They no longer want excessive parenting. For ISF, behind all willingness to cooperate and classify, their own autonomy is increasingly becoming a subliminal determining factor.
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|EFN - extraverted feeling orientation with auxiliary function intuition - (idealist) |
Extraverted feeling with the auxiliary function intuition
E.FN are very active and sociable. You want to participate in numerous groups, teams and clubs and get involved in many projects. They are already interested in team sports, in which they prove to be cooperative and try to cheer up discouraged teammates. Bringing these kids to all of the events can be very time consuming for mothers, especially if they live in the country.
EFN have a strong need for belonging and harmony. That fills them with energy and motivation. When they experience love, understanding and friendship, especially from parents and teachers, they like to learn, help, take their responsibilities seriously, do not disturb and do not question rules. When they don't feel loved, they are quick to lose interest and withdraw. They are also looking for a pleasant connection and friendship with the other children, have lots of ideas for games and do not want to be the boss. That is why they are very popular on all sides. At this age they also start thinking about how they will affect others and pay attention to their external appearance, their clothes, their hairstyle.
EFOften, other people feel so strongly connected that they instinctively and accurately seem to know how they are internally. They are very helpful, often identify strongly with the worries and needs of others, and can be deeply shaken by mishaps and sad events in their friends' lives. Due to their strong emotional bond, they can also become completely disturbed and paralyzed by a great loss of their own, especially the death of loved ones relatives and friends or the divorce of their parents.
E.F.N are so careful not to hurt the feelings of others that they often make decisions that are not necessarily in their own best interest. In their need for harmony, they shy away from conflict and avoid confrontation. They take everything to heart, but if they are treated meanly or teased, they may make a good face to the bad game. They also feel very hurt by reprimand and criticism. They can even become overwhelmed with feelings of abandonment when they feel criticized. Thinking adults will find this difficult to understand. It would be pointless to confront these children about their sensitivity. They would only feel more abandoned in their desperation. The best way to help EFN children get over their emotions and see the situation more objectively is to accept and acknowledge their feelings as valid. They need an atmosphere of honest understanding where they can feel safe, accepted, and talk about their feelings and humiliations.
In our cultural environment, EFN boys often find it more difficult than girls to freely express their strong feelings and emotional values. In striving to be socially accepted, their natural expressiveness can be inhibited. The EFN children’s tendency towards physical tenderness, hugging and caressing is also often signaled to EFN boys as unsuitable.
E.FN have usually started reading early and are developing more and more the ability to express themselves in an original and skilful way. They are already interested in poetry, music and theater and occasionally portray the contents of books dramatically, from scripts to school performances. Some are already sharing their views on values and ethics. Sometimes there is also a tendency towards spirituality and an interest in foreign cultures and religions. This can encourage these children to pen friends with children from other regions and countries.
EFN strive to shape their outer area of life rationally, in a style that is recognized as being reasonable (eF). You like to stick to an action plan, act responsibly, want to be reliable and punctual, productive and determined and quickly complete projects that have already started. They are willing to make decisions, but their impatience can sometimes make rash and immature decisions.
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|INF - introverted intuition orientation with auxiliary function feeling - (idealist) |
Introverted intuition with the auxiliary function of feeling
I.NF have a rich and intense inner life, which they can only develop if they have plenty of rest and time to themselves. They need silence to process their many ideas, to organize and formulate their thoughts or to indulge in their daydreams. If the parents understand this basic need and protect their INF child from the demands and the hustle and bustle of the environment, they will create a close and intimate relationship and make the child feel happy and secure. It is important for the child's flourishing development that his or her need for silence and solitude is not seen as a mistake that needs to be fixed.
This soulful child longs for and appreciates the community with other children, but needs the inner freedom to develop his intuitive ideas and visions, to be able to process them creatively and to bring them into context. The child would be sad if they weren't invited to parties, but they can adjust to the group events more easily if they come with another child, especially if they don't know any or only a few children there. If, for example, the mother takes another child with her on the trip to the party, the two children can make friends and feel more comfortable greeting the other children. Extraverted parents will still often worry when their INF child is withdrawn.
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