People often comment on how my four year old daughter, Scarlett, and I are so alike. While we may bear a striking physical resemblance to one another, when it comes to our personalities, our differences are equally striking. Luc, our seven year old, has always been an “easy” child to please. The opposite can be said of Scarlett. However, thanks to my work with the Myers Briggs Type Indicator (MBTI), I have learned that Luc and I share several personality preferences thus making him an “easy” child with whom I can relate. On the other hand, Scarlett and I are opposites on all four of the MBTI preferences and therein lies the problem.
The MBTI tool is used worldwide for improving team-building, communication, career planning and conflict resolution. It has now become an invaluable tool for me in my most important job: parent.
Type can be defined as your preference in four opposite personality dimensions. When combined, these preferences affect all aspects of our lives, from how we play as toddlers to the subjects or activities in school that interest or bore us. Later in life, the occupations we find satisfying as adults are also likely to be influenced by our Type preferences.
MBTI is based on the hypothesis of psychologist Carl Jung: that we are born with natural preferences for how we renew our energy, how we take in information, and how we make decisions.
The first of the four MBTI dimensions, Introversion/Extraversion, describes where our energy is directed and how we replenish our energy. Introversion describes the preference for directing energy inward to internal reflections, thoughts and impressions while the Extraversion preference directs energy to other people and the outside world.
Example: a child with an extraversion preference might always seek the company of his or her friends and the more the merrier, while a child with an introversion preference will prefer to play with one friend at a time, or may even prefer to play alone most of the time.
The table below shows the main characteristics of the Introversion/Extraversion preference.
| Extraversion |
Introversion |
| Think out loud |
Think things through before speaking |
| Jump into new social situations |
Wait and watch before getting involved |
| Are more concerned about how they affect others |
More concerned about how others affect them |
| Like variety and action |
Like to concentrate on one thing or person at a time |
| Expressive and enthusiastic |
Thoughtful, private and reserved |
The second dimension, Sensing/Intuition identifies the kind of information we take in. Someone with a Sensing preference will notice real facts and details using their five senses, while someone with an Intuition preference will notice connections, relationships, possibilities and even hidden meanings.
Example: A child with a preference for Sensing might enjoy trading cards or non-fiction books; absorbing all the facts and details. A child with a preference for Intuition might announce, in all seriousness, that they want a magic wand to make everything be the way they want it.
The table below shows the main characteristics of the Sensing/Intuition preference.
| Sensing |
Intuition |
| Are realistic and practical |
Are imaginative and creative |
| Notice details and facts; see what is |
Notice anything new or different; see possibilities |
| Like real toys that imitate real life |
Like unusual toys and openended activities |
| Enjoy games with established rules |
Like to play “make believe” |
| Want clear, step-by-step directions |
Make assumptions based on their hunches |
The third dimension Thinking/Feeling describes how a person makes decisions. Some naturally prefer to use logic and analysis (Thinking) to make decisions, while others prioritise values and consideration of how decisions will affect other people (Feeling).
Example: A child with a preference for Thinking might have a tendency to be blunt or abrupt and genuinely be unaware if they upset a friend. A child with a preference for Feeling might seem very sensitive and always strive to make those around them happy.
The table below shows the main characteristics of the Thinking/Feeling preference.
| Thinking |
Feeling |
| Are most convinced by logic |
Are most convinced by how they feel |
| Are objective and analytical; don’t take things personally |
Are sensitive and empathetic; take most things personally |
| Want fairness and justice |
Want harmony and affection |
| Express themselves directly, with honesty and clarity |
Express themselves with warmth, diplomacy and tact |
Finally, the fourth dimension, Judging/Perceiving, describes how you like to organise the world around you. A preference for Judging is a desire to have things settled and ordered, whereas a preference for Perceiving means a desire to leave things open and flexible.
Example: A child with a preference for judging might be very concerned with keeping to a plan showing distress if plans change. A preference for perceiving might display itself as a lack of attention to timing, structure and orderliness.
The table below shows the main characteristics of the Judging/Perceiving preference.
| Judging |
Perceiving |
| Like order and structure |
Like flexibility and spontaneity |
| Make decisions quickly and easily |
Postpone decisions to gather more information |
| Find comfort in rules |
Find rules limiting |
| Like to make and stick with a plan |
Like to adapt and respond to changes |
I understand now why what I thought would make Scarlett happy frequently had the opposite effect. I also feel better equipped to support her so that she grows up with a healthy self esteem and confidence in her own beautiful uniqueness.
In reading this article, you may have identified your own preferences and even those of your children. Embrace your differences as well as your similarities! When you make parenting choices, consider the natural preferences of your children in your decision process. Your children will appreciate it, I know Scarlett has!
Reference: Nurture by Nature (1997) by Paul D. Tieger and Barbara Barron-Tiege
