Each aspect of temperament, from the low end to the high end (e.g., low to high activity level), is not good or bad, but rather has its own strengths and weaknesses, and adults should take targeted measures to build on their strengths and avoid their weaknesses in parenting. Children with low activity levels should not be blamed for their slow movement or replaced to do what they should do. Regularity For children who are very regular, there is no need to stereotype them and do what they do so that they can adapt to the changes in their lives. For children with weak regularity, it is important to establish appropriate routines from early childhood onward, such as going to bed when it is time to go to bed. Avoidance For children who are withdrawn, do not force them, but guide them patiently, such as telling them in advance what they will face, creating more opportunities for them to approach new things and people, and encouraging them to approach. Children who are too approachable should be taught to know right from wrong from early childhood onwards. Adaptability Being adaptable is encouraged in most cases, but attention should be paid to the choice of the person to whom the adaptation is to be made, such as whether there is an adverse tendency. For children with weak adaptability, take them more often to places they have not been before, and when they first start kindergarten or school, they should have several exposures in advance to gradually adapt, avoiding forcing them to adapt to a new environment when they are not mentally prepared. Reaction intensity For children with high reaction intensity, don’t rush to take a stand when they are arguing over a trivial matter or unreasonable, wait for the child’s emotional outburst to pass, and show your attitude and reason with your child in a calm tone. For children with weak reactions, pay attention to the fact that the child’s strong desire and interest may show up but weakly, encourage the child to express his or her feelings, and use less negative language to reject the child. Emotional Nature For children with positive emotions, instruct them to make appropriate evaluations and avoid making overly “positive” judgments about dangerous or undesirable things. For children with negative emotions, avoid blaming and encourage positive emotions, such as when the child is happy to prolong this state as much as possible, and adults should show more positive emotions in front of the child. Persistence Children with high persistence have a stubborn side, but also the spirit of the deed, if the child insisted on something is unreasonable, parents must also insist on convincing them to give up. Children with low persistence tend to give up when they encounter setbacks, but they also tend to listen to adults’ advice. Parents should insist that they complete and meet certain requirements for what should be done, gradually increase the requirements, and give encouragement. For children whose attention is easily distracted, the child’s interest in the content and purpose of attention should be strengthened, and the child should be given frequent short attention training from an early age. For children whose attention is not easily distracted, if they neglect other things while doing one thing, do not accuse the child of doing it on purpose, but perhaps the child is too focused. Reaction threshold For sensitive children, avoid sudden stimuli (such as loud, bright light, etc.), parents should not be too subjective, such as the hot and cold bath water temperature, the tightness of clothes, etc., should be based on the child’s feelings, and gradually train the child’s tolerance of the senses. For insensitive children, we should make up for the child’s negligence and omissions in time, such as strengthening safety and social norms education.