Is it really necessary to split them based on what the first function is supposed to be? Saying you can't determine most kid's second function til 13 is complete bunk, I've been strongly INP ever since I can remember. My brother was obviously EXTP since he was young too. And based on what I've read from others, most people don't have too much trouble determining types of young kids (or if they do have problems, it's not necessarily caused by confusion over second function). Not sure why profiles specifically for kids are needed either.
I looked over the description a couple times and it seems to describe me a little bit but
- I've always been horrible at keeping any sort of routine. I'd go to bed at either 6 in the morning or 9 at night depending on my mood.
- I've never been very aware of bodily cues, especially as a child. I'd never notice I was tired until I was ready to pass out, I'd always eat until I had a tummy ache, never noticed if I was too cold, etc... I generally had no sense of moderation, and neither of my parents were very structured either so I was sorta all over the place :P
- I was generally pretty creative (I think). I was constantly making up stories, drawing pictures, figuring out new ways to do things (like making a pulley on a two-story play house so I could get heavy things up without having to climb the ladder with something in my hands). I was never much for team sports; Er, until I was about 11, I used to tell adults that "I do not play well with others". Actually, I used to hide in trees to get away from people ._. I also had lots of imaginary friends... who I sometimes still talk to...
"Serious" would not be one of the first words I would use to describe myself as a child. There were many times when I was far more playful and goofy than most other kids. Nor was I especially adult for my age. And it was very clear from an early age that I had a preference for both Intuition and Feeling. My preference for Feeling has gotten less clear as I've aged, not more clear. The rest of it is largely true but so generic that I think far more people than INJs would relate to it.
Now that I've skimmed through the other descriptions, I think IFP describes me about equally well as a child, and EFJ is not too far off either. And I'm as sure of my type as it's humanly possible to be. I think it's a case in point of why you should avoid using these types of profiles to choose your type.
[ Ni > Ti > Fe > Fi > Ne > Te > Si > Se ][ 4w5 sp/sx ][ RLOAI ][ IEI-Ni ]
ISJ was decent (except for the "conservative and traditional" part--ew). Though it's a little too serious. :p I could be very rambunctious and annoying and goofy when I was with friends... but at school or around people I didn't know, I was a pure angel, very polite and respecting and shy. Also I never really did my homework and had bad grades until high school when I became a perfectionist. And I have always been terrible with money. But I was definitely cautious, reserved, and very easily affected by even minor changes. They upset me a lot. I was very strongly Si (still am). I was also very unorganized back then until I got a bit older. Overall, okay description though. The Learning Style, especially, was pretty accurate for me.
mirror, mirror, what's behind you?
save me from the things i see
i can keep it from the world
why won't you let me hide from me?
ISJ Traits Quiet and thoughtful Very practical and realistic They need stability and routine May be very private - rarely sharing their feelings and thoughts They want to know the rules, and expect everyone to follow them They are unsettled by change They're constantly seeking information about things
Cautious and reserved about meeting new people Don't like to be the center of attention They are very selective and choosy They're very aware and protective of their bodies They're extremely literal Seem older than they are Usually good with money Conservative and traditional Have strong opinions about things, and don't like to compromise They are neat and clean They enjoy participating in sports and team activities
They generally respect authority figures and don't give a lot of trouble They usually like school and do well there
Have excellent memory for details and facts
Organized and efficient
Strong appreciation for aesthetic beauty Patient Loyal They're very hard-working
They're very dependable and responsible
Potential Weaknesses They can be set in their ways, and have trouble adapting to new situations They fear and resist change Need a lot of time to get used to a new idea or environment before they are OK with it Quick to reject things that they don't have direct experience with Need to have the rules explicitly defined or they will be lost May become upset when the rules are not followed They're unable to extrapolate things from one situation into another Distrustful of new people and situations They may have difficulty opening up and sharing their feelings They're very controlling, and need to always be in control of their situation
ISJ Learning Style
ISJ children observe everything. They are constantly gathering facts and storing them away in their brains for future reference. They use this store of facts to pull information out when they are presented with a problem or new situation. They are unsettled when they are presented with situations or problems and don't have any facts in their personal "database" to apply to find a solution. If their information storehouse doesn't have any helpful information, they don't know how to think about the situation or solve the problem, and feel incapable of facing the new situation. To minimize this problem, any new thoughts should be framed within the context of known data for the ISJ. All known facts about the new situation should be presented clearly to the ISJ. If the new situation is similar to something that is already within the experience of the ISJ, that should be pointed out, i.e. "Division is just like Multiplication, which we already know. The rules are just switched around."
ISJ children want to know exactly what is expected of them. The goal for any particular assignment should be made crystal clear. ISJ children do not have the ability to resolve ambiguity on their own. Assignments that are open-ended and require a lot of creativity will be unsettling and perhaps frightening to the ISJ.
ISJ children learn best by example and hands-on experience. They will have difficulty learning how to do something by description or theory.They like to have their tasks defined as steps in a plan. They do not work best when given a general goal and left alone to do it their own way. They need to understand exactly what to do, and learn this best by actually seeing it done or doing it themselves. Describing how it should work in theory will leave the ISJ confused and perhaps fearful about what they are supposed to do.
ISJ children like to perform tasks as if they were following specific steps in a plan. When they are given tasks that they cannot put into a plan, or cannot pre-define what steps to take to achieve their goal, they are likely to be completely lost as to how to complete the assignment.
ISJ children do not have good access to their Intuitive function at this age. Accordingly, they cannot read between the lines in any situation, and cannot extrapolate any hidden meaning from words or situations. They will have real difficulty identifying and understanding any kind of symbolism or metaphors. They cannot extrapolate known rules from one situation into another similar situation. They need to have as many facts as possible about any assignment and goal to be able to do their best work.
ISJs are hard workers and usually excellent students. They respect their teachers and authority figures in general. They are responsible about doing their homework, and try very hard to do a good job.
Teachers and other adults should give the ISJ time to absorb facts and ideas before you expect them to be able to talk about the ideas, or answer any questions. The ISJ child needs more time than most to incorporate new ideas into their tremendous "storehouse" of ideas. Once they have learned something, it is retained essentially forever, and is at the ISJ's disposal for future use.