The compatibility between a child's temperament and the demands, expectations, and opportunities of their environment, particularly the caregiving environment. Good fit promotes healthy development while poor fit can lead to adjustment problems.
Introduced by psychiatrists Alexander Thomas and Stella Chess in the 1970s during their New York Longitudinal Study, combining 'goodness' (quality of being good) with 'fit' from Old English 'fitt' (suitable). The term emphasizes the interactive nature of development rather than viewing temperament as destiny.
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