ESP儿童（外向、感觉、感知）：7－12岁

ESP特征：
做任何事都轰轰烈烈；
精力充沛；
喜欢户外活动；
喜爱动物；
喜欢参加运动和其他身体活动；
对四周状况变化非常有意识（敏感）；
对美，有很强的艺术鉴赏力；
需要经常保持忙碌热闹，通常有数个项目处于进行中的状态；
通常有艺术天赋；
喜欢成为人们的注意中心；
很实际，做事以现实为依据。

ESP潜在强项：
通常会是兴高采烈的，几乎一直有着好情绪；
通常很受欢迎，被几乎每一个人所喜爱；
会比其他类型的人更快地注意到他人的行为和态度；
从人生中获得大量的乐趣，把生活当作一场盛大的聚会（party）；
对细节具有很强的记忆力；
观察力极其敏锐——是所有类型人中最敏锐的；
极其慷慨；
喜欢并且接受几乎每个人。

ESP潜在弱点：
普遍接受每个人，可能导致对人的判断力较差；
喜爱金钱；
趋向于实利主义；
在大多数情况下，无法看到大局；
倾向于寻求兴奋激动；
可能嗓门过大，喧闹；
容易冲动；
根本没有使用直觉、或从一种情况向另一种情况推断事物的能力；
不完成任务或计划的情况很频繁；
很难严肃认真地对待任何事；
活在当下，很难预见到自己行为的后果。

ESP学习方式：
执行任务时，ESP孩子需要明确的指示。在理解要做什么之前，他们希望任务能被清楚地定义。如果对工作的定义不严谨，工作结果不清晰或极具个性，ESP将会不适。他们将无法很好地执行这类事情，除非他们能从某些地方获得对如何做好它们的清晰指示。
ESP们在实际动手做的练习方面学得最好。当向他们示范如何操作后，他们通常很容易就能掌握。身体方面，ESP们通常非常协调和灵敏。他们能快速而准确地学会新的体育项目。
ESP们注意力集中的时间很短。周围环境中发生的任何事都很容易分散他们的注意力。他们也极喜欢社交，经常会分心、转移注意力去与其他孩子交谈、互动。学习时，如果允许ESP们与环境互动，他们专注的时间将会长些。在团体活动中，或允许与其他孩子一起干时，他们会做得比较好。
ESP孩子精力旺盛，非常好动。他们安静地坐下不一会儿，便开始四处扭动或变得厌烦。要解决这个问题，可以让他们和其他孩子一起干，或者，老师可以尝试一些变通的课程计划，把身体活动和学习相结合。例如，朗读诗歌的同时，把它表演出来。
通常，ESP孩子需要很多新鲜的精神和物质激励。他们非常好奇，观察力敏锐，经常寻求新鲜的体验。他们极容易感受到当前环境的变化，而且无法忽略这种感受。对于能够结合物质环境进行的脑力学习活动，他们能学得比较好。如果某种活动没有包含物质的、有形的、真实存在的事物，就会让ESP很快厌烦。

ESP的特殊需要：
ESP孩子需要经常动动，如果被要求在某个位置上坐定一段时间，就会很痛苦。老师和父母应该意识到他们的这种需求，尽可能地设计结合身体动作的活动。一般情况下，ESP们需要很忙碌热闹。他们很容易变得厌烦，需要大量激励和新鲜体验来保持愉快、持续成长。
由于ESP们过于生活在此刻，所以当出问题时，很重要的一点是让他们立刻获得纠正。等到以后再处理将使纠正效果严重削弱。应该指出惩戒或纠正措施，并迅速执行。说这个的意思并不是指体罚，对你孩子的任何形式的身体伤害都决不会得到宽恕。
对ESP们而言，行动比语言更有效。他们学样学得最好，应该给他们提供行为的榜样。如果把怎么做示范给他们看，而不是仅仅告诉他们，他们就能最好地掌握。要想教会他们在某种情况下如何应付，你得用自己的行动做示范，这样他们的学习效果最好。ESP孩子是高超的模仿家，很可能学会父母和生活中其他重要成年人的行为。
ESP孩子常会试试是否可以越界。他们属于那种会频繁地卷入麻烦的类型。给他们设立清晰的界线非常重要。这些界线必须被明确定义，并一直强化。在这个年纪，ESP孩子无法很好地使用“直觉”，所以，非常重要的一点是要把规定向他们说明得很详细。如果对某种情况制定了一条规定，他们很可能不会自动将该规定用到其他类似的情况下。他们需要明确的指示。
ESP们可能很难记住并遵守规定——即使这条规定已被清楚地定义。成年人需要经常向ESP们提醒这些规定，进行全面详细的说明。对ESP行为的要求应该明确，并且提醒他们。成年人必须始终如一、前后一致地执行这些规定。

“缺失”的字母：
成年人的人格类型包含4个字母，对于7至12岁的孩子，我们使用3个字母。那个缺失的字母呢？它在那儿，只是我们通常得等孩子13岁后才能确定它是什么。ESP孩子将成长为ESTP“实干者”或ESFP“表演者”。他们将会选择“思维”还是“情感”来补充其“感觉”偏向，在这个成长阶段还不明显。你将会看到，孩子反复练习“思考”和“情感”，直至在他们更喜欢些的那个功能上安顿下来。对某些孩子，分辨他们“缺失”的字母是可能的；但是对很多孩子，我们还得等上若干年才能确定。

Portrait of an ESP Child (Extraverted Sensing Perceiving)

ESP Traits
They want to do everything in a BIG way
They have LOTS of energy
They love the outdoors
They love animals
They love to participate in sports and other physical activities
They're extremely aware of their environment
They have a strong aesthetic appreciation for beauty
They need to be constantly busy, and usually have several projects going on
They are usually artistic
They love to be the center of attention
They're very practical and grounded in reality

Potential Strengths
They're generally cheerful and almost always in a good mood
They're usually popular and well-liked by almost everyone
They pick up on other people's behaviors and attitudes more quickly than any other type
They get a great deal of enjoyment out of life, and treat life like a big party
They have a very good memory for details
They're extremely observant - the most observant of all of the types
They're extremely generous
They like and accept almost everyone

Potential Weaknesses
Their general acceptance of everyone may make them poor judges of character
They love money
They tend to be materialistic
They cannot see the big picture in most situations
They tend to be thrill-seekers
They may be overly loud and boisterous
They are very impulsive
They do not have the ability to use their intuition at all, or extrapolate anything from one situation into another
They frequently do not follow through on tasks or plans
They have a difficult time taking anything seriously
They live in the present moment, and have difficulty forseeing the consequences to their actions

ESP Learning Style
ESP children require explicit instructions when performing a task. They need to have the expectations for the task clearly defined before they can understand what they are supposed to do. Loosely defined assignments, where the outcome is unclear or extremely individualized, will not sit well with the ESP, and they will not perform these kinds of tasks well unless they get clear instructions on how to do them from some source.

ESPs learn best with lots of hands-on experience. When shown how to do something, they are usually able to pick it up quite easily. Physically, ESPs are usually very coordinated and agile. They can learn new physical tasks with great speed and accuracy.

ESPs have a short attention span. They are easily distracted by just about anything that occurs in their environment. They are also extremely social, and often get distracted talking and interacting with other children. An ESPs attention will be retained longer if they are allowed to interact with their environment while learning. They do well with team activities, or when allowed to work with other kids.

ESP children have a tremendous amount of energy, and are very physically oriented. They can't sit still for more than a few minutes before they start to wiggle around and get very bored. Working with other kids may help combat this problem, or a teacher could try some alternative lesson plans that include combining physical activity with learning. An example of this might be reading a poem and acting it out at the same time.

In general, ESP children need to have a lot of new mental and physical stimulation. They are extremely curious and observant, and seek new experiences constantly. They are extremely aware of their immediate environment, and cannot ignore that awareness. They learn best doing activities that combine the mental learning with their physical environment. Activities that do not include a strong physical, tangible, reality become boring very quickly to the ESP.

ESP Special Needs
ESP kids need to be constantly moving, and will have a hard time in situations where they are required to sit in one place for any length of time. Teachers and parents should be aware of these needs, and design activities that incorporate physical activity as much as possible. ESPs need to be busy in general. They get easily bored and need a lot of stimulation and new experiences to remain cheerful and to continue to grow.

Because ESPs live so much in the present moment, it's important that they receive corrections immediately when a problem occurs. Waiting until later will seriously diminish the effect of the action. Any disciplinary or corrective action should be pointed and swiftly administered. By saying this, we are not referring to physical discipline, and in no way condone any kind of physical abuse of your children.

For ESPs, actions speak louder than words. They learn best by example, and should be provided with models of behavior. They will pick something up best if they are shown how to do it, rather than told how to do it. If you want to teach them how to act in a certain situation, they will learn this best if you show them how to act with your own behavior. ESP children are great mimics, and are very likely to pick up on the behaviors of their parents and other important adults in their lives.

ESP children routinely test their boundaries. These kids may be the sort to get themselves into trouble frequently. It's very important that clear boundaries be set for them. These boundaries should be very explicitly defined, and should be consistently reinforced. ESP children do not have good use of their Intuition at this age, so it's very important that rules are spelled out for them. If a rule has been made for a certain situation, they will probably not automatically apply that rule to a different similar situation. They require explicit instructions.

ESPs are likely to have trouble remembering and following rules - even if they have been clearly defined. Adults should remind ESPs of the rules frequently, spelling them out in their entirety. Expectations for the ESP's behavior should be made explicit, and they will need to be reminded. Adults must be consistent in enforcing these rules.

The "Missing" Letter
Adult personality types contain four letters, while for kids aged 7-12 we use three letter types. What happened to the missing letter? It's there, we just can't usually determine what it is until after a person is 13 years old. ESP kids will grow up to be either ESTP "Doers" or ESFP "Performers". At this stage in their development, it's not obvious whether they will choose Thinking or Feeling to complement their Sensing preference. You will see the child practicing both Thinking and Feeling as they settle down into their preferred function. In some children it's possible to distinguish their "missing" letter, but for many kids we just have to wait a few years to be sure.