Working with Toddlers: Scene One

This morning my almost three year old found the “pupcake” pan.

Well, it was empty and therefore needing filling, and what better way to complete that task than to find a bunch of little things to sort into the empty cups!

We decided on rocks, as we have a large amount of them currently in what we are calling our backyard (that is all rock).

Bugs and I went out on a hunt for the most interesting, most lovely, most colorable rocks.  A few minutes later, she had a basket (actually it was Kevin’s nest – Kevin is her most favorite bird) full of “interesting treasure” to sort into the 18 or so cups awaiting her attention.

Two hours later, still interested in this activity, she decided to put all the rocks on the floor and declare the pan’s need to be empty, from there on, and for the rest of the day.  “It’s tired of the treasure rocks”, she explained.

Another 30 minutes or so, and about 1/2 dozen “oh!”, “ouch!”, and “yeeeawww’s!” later, I asked Bugs to clean up the rocks and told her that I’d help, and that my feet and knees just couldn’t take it anymore.  She was watching Oswald (the blue octopus) and sorta half way acknowledged me.

I muted the tv and asked her to tell me what she’d heard me communicate.  “Your knees and my treasure don’t have enough room for each other in this spot.”

A moment or two later, I knelt down next to where she was standing and started to pick up a few of the rocks. As I began, I said, “Bugs, are you going to help me pick up these rocks?”

“Yep!”, she chirped, while dropping to the floor to begin gathering.

We made it a game of “Bugs has amazing spy eyes that can see little, teeny rocks MUCH better than Mama;s eyes can”, and she found quite a few I missed, in fact.

Through this experience, she was able to become aware of the value of cleaning up after scattering the rocks everywhere.  She learned she has a great eye for noticing little things.  She also remembered that when she focuses on something, she succeeds at what she intends to accomplish.

She was happy to see the rocks had returned to their homes and felt no disappointment at the dismantling of her collection (is this encouraging a respect for the environment, at a very early and simple level?).

Win, Win, and Win. Can’t beat that.

The pan survived, and that’s a light house rock, by the way.

Hand Slapping, Exploration, Confidence: An Important Understanding

S O U R C E

SLAPPING HANDS
How tempting it is to slap those daring little hands! Many parents do it without thinking, but consider the consequences. Maria Montessori, one of the earliest opponents of slapping children’s hands, believed that children’s hands are tools for exploring, an extension of the child’s natural curiosity. Slapping them sends a powerful negative message. Sensitive parents we have interviewed all agree that the hands should be off-limits for physical punishment. Research supports this idea. Psychologists studied a group of sixteen fourteen-month-olds playing with their mothers. When one group of toddlers tried to grab a forbidden object, they received a slap on the hand; the other group of toddlers did not receive physical punishment. In follow-up studies of these children seven months later, the punished babies were found to be less skilled at exploring their environment. Better to separate the child from the object or supervise his exploration and leave little hands unhurt.

I love this.  It’s brief, allows one to contemplate (which I am now), and doesn’t condemn or judge.  Bravo!

I know the urge… She’s grabbing it again (insert object of interest) and it either scares you, annoys you, or is in direct violation of whatever you just told her not to touch.  What is your instinct? You know that if you slap her hand, it will sting and therefore she’ll pull her hand away and theoretically stop touching whatever you want her to stop touching.  Gotta love instant gratification.  But if it were my daughter, she’d just touch it the moment I turned my back anyway, so why bother.

Now, the NGJ method would interject here that if I had smacked her hand hard enough, she’d have learned her lesson and would remember well enough to not touch whatever it was again.  This brings two thoughts to mind:  First, violence begets violence. Second, let’s just say the item I don’t want her to touch is my coffee mug.  Ok, so I slap her hand hard enough and frequently enough that she learns she is better off not touching it (because she doesn’t like pain, nor does she like the hit to her self confidence).  So what happens in a few years when I ask her to do the dishes and the only item that never gets tended to by her is my own damn coffee cup.

Hum… now what.  I mean, it’s not like I can say a word about it to her.  I have destroyed her confidence in handling my coffee cup, made it off limits across the board by physically punishing her for touching it, instead of working with her intellect so that she can learn the dangers, and now I want her to chip in and help wash the thing.    See my dilemma?

Expand that to an entire collection of items that we categorically define as off limits for babies and toddlers.  We instill confusion, a lack of confidence, hypocrisy, and an innate sense of “wrong” for things that are completely benign to any human of an age of comprehension.  This makes no sense.  If the child is too young to be educated on what or why not to touch the item, just remove the object from within their reach and possible interest until they are old enough to comprehend!

That said… In our case, as I stated above, my daughter will receive the instruction to not/stop touching something and then the moment I am not looking, she will graze the item with her fingertips in defiance, while quietly watching to see if I notice.  She’s pushing for control here. She’s testing her ability to control herself and her environment. She’s not trying to control me, but she is being defiant.  And you know what, I have noticed a pattern with this defiance.  IF I have instructed her not to touch something without educating her as to why (this includes the education going no further than it being my desire to have her leave something alone, no other logic involved), then the defiance is typically present  to one degree or another.  IF however, I have educated her as to why she should leave something alone and not touch/pick it up/etc., even if that education is simply that the item does not belong to us (but does specifically belong someone else, including me, excluding her) and therefore must only be explored by her eyes, she typically will not bother it.  And if she does, once reminded of why she shouldn’t, she usually dismisses her interest and self corrects.  Yes, she uses her own judgement and chooses to abstain from the temptation, of her own accord. Crazy, huh.

I think I can probably say that I have slapped her tiny little hands a total of a half dozen times in her entire life.  Each and every time it has been out of personal impatience, annoyance, and personal/internal frustration.  Once again, it’s me needing a physical release of a negative emotion caused by the interaction with my daughter and her independent and immature self. Yippee for me, I solved my concern with instant gratification for myself, no education for my daughter, and an example of violence and selfish response for her to ponder and remember.  Well then. I have also demonstrated my own laziness and impatience. I’m doing good.

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Alternately, I can take the responsibility upon myself while she’s too young to comprehend and simply remove items from her reach or where she is even aware of their existence (I do not believe in negatively tempting children). Then,  after she reaches an age that she is able to comprehend reliably, I can instruct and educate her on why and what to abstain from touching or playing with. I can remind her as necessary, and if defiance is the reason for the reminder(s) being necessary, I can employ other techniques to get my point across (like if she won’t leave something of mine alone, I will simply not leave something of hers alone that she wants me to – and/or not allow her to have it until she makes the connection, which usually takes about 2 minutes).  And in the event she simply chooses to ignore and not make the connection, it’s usually bed time or time to change venue/activity and assert gently that she must acknowledge the importance of what I am imparting to her.  These times almost always correlate with fatigue, or fatigue.  Again, my responsibility to remedy and have the wisdom and sensitivity to manage properly.

There is one caveat: In the event that your child is reaching and millimeters away from an object that will severely injure and/or scar them physically or psychologically, and you have no time to react in any other fashion, then and only then would I personally condone the use of a harsh slapping away motion (this is different than a hand slap).  This quick reflex may cause a bit of a sting if it ends up being enough of a snap, but chances are that if it’s necessary it’s because you only have a split second to respond and save your little one’s hand, mind, or other body part.  This is a protective move, not a punishing one.  This sort of response is not out of annoyance but fear and desire to preserve the well being of the child.  I hope I am clear.