30.9.7: Limited Choice
- Page ID
- 199024
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Supporting Autonomy Appropriately
It's essential to employ strategies that respect a toddler's developing sense of autonomy. [1] One effective approach is to offer limited choices. For example, if it's time to go inside from outdoor play, a toddler doesn’t have the option to stay outside alone. However, they can choose how to transition indoors. You might say, 'It's time to go inside for lunch. It's not safe to stay outside alone. Would you like to walk inside, or should I carry you?' This way, the child feels a sense of control over their actions, even within non-negotiable boundaries [2].
In scenarios where a toddler refuses to comply and attempts to escape or engage in a chase, it is important not to engage in this behavior. Instead, reiterate the choices calmly and wait. This response emphasizes that the toddler's actions will not alter the set boundaries or lead to a more favorable outcome. If the child runs away, you can patiently wait and repeat the options instead of chasing, emphasizing the importance of safety and consistency.
Avoid creating conditional scenarios like 'If you clean up, then we can go outside.' This can lead to the toddler refusing to clean up as they might not value the reward. Instead, present cleanup as a non-negotiable task but offer assistance, 'We need to clean up the toys now. Would you like to do it alone, or shall I help you?'
These strategies underscore the importance of consistency, respect for the toddler's developing autonomy, and the effective use of limited choices. This approach helps manage noncompliance and supports the toddler's growth in making decisions and understanding the consequences of their actions [3].
The ability to make one's own choices and have a sense of control over one's actions.
It's beneficial to rethink the concept of guidance and discipline as a constructive part of learning and development. Conflict is a natural part of human interaction; toddlers are no exception. Just as adults face and navigate conflicts, toddlers do, too. These conflicts should be viewed as valuable teaching moments where caregivers can guide and help toddlers develop essential social skills [4]. Discipline should be seen as an essential element of the caregiving curriculum. Effective guidance strategies with toddlers are as important as establishing routines. The emphasis on discipline and guidance in caregiving education underlines its significance in preparing toddlers for societal interactions.
Attributions:
- [1] Rymanowicz, K. (2015, February 17). The little toddler that could: Autonomy in toddlerhood. Michigan State University Extension. Retrieved from https://www.canr.msu.edu/news/the_little_toddler_that_could_autonomy_in_toddlerhood
- [2] Hunter, A., & Blackwell, K. T. (2011, November). Social emotional development within the context of relationships Center on the Social and Emotional Foundations for Early Learning. (2011, November). Strategies for supporting the development of friendship skills in ... [PDF document]. Retrieved from https://csefel.vanderbilt.edu/resources/inftodd/mod2/2.15.pdf
- [3] Rymanowicz, K. (2015, February 17). The little toddler that could: Autonomy in toddlerhood. Michigan State University Extension. Retrieved from https://www.canr.msu.edu/news/the_little_toddler_that_could_autonomy_in_toddlerhood
- [4] Hunter, A., & Blackwell, K. T. (2011, November). Social emotional development within the context of relationships Center on the Social and Emotional Foundations for Early Learning. (2011, November). Strategies for supporting the development of friendship skills in ... [PDF document]. Retrieved from https://csefel.vanderbilt.edu/resources/inftodd/mod2/2.15.pdf