respect

Answers to Typical Two-Year-Old Struggles

Recently I got an email from a mom with several questions asking how to respond to several of her two-and-a-half-year-old daughter’s behaviors. The start to each of the answers was, “this is common at two…”  I am going to write a paragraph about what it is to be two-and-a-half years old, and then answer the specifics in turn.

At two-and-a-half years old, most children move through a stage of saying “no” all day long and are driven to do the opposite of the things you request. This struggle stems from their developing sense of self. They are learning they can voice an opinion and are testing the power that opinion has. As challenging as it can be, you want your children to move through this. They are also starting to realize independence and how to speak up for themselves. At two-and-a-half years old, they are starting to experience bigger and more complex emotions such as fear and jealousy. They are starting to have broader social interactions such as sharing space in a busy preschool classroom. All this while lacking a real ability to deal effectively. Their thinking is big, but their language, size and skills are limited.

1. When I am speaking on the phone, texting or emailing, she will act like she is hurt, cry and make other loud noises.

Answers: First, if you can, save the texting and emailing for when she is asleep or otherwise occupied. If there is a 30 minute stretch of a tv show, that’s the time to text away. I get things can’t always wait, but when they can it’s a nice practice. Second, plan for distractions. If you know you are going to be on a 20 minute call, run some water in the sink and let her “wash dishes” or break out the play-doh set that she can mush for a while. Third, teach her how to politely interrupt like standing in front of you waiting or touching your hand quietly. I wrote notes on how to teach that in this blog post: https://parentingbydrrene.wordpress.com/2012/05/13/teaching-patience/.

2. At times she will say she wants something like a stuffed animal. When I give it to her she says, “I don’t want it,” and backs away from me and it. Then I will move on to do something else, and she will jump up and down saying, “no, I want it! I want it!” When I try to give it to her again, she backs away. Now I am mad. How do I break this cycle?

Answer: Recognize she is still learning the power of words and how these social dynamics work. The answer is to see it coming as best as you can. When she backs away the first time say, “I can see you changed your mind, and you don’t want it now. I am going to leave it out for you right here in case you change your mind again,” and then just leave it. If she starts to jump around say, “it is okay to change your mind. You are welcome to have it,” just avoid picking it up again. The key is to stay completely calm and disengage yourself while allowing her to make decisions.

3. One day a week, my parents watch her. They mentioned that all goes well during the day, but when I pick her up at 5:00 p.m. she acts totally different. She gets clingy to me, whines, forgets all their rules and runs amok.

Answer: This is totally normal from grandparents, babysitters or preschool teachers. Children tend to be better behaved for others. The silver lining is just that, they are better behaved for others, so their time away is a bit smoother. First, be ready for it. Let your parents know it’s normal and have a plan to spend the first 10 minutes you are there giving her undivided attention. Yes, greet your parents, but let her talk with you about her day and show you anything important, maybe play a quick round or two of hide’n’seek. Many children at this pick-up transition long for a bit of realtime. If it’s given, they can relax a bit, so you can then more peacefully speak with your parents. Second, distract her from it by giving her a job or challenge. As you walk through the door, ask her to be the door locker and then your shoe untie-er or ask if she can quick find grandpa and kiss his cheeck five times. Third, make a quick exit. Ask the grandparents to put everything by the door, call them from the car to have any necessary small talk and whisk her away as you open the door.

4. When we are in the car I usually play children’s music. She likes to sing along. Sometimes I like to sing too, but when I do she says, “no mommy, don’t sing.” My reply is along the lines of, “that’s not nice to say, Mommy wants to sing too. We can both sing together.” I’ve also tried taking turns singing, but then we get stuck on a song two or four times.

Answer: Several options here. First, say, “oh, you want to sing alone? Okay,” and then really enjoy her singing. Second, offer to take turns, but just play each song twice, so you don’t lose your mind. Third, offer empathy and then sing along. This sounds like “oh, I hear you want to sing alone, but right now I’d like to sing too. It’s fun to sing with you,” and then sing. In each case, you are letting her know you’ve heard her and then moving forward. Overtime, and while there may be some upsets, you are teaching her to be flexible to others as well which is a good skill in life.

Teaching Patience

In class, we encourage people to listen to others, to take turns speaking and to wait until a friend is finished, so they avoid interrupting. It can be helpful to coach children to listen to others and wait for a break in conversation to speak. When children are little, it may work more smoothly to give a visual or physical cue. A physical cue might be a talking stick. You can introduce this at dinner time. Take a popsicle stick or something similar and discuss how whoever has the stick is the speaker and others must be listeners. Practice passing the stick regularly and develop a cue they can give if they need the stick next. This takes practice, but it quiets the table and gives everyone time to speak and actually be heard.

I had a mom in class who taught her children that if she was on the phone or speaking with someone and they needed her, they should put a hand on one of her hands, she would then put her free hand on theirs to let them know she felt the touch. This exchange of hands was a signal to mom that the child wanted her attention, and a signal back to the child she would get to them as soon as possible. For this to work well, the first 10 or 15 times, the mom immediately following the hand exchange said, “excuse me, my child needs me,” turned to the child and said, “I felt your hand, how can I help you?” The child has learning to trust the system. After several immediate successes the idea is to gradually add a bit of time. Start with a 5 second delay before you turn and speak with the child, a few times later a smile and a 10 second delay before turning to the child. Gradually work your way up to a few minutes or more.

If waiting for you on the phone or computer is often problematic, you might give them other things to do such as a writing pad beside the phone to communicate that way or just activities they can quietly do to fill their wait time.

After each time they successfully wait, draw attention by saying something like, “wow, that was a while to wait. You were so patient!” You might also highlight when you or they are patient about waiting in life. Talk about how it was nice to have pleasant conversation waiting in the grocery line, or how they were able to wait for a turn on the slide at the playground.

Two-Year-Old Running in Parking Lot

Hi Dr. Rene,
My two-year-old runs away from me in the parking lot. I have a four-month-old so when she does this it is especially challenging since I’m holding the carrier. I have been talking to her prior to leaving about what we need to do – hold hands, stay with mommy, etc. And lately, I have been giving her a reward when she stays with me and holds hands. This works most of the time but she still runs away now and then. Do you have any insight on why she does this? It makes me reluctant to take her places!

Sincerely,

Katie

Dear Katie,

At two years old, she likely does this because it’s fun or because it gets a big reaction. I would save the conversation about what she can do until just before you are getting out of the car. After you’ve gotten the carrier with the baby, and you are just about to let her out, I would say, “in the parking lot I need you to hold my hand the whole time.” Then I would give her a choice to help her buy in, something like, “do you want to jump or walk while you hold my hand,” or, “do you want to sing or whisper while you hold my hand?” If she is not yet able to make a choice, just give her these things as a challenge, “let’s whisper the whole time we hold hands, ready?”

If this doesn’t work, be prepared to follow through with a consequence related to keeping her safe. If she is pulling away or trying to run, “if you run, you will have to be in the stroller,” or, “you will have to wear the backpack (leash).” I am not a terribly big fan of the leashes, but I get it. If your young child is a runner, and my first one was, I get the leash in parking lots or crowded places. I think they are fine while the child is learning to stay with you or be a listener.

You might also practice a key word. In our house, we playe the Freeze Game. I took Alicen to Springfield Mall, an empty place on weekday afternoons, and said, “okay, today when you run off I am going to say, ‘Freeze!’ When you hear me say, ‘Freeze!’ your job is to stop your feet as fast as you can. Got it?” For the next while, you are playing the Freeze Game and teaching that ‘freeze’ is a magic word. Every time she listens, gush a little by saying something like, “look how fast you stopped. You are a listener!” You can then use the Freeze Game in parking lots and on bigger outings.

I hope this helps!

Sincerely,

Dr. Rene

Teaching Respect

In this day of award stealing moments and presidential bashing, I thought it is high time to blog about teaching children respect. As much as we focus on teaching them manners, respect seems to be falling by the wayside. There is a wide range of ways to approach this topic with children. I am going to list and discuss a bit by category.

  • Define respect with your children. What does having respect mean? How does being respectful shape our relationships? Talk about this, honesty and other related traits often. Point out when people are being respectful or disrespectful out in the world. Talk about the social exchanges you witness.

 

  • Model Respect. Children are learning best by watching and listening. Consider how you speak about your neighbor and how you argue with your spouse. If you mis-step, stop and apologize or otherwise make amends. If they see the mis-step, let them see the make-up.

 

 

  • First teach children about themselves. Children can not have respect for others until they have a sense of self and start to recognize differences. When a preschooler is making a noodle and yarn self-portrait, they are thinking about their eye color and skin color and can start to recognize the similarities and differences in others. This can build to likes and dislikes and personality difference. Then children can consider culture and religion. The idea is for parents to speak openly and respectfully about others as they go.

 

 

  • Teach diversity. Recognize and appreciate differences in others.

 

 

  • Teach respect for life. This can come through pet care or caring for the environment.

 

 

  • Teach about the life cycle. It is helpful to discuss birth, aging and death. Children can learn respect for elders by better understanding this process.

 

 

  • Teach manners. Through two years old, we model manners. Through three years old, we expect manners. After four years old, we enforce manners. This includes “please” and “thank you,” but it also includes speaking in a respectful tone and listening to others. These are things that should be taught over the long haul.

 

 

  • Give opportunity for responsibility. This means children should have chores and responsibilities. I like chores for allowance, but also feel children should have things they do just because they are part of the family. Helping should be a given.

 

 

  • Teach friendship and social skills. This is a wide category and includes the basics like listening to others, sharing and taking turns. It also touches on a sense of empathy, recognizing others emotions and being able to appropriately respond.

 

 

  • Take care of their own belongings. This means children should clean and care for their rooms. They should be expected to keep track of belongings at school and be held responsible when things are lost. There should be a system for children repaying for any losses.
  • Sports and teamwork may be helpful. Children participating with others makes them responsible to others for performance and follow-through.

 

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