Encouraging responsibility during the early childhood years has many lifelong benefits. Not only does it aid in teaching time management and making daily family routines easier, teaching responsibility encourages independent thinking and problem solving skills. Activities aimed at encouraging responsibility are the building blocks for developing a sense of order, concentration, coordination and independence.
Three Years Onward
By the time a child is three years old, independent behavior can be easily fostered into responsibility. This is an age when young children enjoy doing meaningful tasks. Children by the age of three should be able to wake up with the aid of an alarm clock and dress themselves with only shoes to be tied, or help with buttoning and zipping.
Preparing the Environment
Preparing the environment is imperative for the child's success. Parents can facilitate independent behavior by refusing to discuss or argue about accomplishing these daily routines in the morning. Preparing and planning the night before will help eliminate the possibility of a tantrum. Providing foot stools to encourage independent hand washing and preparing the bedroom to assist with organization will ensure success. The prepared environment should never be without adult supervision.
The Philosophy Behind Teaching Independence and Responsibility
Teaching independence and responsibility during the early childhood years goes beyond the action of completing the task. It is the skills and thought processes needed that build up to completing the task. One good example is the 1980's hit movie, "The Karate Kid," with Mr. Miyagi who agrees to teach young Daniel karate. One popular scene was the wax on wax off; when Daniel thought he was just waxing an old car. In theory, Mr. Miyagi was teaching Daniel technique and skill which he would later implement in the tournament.
The example is the method of teaching: mastery goals and performance goals. Mastery goals teach the process of effort, improvement and genuine learning. Performance goals teach comparison, competition and recognition. When teaching a young child responsibility and independence, the goal to keep in mind is mastery. The mastery teaches: critical thinking skills, concentration, coordination, independence, eye-hand coordination, gross motor and fine motor skills.
These skills are indirectly being taught to assist with reading, writing and math. Helping to rake leaves outside or setting the table will assist with problem solving and critical thinking skills. What materials and tools are needed? What is done first, second and third? Preparation of a fruit salad will teach the child eye-hand coordination, fine motor skills, math skills and problem solving skills.
Ideas to Encourage the Independent Child
- folding and putting away pajamas
- helping to sort laundry
- matching socks
- putting dirty clothes in the hamper
- selecting clothes each day the night before
- hanging up towels with assistance of a foot stool in the bathroom
- caring for toileting needs
- bathe themselves (with assistance as needed)
- brushing teeth with supervision
- washing hands
- helping to set and clear the table
- sitting and maintaining at the table during meal time
- preparing instant pudding
- peeling carrots or cucumbers
- watering plants with a spray bottle
- feeding pets
- caring for pets
- helping to rake leaves
- planting in the garden
- dusting
- cleaning up after spills
- spread cheese or peanut butter on bread or celery sticks
- slicing soft fruits such as bananas or avocados
- helping to wash the car
- helping to wash toys
- helping to wash a bicycle
- clean table with a sponge
- putting toys away
- returning and placing books on a bookshelf
- blowing and wiping own nose and disposing of tissue appropriately
- bringing in the mail
- fill salt and pepper shakers with a funnel
- turning water off completely at the sink when finished
- turning off the lights when leaving a room
Conclusion
Adult supervision is important when teaching independence and responsibility. It is important to remember not to expect perfection or implement performance goal strategies by comparing the child to another child, or setting up the child to complete the task for recognition. Instead, complement and encourage the child for a job well done.
