Handling normal childhood behavior
Children act quite differently between the age of one-and-a-half to three years when they are more appropriately called toddlers. They walk, learn to speak, and start playing, but gradually begin to understand the outside world.
At this point, behavior in children undergoes various changes: from obstinacy at times to laughing today and crying tomorrow, to mindless play for hours. It is hard for parents to comprehend so much, but the truth remains that most of those things are part of normal development of most children.
Let us try to analyze detailed behavior in children that are normal, when to start worrying and how to guide them favorably through parent intervention.
Childhood characteristic behavior
1. Repeated refusals – showing independence
The independence of a child within this age group is a major concern. On this grounds, the children should be seen as independent thinkers.
Usually, one would say, “Let us go dinner-“. To that, the protest immediately goes up-“No!” Here he is indeed trying to say that he does not want to go. He is craving an opportunity to show that he will make the decision of when to eat.
This behavior may irritate parents, but it indicates an onset of the child’s self-reliance.
2. Doing the same thing over and over again
They want to listen to that song just one more time or view that cartoon once again. It’s all about how learning works when they find those songs, cartoons, and so forth as comforting because they know what will happen next. For instance, if the child wants to hear the same story over and over again, it actually means that he or she is learning that story by rote.
Of course, this adds a lot to their memory and understanding of new things.
3. Anger or tantrums
When the child is unable to say what he feels, he resorts to anger by crying, yelling, and rolling on the floor.
Tantrums mostly occur when a child is tired, either hungry, or upset usually because something has been denied. For example, a child might demand a toy, then start crying when it is denied.
It is a behavior disturbing to parents but is acceptable and a normal part of emotional development in children.
4. Imagination and games
Children of this age have a very rich imagination. They play doctor-doctor; they play mummy-papa; they talk to imaginary friends.
This not only makes them happy but also furthers their imagination and helps in socialization. When the child is, say, pretending to be the mother and feeding the doll, he is sort of learning to take care and understand emotions.
5. Likes-dislikes and stubbornness
Gradually, the child develops her preferences for which food she likes, which clothes to wear, or which toy she wants to play with.
This is often seen by parents as stubbornness. For instance, the child may say, “I will only wear a red T-shirt.” This really contributes to his personality development.
When should one worry?
Most of the behaviours are normal; however, there are some instances when parents need to be slightly alert –
- Intensity and frequency – If the child keeps getting angry for prolonged periods over every little thing, then it is likely to be something abnormal.
- Interference in daily life – Is it hindering him in playing, studying, and socializing with others?
- Long periods of sadness and loneliness – If he has been sad for a long time, not interested in playing any games, and remains isolated from the group.
- Continuous negative behaviour – If the child keeps repeating behaviours over and over despite being guided correctly with parenting techniques.
Simple ways to manage children’s behaviour
1. Meet their basic needs
Usually, children are irritable due to hunger, sleep, or fatigue. Thus, it is important to take care of their sleep, good food, and most importantly love and time from their parents.
2. Set a routine
A routine gives a child security. For example, reading a story every night before bed helps the child know what will happen and therefore fall asleep peacefully.
3. Give choices
Giving small choices to the child enhances his self-confidence. For example, “Will you wear a blue T-shirt or a red one?” It takes off power conflict and gives the child a sense of independence.
4. Distraction
If the child is trying to touch something dangerous (say an electric board), distract him onto a new toy or game.
5. Reward good behavior
Instead of punishing a child for his misdemeanours, it is better to praise him for his good deeds. For example, “Well done! You put away all the toys!” This acts as an incentive to repeat good behaviour.
6. Be the example
Children learn by observation. While being angry stay calm and little by little the child will learn to do so.
7. State the rules and consequences clearly
Children must know which behaviours are acceptable and which are not. For example: “If you don’t pick up your toys now, they will be put away for a while.”
8. Talk about feelings
Children carry giant feelings, yet when having to communicate them, they meet with failure. You will, if possible, provide them with the words: “I know you’re mad because you didn’t get that toy.” Thus, you’ll show the child that it is normal to feel that way and that he ought to acknowledge such feelings.
When should you seek professional help?
Consult a child psychologist or pediatrician immediately if your child seems to be behaving really different from his age or the behavior is influencing his daily life. This differs early access gives the child the right direction and a sense of relief for the family.
Final conclusion
Most of the time, behavior from simple children is challenging in nature. However, the fact is that nearly everything comes as part of their growth. The words “no”, anger, and the game-played repeatedly help them become self-reliant, understanding the world around them.
Indeed, love and time are what children need from parents along with the right direction. Every child is different. What works for one may not work for the other.
Keep on trying, be patient, and do not hesitate to ask for assistance from professional experts when the need arises. It is the best approach to putting children’s small misbehavior on the right path.
