Considering Development and Encouraging Theory of Mind
I often find myself asking Keener to share. You have to share is also one of the most common phrases I overhear at the playground. But what am I really asking Keener to do in this situation? What does it mean to share?
As adults, we decide for ourselves when and what we want to share with others, whether it’s our food, car, or home. But rarely, if ever, do we ask another adult to give up something that is theirs at the drop of a hat. Can I have your car? I want it. That just doesn’t happen.
When we are asking our kids to share, we want to be realistic in the ask. I personally don’t like sharing my food. On occasion, I am fine going out to dinner and sharing food with friends and family, but if we are being honest, I really prefer not to. Yet, when we ask our kids to share and they don’t want to, we often make them.
There are a few problems embedded in the way we usually ask our kids to share. First, I don’t think kids actually know what ‘share’ means. They hear us say the word share over and over, but most of the time they aren’t exactly sure what we are asking of them. Second, often when we ask our kids to share, they really don’t want to. So how do we help our kids understand what this world of “sharing” is all about?
Before launching into what has helped recently with Keener, it’s important to note that we need to keep a child’s development in mind when talking about sharing. ‘Theory of mind’ is an important social-cognitive skill where a child can not only understand their own thoughts, feelings, and wants, but but can distinguish them from what others may be thinking, feeling and wanting.
A good example of this skill involves the following scenario. Take a bag of pretzels and put toys inside the bag, and then ask a child what is in the bag. That child will say pretzels, and be surprised to find there are toys inside the bag instead. Then ask the child “what do you think your friend will say is in this bag?” If the child is three years old, he will say toys, because the child is only thinking about what he knows about the contents of the bag. But if the child is four years old, he will say pretzels, because the four year old can understand that his friend will be tricked just like he was. The four year old is better able to distinguish his thoughts and see that they might be different from his friend’s thoughts.
According to Child Encyclopedia, theory of mind develops without specific teaching, but there are ways to help it develop more quickly by:
- engaging in rich pretend play;
- talking about people’s thoughts, wants, and feelings, and the reasons why they act the way they do;
- hearing and talking about stories, especially those involving surprises, secrets, tricks, and mistakes. These stories invite children to see things from different points of view (Red Riding Hood doesn’t know that the wolf is dressed up as grandma).
Language also plays a big role, and below is some of the language I have used to help Keener develop theory of mind and build his understanding about why I am asking him to share:
I know you love playing with the lawn mower. Do you know who else does? Your friend Clark. When he is over, he also loves playing with the lawn mower, just like you do! That’s why it is important to let Clark have a turn, just like you love having your turn.
You have to look with your eyes to see if a toy is available. Sometimes, someone will have something that you might want. If it is in their hands, they want it too! You can either use your words and ask them for a turn or you can play with something else and look to see when they put that toy down. When you don’t see anyone’s hands on that toy, you know it is available for you to play with. *This one has worked particularly well with sibling based squabbles. Keener will now say to me, “Grace put it down. It’s available — I didn’t take it from her!” with a sense of pride that he now knows exactly when a toy is available for him to take.
What did you play with at school today? Who else in your class likes playing with that toy? Sometimes toys can be shared, like playdough. There is usually enough playdough for anyone who wants to play with it. But sometimes there might be only one of something, like a truck. I know you love playing with that green truck at school and I’m guessing Will and Thomas also love playing with the green truck! Because that is a fun truck!
Lastly, deliberately model sharing. If Keener or Grace has something, I will make it a point to say Can I play with that toy please when you are finished? Can we please build with blocks together? The more they hear it, the more likely they are to use this language themselves. Give them the words you want them to use.
*For a pre-verbal or newly verbal child, please see this post about expectations.
Expectation – a strong belief that something will happen or become the norm in the future.
Identify your expectations, model them, and step in when your kids need help meeting them. Set high expectations and watch your kids not just meet but exceed them independently.
Being mindful about praise
I stopped writing this entry to take Keener to the bathroom and found myself saying “good job” unprompted. Why did I say it? I was truly proud of him for going to the bathroom. Although we started official potty training six months ago, it has only been a month since he consistently initiates using the bathroom. Since it is still a relatively new skill, I wanted to praise him because I was proud of him. I also want this behavior to continue.
Providing our kids with specific feedback
“Good job!” How many times per day do you find yourself saying that to your children? While writing this, I was especially focused on how many times I was saying it — oh my. I first realized I said this too much while teaching first grade. My students would show me their work and my response was generally “good job,” which really meant, “go sit down.” My principal, the mastermind behind the dead mouse story, has us currently focusing on student feedback, prompting me to think about feedback both in and out of the classroom.Read More