Understanding how a toddler sees the world is the first step in effective discipline. Below are the basics you need to know before you even begin attempting to correct your child’s behaviour.
Toddlers aren’t naughty per se
As an autistic guy, I’m told my Theory of Mind skills are fairly poor. This means that I struggle to read or understand the thoughts and feelings of others, so find it difficult to see things from another’s perspective, predict their behaviour, or put myself in their shoes.
However, I have to say that, as the father of a 33-month-old, I think most of society has poor Theory of Mind skills when it comes to toddlers. If anything, I think I understand toddlers better than most.
The important aspect of ToM – well, important to me, at least – is interpreting intent. If you can’t understand where people are coming from then you can’t understand why they do things and therefore you misinterpret their motives, their capabilities, and the fact that mostly another person’s behaviour has nothing to do with you.
My wife, for example, who is also on the autism spectrum, is unable to fathom that if somebody did something that upset her, they didn’t necessarily do it in order to upset her. She gets it into her head that the person has deliberately chosen to slight her, has selected a course of action designed to offend her, and is fully cognizant of the effects of their behaviour.
This seems to be the way most adults think of toddlers – that they deliberately misbehave, that they know when they’re being naughty, and that they have some sort of inbuilt moral compass that they choose to disregard just to annoy you.
I’ve heard it so many times – you did that on purpose, stop being naughty, you knew what would happen, what’s wrong with you, just behave!
I find myself doing it sometimes – ‘Be a good girl for Granny,’ I say, as though a toddler has any idea what being a ‘good girl’ actually means. She doesn’t – of course she doesn’t. Like a person with autism, she needs to be given specific instructions – ‘When Granny tells you to do something, you have to do it,’ is a far better lesson than the horribly arbitrary injunction to be ‘good’ or to ‘behave’. Being ‘good’ is a thousand different acceptable behaviours, and until a toddler has learnt them all, how can we possibly ascribe malicious intent to them?
So when your child is doing things that are naughty, try to get it out of your head that they’re aware they’re being naughty and doing it to be naughty. It’s nothing personal, it just is. As frustrating and upsetting as their behaviours can be, they don’t ‘mean it’. Bear that in mind when they’re pushing every one of your buttons at the same time, as only toddler can.
Toddlers aren’t little adults
There’s been a trend in recent years to treat children as little adults – as rational beings that are capable of making informed choices. You simply have to explain things to them, so the logic goes, treat them with respect, ask for consent to change their nappies, trust them, and they will behave like great little people.
None of that is actually true, but people like to think it is.
The truth is that toddlers are aliens. They are totally unlike adults. You’d be better off trying to reason with a jellyfish. That’s not to say that they can’t learn and you can’t teach them to behave, but children are not moral beings and are unable to make moral judgements about right and wrong, and anyone who thinks they are hasn’t done their research.
I have. During my Psychology A-Level I experimented on children (nothing sinister). Adapting an experiment I found in a textbook, I wrote two stories. In the first, Sam was called down to dinner. Unbeknownst to Sam, behind the door on a chair were fifteen glasses, and when Sam opened the door, the chair was knocked over and all fifteen glasses smashed. In the second story, Jo wanted a cookie but Jo’s mother said no. When Jo’s mother went out, Jo climbed up onto the sideboard to get a cookie, in the process knocking one glass off the edge, which smashed on the floor. These were sent to various middle schools, to children aged 5-6 and 10-11, along with a questionnaire to ask which child was naughtiest.
I deliberately avoided using the words ‘accidentally’ and ‘on purpose’, since even very young kids are taught through tellings-off that accidental equals good and on purpose equals bad, and the results were pretty conclusive.
95% of the children aged 5-6 thought Sam was naughtiest because Sam broke fifteen glasses and Jo only broke one; how the glasses were broken, and what the child was doing at the time, didn’t factor into their thinking about morality. Right and wrong, to these kids, is based on the extent of the damage, not the intent.
95% of the children aged 10-11, on the other hand, thought Jo was naughtiest because while Sam’s was clearly an accident, Jo was being disobedient when he broke his glass. Right and wrong, to these kids, is based on the context and intent of the behaviour.
Clearly, then, unless you spell it out to them, children don’t have the cognitive ability to work out good and bad behaviour until they’re between the ages of 7-10. Expecting toddlers to make good moral judgements is the height of ignorance. The only right and wrong they understand is that which you drum into them. They’re not naughty because they’re bad; they’re naughty because they don’t understand the concept of naughtiness.
Toddlers haven’t yet learned to control their emotions
You can control your impulses because you’re an adult and have spent your whole life learning that feelings and actions are different things. You are aware that just because you have a feeling, that doesn’t mean you have to act on it.
Toddlers haven’t learnt that yet.
For the most part, they live in the present tense, with no concept of consequence. If they have an urge or a feeling, they want it gratified there and then. What’s worse, by the time they’re toddlers they know how to fulfil their wants and needs but haven’t yet developed the notion of whether they should.
Whether or not you believe in Freudian theory, it provides a useful illustration for this stage of development. The idea is that the human mind is divided into three parts that develop over time. We start with the id, that part of ourselves that is pure desire and lust. It is the part of the mind that says, ‘I am hungry!’
Then we develop the ego, the part of the mind that enables us to fulfill our wants. If the id says ‘I am hungry!’ then the ego says, ‘I will eat a biscuit!’
And lastly there’s the superego, which delves into morals and ethics. It’s the bit that says, ‘Well, I could have a biscuit, but I’m on a diet, and actually it’s not even my biscuit, so maybe I’d better not.’
Toddlers have ids and egos, but the superego is a work in progress. Thus if you expect them to ask themselves whether they should do something, you’ll be consistently disappointed.
Alongside this lack of impulse control is a lack of reasoning ability. If they want something, they want it there and then, and if they can’t, it seems unfair, arbitrary and painful. A toddler doesn’t care if you explain to them that the reason they can’t have a choc-choc bar is because the shop is closed: in that moment, all they can see is that they’re hungry, they want a choc-choc bar, and you are preventing them from having it. Thus toddlers have as poor Theory of Mind skills as many of their parents as they similarly believe that if something upsets them, it’s your fault and you’re doing it deliberately. Overwhelmed by the unfairness of it all, it’s no wonder they throw themselves on the floor and tantrum.
But we’re adults, and we have to be above it. They’re not having a tantrum to be naughty – they simply don’t understand and can’t process their emotions when their needs cannot be immediately fulfilled.
Setting boundaries and creating consequence
Taking into account all of the above, this is how it works in practice:
You’re sitting eating dinner with your child when she suddenly picks up a handful of potato and throws it right in your face. How do you react?
If you said, ‘Scream and shout and get angry,’ you’d be completely normal, because a handful of potato flung in your face isn’t exactly a pleasant experience. But why did your child do it? To be naughty? To annoy and upset you?
No, of course not. Probably, they did it because they thought, ‘I want to throw this.’ Or, ‘I wonder if I can throw this in daddy’s face?’ Or, if they’re slightly more advanced, ‘What would happen if I throw this in daddy’s face?’ So really, despite thinking you’re the centre of the universe, a toddler’s behaviour has very little to do with you.
Of course, they are capable of following instructions, so if they still throw potato in your face after you’ve specifically asked them not to, what’s happening there? Simple. Either they’re lost in the moment and have completely forgotten there might be consequences, or they’re testing boundaries.
Authority, consequence and the limits of acceptability are all things that need to be learnt. Your child is exploring who is in charge, what they can get away with, the effects of their actions, and the flexibility, or otherwise, of all these things.
Try to remember that just because something happened once in a specific context, that doesn’t mean a toddler understands right and wrong. In this example, she has learned once what happens when she throws potato in her daddy’s face. There’s still a whole world of possibilities out there to discover: is this what will happen every time or do the consequences change? What if I throw potato in mummy’s face instead? What if, instead of potato, I throw Spaghetti Bolognese? Does this rule only apply at the table? Does it only apply to food? What if I throw a plastic block in daddy’s face? If I keep doing it, will he eventually accept it?
That is why, when disciplining or instructing toddlers, you have to adopt the three Cs – be clear, consistent, and calm.
- Clear – because a toddler needs to know where the boundary is. ‘Don’t throw food at daddy!’ leaves them open to throw food at other people and throw other things. Far better to say, ‘Don’t throw things,’ and leave them in no doubt what is expected of them.
- Consistent – because a toddler needs to know where the boundary is and what happens when it is crossed. It’s no good shouting when she throws food the first time, putting her on the naughty step the second time, and ignoring it the third time as this sends mixed messages and confuses your child. The same behaviour should receive the same consequence every time.
- Calm – because that will help you achieve the other two.
Be prepared to repeat yourself again and again and again. It takes time for a toddler to understand consequence; it takes them a while to learn; and it takes a long time for them to accept that they cannot have their own way all the time. Unless you master the three Cs, you’re setting yourself up for a far longer, harder period.
Look out for How to Discipline a Toddler, Part 2: The Fundamentals