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pbaribeault -> RE: My girls fight all the TIME! (4/17/2008 7:46:24 PM)
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An insight I have had into managing toddler & preschooler behavior is that the behaviour needs an exact name, and a clear definition if the child is going to understand what they have to stop. It also helps to have one key-word command for when you need to step in. In this case, the problem is fighting - but maybe that's not the best word, because it's only fighting when it gets out of hand - the behavior you want them to stop is the pre-fight behaviour. That behaviour might be 'unkind', 'self-first', 'rude', 'disrespectful', or just plain 'loud' -- pick a word or two (maybe one per girl) that describes their most troublesome pre-fight behaviour. Sit with each one separately and say very calmly in an everyday way, "Honey, sometimes you are acting self-first with your sister. Self-first means when you do things like (insert exact behaviours here) and/or when you say things like (insert exact phrases she uses, mimicking her voice). Do you remember some times like that? (Encourage her to remember, take her places it has happened and do a little drama of how it was, etc.) We don't want you to be self-first any more. We want you to grow up nicely and to be friendly with your sister. (So your key words are now "self-first" and "friendly", and your command is "be friendly") Friendly is when you do things like (whatever) and say things like (whatever). Everybody is happier when you are friendly, and I know that you will be very good at learning to be friendly. Are you ready to learn to be friendly?" Listen to her response attentively and make sure she feels like she has been heard. If she agrees, great, if not, simply says that you are going to teach her to be friendly anyways, because it is important for the whole family. Conclude with lots of affirmation that you know she will do a good job, and that acting self-first is no fun, and that you can't wait until she is cured of acting self-first. Repeat the same with the other girl, but consider giving them different key words that are accurate to their own behaviour, or just different so that they feel that they alone are responsible to change in their own way. After this process it becomes fair to give consequences - because both the offense and the desired behaviour are well known. The others are right that the consequences should be immediate, and there are a lot of different consequences to choose from. Some consequences may be situational, others might be something unpleasant that can be applied any time. I would even say that in this situation the consequences are are more-than-immediate because you are disciplining the pre-fight behavior, not just when they get to the point of fighting. When a toy is grabbed step right in and say, "You just grabbed that toy. Toy grabbing is (insert key word). You must learn to (insert key word). You will give it back now." (Followed by, "You will give it back in '5' or I will (insert consequence) 5-4-3-2-1." and do the consequence.) After they are more in tune with the system, you should be able to give the command, "be friendly" and the child will know that that means you saw them take the toy and that they need to give it back. You can also use "be friendly" as an instruction for how the child should remember to behave before they enter a situation. If they get to the point of fighting, step in and say, "What you are doing is called fighting. Suzy, fighting is very self-first. It's not allowed. You must learn to be friendly. Jenny, fighting is very unkind. It is not allowed. You must learn to be kind." Then apply consequences to each for their behaviour. Of course the other half is to identify every kind and friendly behaviour all day long every day, mention it and praise them. This is absolutely critical. Always hold the the idea clearly before them that you know they ARE friendly, and that you know they want to behave that way. This means that you are not frustrated with bad children, you are bringing out good children. When you use your key word about the undesirable behaviour you are describing the actions not the child: what they are DOING is self-first, the child themself is IS NOT self-first, unkind or whatever. The child is your beloved child even when they misbehave. It's not important that you use the key words or phrases I've typed of course, I've only done it that way for clarity - but it is important that you have your own phrases and key words that you use every time in exactly the same way each time. At that age kids are so literal. Going to the trouble of spelling things out for them and then sticking to an expectable process is really helpful to them as they strive to comply.
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