Observe how adults seem to behave in terms of expectations for self-control for children of two different ages.
a. Infants. Observe an adult-infant interaction. Look for evidence that the adult does not expect the infant to control himself. For example, the adult does not expect the infant to remember things, to manage his emotions, or to complete tasks on his own. Describe specific things an adult does for the infant (rocks him to sleep, wipes his mouth, and changes his diaper.)
b. Toddlers--older preschoolers. Look for evidence that an adult expects these children to show some measure of self-control. For example, does the teacher expect the children to remember to wash their hands after using the bathroom?
Full Answer Section
Evidence that the Adult Does Not Expect the Infant to Control Themselves:
- Emotional Regulation: The caregiver immediately responded to the infant's fussing and crying by picking them up and soothing them. There was no expectation for the infant to self-regulate their emotions or "calm down on their own." The adult fully took on the role of co-regulating the infant's distress.
- Memory/Compliance: The adult did not try to verbally instruct the infant to remember to hold the burp cloth or to keep the toy in their hand. When the infant dropped the block, the adult simply retrieved it, demonstrating an understanding that the infant lacks the memory or fine motor control to consistently hold onto objects or follow multi-step instructions.
- Self-Care Tasks: The adult took complete responsibility for physical needs. They wiped the infant's mouth, implying no expectation of the infant cleaning themselves. Similarly, the entire diaper change was performed by the adult, signifying that the infant is not expected to participate in or remember this self-care routine. The rocking to sleep also highlights the adult's role in initiating and facilitating sleep, rather than expecting the infant to independently settle themselves.
- Task Completion: When the infant dropped the toy, the adult retrieved it. This shows the adult understands the infant's limited ability to complete a task (like playing with a toy) independently without assistance or intervention.
b. Toddlers—Older Preschoolers (Approx. 2-5 years)
Observation of an Adult-Child Interaction (Hypothetical Scenario): I observed a preschool teacher interacting with a group of 3- and 4-year-olds during their transition from outdoor play to snack time. As they entered the classroom, the teacher stood by the bathroom door and said, "Okay everyone, remember our rule: wash your hands before you touch any food! Make sure you use soap and water, and sing 'Happy Birthday' twice." A 3-year-old boy started to head straight for the snack table, but the teacher gently guided him towards the sink, saying, "Where do we go first, Liam, before snack?" Liam then went to the sink. Another child, a 4-year-old girl, went directly to the sink, turned on the water, and started washing her hands, glancing at the teacher as if for approval. Later, during a group activity, a 4-year-old girl became frustrated when her block tower repeatedly fell. The teacher approached her and said, "I see you're feeling frustrated. What could you try differently to make it stronger?" The teacher offered ideas like using wider base blocks but waited for the child to choose and attempt a solution. During clean-up time, the teacher announced, "It's time to put all the blocks in the yellow bin and the books on the shelf." She then observed the children, offering verbal encouragement like, "Great job putting your blocks away, Maya!"
Evidence that an Adult Expects These Children to Show Some Measure of Self-Control:
- Remembering Routines and Rules: The teacher explicitly stated the rule about washing hands before snack, using the word "remember." When Liam forgot, she prompted him rather than automatically performing the task for him. This demonstrates an expectation that children in this age group are capable of recalling and following established routines, even if they sometimes need reminders. The 4-year-old girl demonstrating independent handwashing further exemplifies this expectation being met.
- Managing Emotions: When the 4-year-old girl was frustrated with her blocks, the teacher acknowledged her emotion ("I see you're feeling frustrated") but then immediately redirected her to problem-solving and self-regulation ("What could you try differently?"). This indicates an expectation that the child can begin to manage frustration by thinking through solutions or accepting suggestions, rather than relying solely on the adult to fix the problem or provide external soothing.
- Completing Tasks Independently/Following Instructions: During clean-up, the teacher gave a multi-step instruction ("put all the blocks in the yellow bin and the books on the shelf") and then expected the children to carry out the task themselves. Her verbal encouragement ("Great job putting your blocks away") reinforces that the expectation is for the children's independent action. This contrasts sharply with an infant, for whom the adult would perform the entire task.
- Delaying Gratification: The handwashing rule implicitly involves delaying the immediate gratification of eating snack until a necessary step is completed, a basic form of self-control.
In summary, the observations reveal a clear developmental progression in adult expectations for self-control. For infants, adults primarily provide external regulation and complete tasks on the infant's behalf. For toddlers and preschoolers, expectations shift towards encouraging nascent self-regulation, memory for routines, and independent task completion, with adults providing scaffolding and guidance rather than direct execution.
Sample Answer
Hypothetical Observation and Analysis of Adult Expectations for Self-Control in Children
a. Infants (Approx. 0-12 months)
Observation of an Adult-Infant Interaction (Hypothetical Scenario): I observed a caregiver interacting with a 6-month-old infant in a home setting. The infant was lying on a play mat, babbling and reaching for a toy. After a few minutes, the infant started to fuss, then escalated to crying. The caregiver immediately picked up the infant, began gently rocking, and hummed a soothing lullaby. When the infant spit up a small amount of milk, the caregiver promptly wiped their mouth with a burp cloth without any expectation of the infant holding it or assisting. Later, during playtime, the infant managed to grab a soft block, but then dropped it. The caregiver retrieved the block and placed it back in the infant's hand. When the infant showed signs of drowsiness by rubbing their eyes, the caregiver dimmed the lights, sang softly, and rocked the infant until they fell asleep. After a short period, the caregiver noticed the infant squirming, checked their diaper, and changed it quickly and efficiently, handling all aspects of the task themselves.