Tools for Your 2-Year-Old


Responsibility for Your 2-Year-Old

Now Is the Right Time!

As a parent or someone in a parenting role, you play an essential role in your child’s success. There are intentional ways to grow a healthy parent-child relationship, and working together to make responsible decisions is a great way to do it.

Responsibility means being able to consider how your actions will impact yourself and others, and making the fair, kind, and safe choice. Responsible decisions that children make when they are young may seem small compared to the major decisions that many teens and adults have to make. However, every decision that a young child makes gives them the opportunity to practice thinking through a problem and how their choices will impact themself and others. They are learning how to think ahead and how to do something that might not have been their first choice but is the fair and kind thing to do. Practicing this skill in early childhood lays the foundation for higher-stakes decisions in the future.

Two-year-olds are in the process of learning what it means to make a responsible decision, how decisions might impact themselves and others, and how to repair any harm done when they make decisions that are not responsible.1 Two-year-olds might be thinking, “Can I touch that toy? Is it ok to get wet in that puddle?” Two-year-olds will look to their caregivers for advice even though they may not always follow that advice – especially when the toy or puddle is very tempting. But, they are learning that there are different perspectives to consider when making a choice. As parents and those in a parenting role, you can support this learning, foster responsible decision making, and help your child understand what being responsible truly means – rather than just complying with rules to avoid consequences. This is a critical time to teach and practice responsible decision making.

The steps below include specific, practical strategies to prepare you in growing this vital skill and build a relationship with your child that includes reliable and unconditional support in making choices.

Why Responsibility?

Children learn about who they are and how they relate to others through sensitive, caring interactions with you. These interactions impact their ability to make responsible decisions that are fair, kind, and safe; to learn about and manage their feelings; and to trust in you as a caregiver. Your focus on responsibility is essential to developing lifelong habits of responsible decision making.

Today, in the short term, responsibility can create

  • opportunities for your child to have new experiences;
  • perspective-taking skills as your child begins to practice thinking about each choice from others points of view; and
  • a sense of pride that your child was able to make a responsible choice even when it was not easy.

Tomorrow, in the long term, helping your child develop responsibility

  • develops a sense of safety, security, and a belief in self;
  • provides a firm foundation for exploration, learning, and speaking up;
  • allows your child to build strong friendships and relationships;
  • builds skills in self-awareness, self-management, social awareness, relationships, and responsible decision making; and
  • fosters success in their personal and professional lives.

Five Steps for Talking About Responsibility Download a summary of the 5 steps

This five-step process helps you and your child in developing responsibility together. It also builds important critical life skills in your child. The same process can be used to address other parenting issues as well (learn more about the process).

Tip

These steps are best done when you and your child are not tired or in a rush.

Tip

Intentional communication and actively building a healthy parent relationship will support these steps.

Step 1. Get Your Child Thinking by Getting Their Input

Two-year-olds are highly active, exploring their environment and everything in it. They are adding new words to their vocabulary regularly but do not yet know how to name their big feelings. Frustrations with not being understood may result in them losing control more frequently. Despite your child’s new ability to use words, continue to pay close attention to their facial expressions, movements, and sounds in order to work on understanding what they are trying to communicate. Your effort to learn from your child will create empathetic interactions that let them know that you are interested in what they are thinking.

This will make a big difference for setting the stage for learning about responsibility. Watching your child as they begin to make choices will help you understand how much they have already learned about responsibility. Every child is different, and your own child may change from day-to-day in how responsible they are, depending on whether they are tired, hungry, with new people, or other factors. You are the person who will know your child’s cues better than anyone else, and you will be able to anticipate if they are about to make a responsible decision without help, if a subtle reminder will help them to stay on track, or if they will need more help.

In becoming sensitive to your child’s verbal and nonverbal expressions, you

  • show them that they can trust you to notice how they feel;
  • let them know that you will support them to make sure they understand what is a responsible choice;
  • will help them to be responsible if they are struggling;
  • let them know that they can trust you to see problems coming;
  • deepen your ability to communicate with one another; and
  • make sure they know that you love them unconditionally.

Actions

  • Each time there is an opportunity, ask your child, “How do you feel? How do you think I feel?” For example, if your child is with others who are all tempted to make a less responsible decision – such as wanting to knock down a big tower of blocks that a friend just built – help your child notice their own thoughts and reactions and those of the other children. You might even name what expressions and body language you notice.
    • “I see you and your friends are looking at Stephanie’s block tower. You are smiling at the tower but also looking to see where Stephanie is. I wonder if you might want to knock over her tower. That is tempting. How will she feel if her tower is knocked down? Do you think we should move away?”
    • You can also help your child make a fence around the block tower to help everyone remember to be careful.
  • When reading books, notice when the characters are about to make responsible or irresponsible decisions. Take a moment to pause the story and point out what you notice. “I think it was responsible to take the umbrella when they went to the park. The clouds in the picture look like they might rain.”
  • If your child is feeling unsure about how others are feeling — or buried in their own feelings — help them by sharing what you think others are feeling. You could say: “I wonder if that person is feeling sad because their head is hanging down and their mouth is frowning. Do you think they feel sad?” Or, “I think that person might be feeling angry because their face is red and their eyebrows are scrunched up. Do you think they feel angry?”
  • Practicing naming feelings will enable your child to identify their own feelings as well as others and seek support when they need it. This includes describing and naming the reason they are making one choice and not another. Pointing out the responsibility that they demonstrate will help them notice it and know it is there when the next challenge arises.

Step 2. Teach New Skills by Interactive Modeling

As a parent or someone in a parenting role, there is a lot to learn about understanding a child’s rhythms, temperaments, and needs. Because of all this learning, you will make mistakes and even poor choices. How you handle those moments can determine how you help build your child’s sense of responsibility. Offering yourself the grace and permission to not be perfect can ease your anxiety in responding to your child’s needs. Learning about developmental milestones can help you better understand what your child is going through.2

  • Two-year-olds are starting to see themselves as their own unique, individual person. They develop the understanding that they can have their own thoughts and feelings and someone else could have different thoughts and feelings.
  • Two-year-olds are eager to engage in imaginative play and, at times, cooperative play with other children. Children will gain vital practice with all of their developmental milestones through play.
  • Two-year-olds can show defiant behavior and test boundaries as they learn about the rules and attempt to understand your values.
  • Two-year-olds can recognize common feelings like happiness, sadness, and anger.
  • Two-year-olds may begin to experience separation anxiety when you leave them.
  • Two-year-olds can imagine what response might be appropriate or comforting in a particular situation.
  • Two-year-olds may struggle with asserting their needs or communicating when upset.

Teaching is different than just telling. Teaching builds basic skills, grows problem-solving abilities, and sets your child up for success. Teaching also involves modeling and practicing the positive behaviors you want to see, promoting skills, and preventing problems.

Actions

  • Explain why it is “ok” or “not ok” to make a certain choice. Be consistent in only allowing them to make choices that you say are ok and then helping them to begin to apply those responsibility guidelines on their own. When they make a responsible decision, show them that you noticed and tell them why you think that was a responsible choice. Offer support when it’s needed.
  • Read and “pretend play” together.
    • During reading time, select a book of faces to help your child learn to identify different feelings. Point out how you can tell what each face is feeling and practice recreating those cues with your child.
  • Share your thoughts and feelings. Talk about what you notice, how you are feeling, why you are feeling it, and what signs you are giving even when it’s not comfortable. “I see that you are playing with all of your favorite cars, and I am worried that you don’t want to share them with your friend. Do you see that I am pressing my lips together like this? That means I am worried. I am going to get out some different toys, so it will be easier to share.”
  • Talk aloud about the ways in which you respond to your own big feelings: “It made me feel so much better to tell you how I was feeling and to get different toys to share.”
  • Develop pride in making responsible choices. In addition to growing these essential skills that lead your child to develop responsibility, there are beliefs and attitudes that you can promote to help them too. For example, when your child uses language that ignores your advice, like, “No,” you may respond with:
    • “Sometimes it is not easy, but I know you can do it.”
    • “Do you remember last time when this was hard? You took a deep breath and were able to do it.”
    • “I wonder if we can help each other get through this challenge.”

Step 3. Practice to Grow Skills and Develop Habits

Your daily routines are opportunities for your child to practice new vital skills if you seize those chances. With practice, your child will improve over time as you give them the chance with support. Practice grows vital new brain connections that strengthen (and eventually form habits) each time your child works hard toward a goal or demonstrates belief in themselves.

Practice also provides important opportunities to grow self-efficacy – a child’s sense that they can do a task successfully. This leads to confidence. It helps them understand that mistakes and failures are part of learning.

To develop responsibility, it is important to practice thinking about what will happen next, consider other perspectives, notice the trusted adults that are always there to help, and remember that we are always working on being fair, kind, and safe.

Actions

  • Provide opportunities for your child to make responsible decisions that are just the right size for them. For example, putting their book back on the bookshelf after reading it is a right-sized opportunity to be responsible for two-year-olds. If this is something that is hard to do, you might offer reminders when you get it off the shelf, “We are getting the book off the shelf now, and then we can put it back later.”
  • Talk about responsible decisions in moments where there is no pressure to make one. For example, you can point out how good it feels to find your book waiting in just the right spot on the shelf. “Do you remember that we put this away after we read it yesterday? It is so easy to find because we were so responsible.”
  • Provide books, dolls, and other materials at home that let your child practice responsible decision making. When you are babysitting the baby doll, make the responsible choice to change her diaper before you take her outside to play. Point out that she probably feels a lot better now and that is what it means to be a responsible caregiver.
  • Initially, practice may require more teaching, but avoid taking over and doing it for your child.

Step 4. Support Your Child’s Development and Success

At this point, you’ve taught your child that you can be trusted to always be there when they need you, and they are starting to be able to stop and consider how a decision will impact themselves and others. They are beginning to recognize the pride and success of being responsible. You are allowing them to practice so they can learn how to ultimately make responsible decisions, independently.

Now, you can offer support when it’s needed by reteaching, monitoring, and coaching. This support also tells your child that you see the challenges they are facing and you are here to support them to make kind, fair, and safe decisions. Parents naturally offer support as they see their child fumble with a situation in which they need help. This is no different.

Actions

  • Initially, your child may need active support. Use “Show me…” statements and ask them to demonstrate how they can work hard toward a goal. When a child learns a new skill, they are eager to show it off! “Show me you can make a responsible decision by starting to put your toys away in the basket.”
  • Recognize effort by using “I notice…” statements like: “I noticed that you were uncertain about what to do, and you asked for my help! I love seeing that.”
  • On days with extra challenges when you can see your child is struggling to make responsible decisions, offer confidence in your child’s ability to calm down and try again. In a gentle, non-public way, you can say, “I noticed we took a short nap, and we are late for a snack. Our bodies might be hungry right now. Let’s get a snack and then come back and try later.”
  • Actively reflect on how your child is feeling when approaching challenges. You can offer reflections like:
    • “You seem to be having a difficult time making a decision. Can I help you decide on the next step?”
    • You can also offer comfort when facing new challenges. “Would your bear help you to feel more confident?”

Step 5. Recognize Effort and Quality to Foster Motivation

No matter how old your child is, your praise and encouragement are their sweetest reward.

If your child is working to grow their skills – even in small ways – it will be worth your while to recognize it. Your recognition can go a long way to promoting positive behaviors and expanding your child’s self-esteem and confidence. Your recognition also promotes safe, secure, and nurturing relationships — a foundation for strong communication and a healthy relationship with you as they grow.

You can recognize your child’s efforts with praise, high fives, and hugs. Praise is most effective when you name the specific behavior of which you want to see more. For example,“You tried hard to make that decision. That’s great!”

Avoid bribes. A bribe is a promise for a behavior, while praise is special attention after the behavior. While bribes may work in the short term, praise grows lasting motivation for good behavior and effort. For example, instead of saying, “If you don’t get your shoes wet in the mud puddle, I will give you a sticker” (which is a bribe), try recognizing the behavior after. “I see you made a decision to move away from the puddle. That was a responsible decision!”

Actions

  • Recognize and call out when it is going well. If your child listened to your request to stay by your side, notice the behavior. “I notice you stayed right beside me like we talked about. Thanks for making that decision!”
  • Recognize small steps along the way. Don’t wait for the big accomplishments – like being able to make a responsible decision without any help – in order to recognize effort. Remember that your recognition can work as a tool to promote more positive behaviors. Find small ways your child is making an effort and let them know you see them.
  • Build celebrations into your routine. Promote joy and happiness by laughing, singing, dancing, hugging, and snuggling to appreciate one another.

Closing

Engaging in these five steps is an investment that builds your skills as an effective parent to use on many other issues and builds important skills that will last a lifetime for your child. Throughout this tool, there are opportunities for children to become more self-aware, to deepen their social awareness, and to work on their relationship skills.

References

[1] Responsibility. PBS Kids. Retrieved on April 23, 2020 at https://www.pbs.org/parents/learn-grow/age-2/character/responsibility
[2] Pathways.org Developmental Milestones. Retrieved on January 8, 2020 at https://pathways.org.
Recommended Citation: Center for Health and Safety Culture. (2020). Responsibility. Age 2. Retrieved from https://www.ParentingMontana.org.
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