Development of a Child’s Will

Will is related to our capacity to make choices. Will is crucial in the child’s process of self-construction.  The child develops their observation skills, an awareness of life, and the desire to interact with their environment. During infancy (birth-3 years old) synaptic neural connections rapidly develop in the brain and the psychic organs are integrated: movement, intelligence, and will.

How can we protect the child’s capacity to make decisions, observe, and explore? 

  • Remove Obstacles
  • Do not interrupt
  • Use simple and concise words/phrasing
  • Nature Walks

Also, offer logical consequences.  For example, your toddler wants to bring their toy to school: “If you bring your toy to school, all your friends will want to hold it. Are you okay with that? Can you share? If you can share, great. However, if you can not share, are you leaving the toy at home or in the car?” Allow your child to experience the consequence of their choice. This enables the child to develop trust of the adults in their life and transfer this trust to the world.

The child’s will evolves into a self-disciplined adolescencent who makes confident decisions.  The teenager will be able to move into the next step of life.  Emotionally independent and willing to forgive and forget.  The young adult will live fully in the present.   

  • Make choices based on an understanding they have developed over time
  • Responsibility of their choices
  • Freedom
  • Independence

Language Work

Suggested Activities:

  • Rise and Shine!
  • Toileting, dressing
  • Feed pets
  • Enjoy making and eating a delicious breakfast
  • Clear your dishes: rinse and load dishwasher
  • Clean the table and sweep the floor

______

  • How are we going to be kind and helpful today?

______

  • Toileting break and wash hands
  • Food prep: biscuits and/or pulling the greens off of the cilantro and chopping? Child decides- (Substitute with anything leafy)
  • Clear your dishes: rinse and load dishwasher or hand wash and dry
  • Clean the table and sweep the floor

______

  • Set the table for a snack (placemats, dishes, utensils, glasses, napkins)
  • Light a candle

______

  • Outside: 1-1.5 hrs.
  • unstructured play or take a walk
  • Explore, great time for language and sensorial connections
  • Lunch and naptime (12-3pm)

_______

  • Wake-up sleepy heads!
  • Toileting
  • Snack
  • Choose work or go outside or both. Child decides- (3-5pm)

Plant Care

Suggested Activities:

  • Rise and Shine!
  • Toileting, dressing
  • Feed pets
  • Enjoy making and eating delicious breakfast
  • Clear your dishes: rinse and load dishwasher
  • Clean the table and sweep the floor

______

  • Plant care:
  • Indoor plants: Water, dust, wash
  • Garden outside
  • Pick some flowers for a flower arrangement
  • “Garden Song” by Peter, Paul, & Mary
  • Easel and/or watercolor paintings
  • Paper tearing and glue collage (tissue paper, wrapping paper, magazines, circulars, etc.)
  • Collage can be placed on top of dry paintings
  • Wash your hands (can turn into sensorial work- switch out scented soaps or soaps that make serious bubbles or colored soaps)

______

  • Dance Party!! TMSE recordings coming soon, YouTube, Spotify (Raffi, Hap Palmer, Ella Jenkins)
  • Food prep: biscuits or quesadillas? Child decides

______

  • Set the table for a snack (placemats, dishes, utensils, glasses, napkins)
  • Light a candle
  • Sing a song (at school we sing For the Golden Corn)
  • Child snuffs candle flame or blow out

______

  • Outside: 1-1.5 hrs.
  • unstructured play or take a walk
  • Explore, great time for language and sensorial connections