Balancing Child-Initiated and Teacher-Directed Choices
We want to imagine young children as “problem solvers” because children benefit from being allowed to make choices that they and we consider important in many ways. They can learn about cause and effect in a way that is personally meaningful. When they see that adults not only trust them to make choices but hold them accountable in consistent, reasonable, and logical ways, they become more confident. Our image of them as decision makers is also informed by observing what they are able to do unassisted and the kind of initiative they exhibit independently. The keys to balancing when and how children can make decisions are good judgment, intentional role modeling, and a thorough understanding of each child’s capabilities and interests.