Appetite, we have all experienced it. Even now as I write this section, my mind drifts to the pleasant memory of last night’s din­ner. There is a tempting slice of pizza left over and while I realize that I’m not really hungry, my memory tells me that the taste of mozzarella is something I would really enjoy, even though I had breakfast an hour ago. So how is it that our tummy says “No” to food, but our pleasure senses scream, “Bring it on”? That’s what appetite does. Appetite does not respond to need but to want. It’s a pleasure sensation, triggered by the sight, smell and memory of the plea­sure of food.

Unfortunately, we tend to interchange the words, hunger and appetite as if they mean the same thing. They don’t because they are two completely different biological processes. Hunger is a physical sensation. It is a response caused by a drop in blood sugar, which in turn sends a message to the brain calling for more food. Appetite on the other hand, is external and driven by desire, regardless of actual need.

How does this apply to toddlers and mealtime? If you’re the type of mother who is concerned that your child will not get enough food, there is a tendency to allow the child’s appetite to control what you serve rather than his actual hunger. You place scrambled eggs in front of your two-year-old, who rejects them outright — even though they were fine yesterday. So you ask, “Would you like toast instead?” When your toddler hesitates, you then say, “Okay, how about toast with a little jam on it?”

Wait! Who is in control here? Is it Mom or the child’s appetite? There will always be a time for fun foods, but when they are served to the point that Mom is no longer making the food decisions, then she fosters an unwelcome mealtime habit — the unpredictable spirit of the ‘picky eater’.

Because the health and safety of children is a big concern for parents, one simple way to keep your toddler safe in parking lots, or anywhere else when Mom’s attention is divided, is to direct your child to place his hand on the car. Using the phrase “hands on car” provides a concrete meaning to “don’t move” and is much more effective than Mom constantly repeating, “stay close to the car”, “stand still” or “stop”.

To facilitate the learning process and to make it fun for the child, you may consider placing a sticker of their favorite charac­ter such as Elmo, Pooh Bear, or Thomas the Train on the car, and then direct your son or daughter to place their hand on the sticker. We suggest you begin this training by practicing at home, in the safety of your own driveway.

“Hands on car” is another form of self-control and one that can be easily trans­ferred to other venues where you need your child to be still and safe. “Hands on the shopping cart”, “Hands on the counter” and “Hands on Mommy”, are all simple phrases your toddler can understand and obey. The small investment of time you put into this training can pay big dividends when it comes to the health and safety of your child.

Watching a wide-eyed toddler smile as Dad gently blows the tuft of silky hair of spring’s last dandelion heavenward and then, seeing the spontaneous clapping of little hands, bears witness to the amazing reservoir of joy he has and gives. A toddler takes his mother’s hand and pulls her toward the toy box because he remembers the pleasure of yesterday’s play and wants to share another similar moment. When little hands pull a face close to touch noses or plant a kiss, a world of turmoil comes under the spell of a toddler’s love. Toddlers have a unique and powerful persuasive­ness about them. They enjoy a time of innocence and play, when the joy of one discovery simply melts into the next and when every waking moment has a new adventure waiting just around the corner. The second year of life is an amazing, spontaneous, engaging, yet challenging time for child. Because his mind is driven by curiosity and a tendency to try and rule the world with a smile or a scream, it becomes essential to consider the many influence shaping his life.

Over the next several post, we will take up a number of topics specifically targeting the wonderful world of toddlers and how Moms and Dads can keep their little person safe, on track developmentally, and pointed in the ‘way he should go’. Enjoy.

• Think For Yourself: Okay, this isn’t my personal reason. This is from Toddlerwise. “The less skillfully you think, the more others will think for you” (page 63). There is a lot of knowledge available out there. There are a lot of differing opinions on how to raise children. No two systems are the same, obviously. If they were, there would be no need for both. When you read several different theories, you run the risk of confusing yourself and creating inconsistencies in your parenting. However, reading different theories can give you a deep pool of knowledge to draw from. You will be most successful at this if you understand your Beliefs and Goals (Toddlerwise) (found in this chapter) and can problem solve using those beliefs and goals (see Problem Solving Using Beliefs, Goals, Why, and How ). You must be able to discern what is right for you and your family. No book can tell you that. If you rely on a book, or several books, you will all be confused.
• Children Are Individuals: I have three children. While they all have similarities with each other, no two have been the same. When I had my second child, I had to consciously tell myself that she was not my son. She didn’t have the same preferences he did. For example, he hated to be cold. She hated to be hot. I could not treat her as the same baby that he was. My third child is, naturally, also an individual person. I haven’t had to remind myself to treat her as an individual now that I have been skillfully practicing that for over two years, but I have recognized that she is her own self. No book can successfully tell you what to do with your individual child unless you write it yourself, and by then it will be after you have problem solved and gotten to know your child. You need to learn how to think so you can take the principles you agree with and want to apply to your family and turn them into reality for your individual child.
• Books Are Short: No book can possibly cover every scenario you will ever encounter. You wouldn’t be willing to pay the price for that book–it would cost too much . If you know the “why” behind what you are doing, you can tailor things to your child as an individual. If you rely on “if X then Y” statements, then you will find yourself in a panic when X happens and the book didn’t cover it.
• Children Are Human: Your child is a human, not a math equation. She has emotions and physical pain and a mind of her own. Perhaps “If X then Y” is often true for your baby and for most babies. But along comes a moment when “If X is not Y”–it is actually B, or more accurately, some obscure letter you have never heard of before. Yes, this happens. If you rely on a list of equations, you will often be applying a remedy that is not going to solve the problem. And, interesting to note, that as you progress in mathematics, the problems become abstract. I don’t have personal experience with this as an English major, but my husband, the engineer, tells me this is true. So even advanced math is not as simple as “If X then Y.” Your child, the human, is more complex than any math problem.
• Bumps Are Normal: Without a doubt, even the easiest baby will come to bumps in the road. As I said, babies are human. Humans are not perfect. Your baby is no more perfect at being a baby than you are at being a parent. If you have bad days, if you make mistakes, rest assured your baby will too. Sometimes bumps are something predictable like a growth spurt. Sometimes bumps might just be because your baby is having an off day for a reason you will never know. The reasons for bumps are as varied as children are themselves. No book can predict all bumps and therefore it cannot tell you what to do in every situation. You need to know the why behind what you are doing so you can access the situation and handle it appropriately.

I hope I have effectively convinced you to learn how to think. If you haven’t done so, get your hands on this chapter, The Land of Good Reason, and read it. I think it is even valuable for a parent of a one month old. It will help you see the bigger picture of what you are doing and help you avoid becoming legalistic in your parenting.

My Blog: http://babywisemom.blogspot.com/

On Becoming Babywise II discusses the difference between childishness and foolishness on page 86. Childishness is on accident. It happens because your child doesn’t know or understand the rules. It is not because your child is directly disobeying you. Foolishness is on purpose. Your child knows the rules and disobeys anyway. It is important to evaluate if actions are out of childishness or foolishness because your response should be different in each case.

Babywise II explains it this way: Foolishness is a heart problem while Childishness is a head problem (page 87). The head problem simply needs information. The heart problem is a bigger deal because your child is choosing to do the wrong thing–choosing to disobey. Both require correction, but different methods of correction.

This might seem simple to determine, but if you have a child who is makes both childish and foolish decisions, you know that you as the parent often evaluate the situation incorrectly. Usually you are wrong in that you assume a childish action was done in foolishness. This can happen if you assume your child knows rules that haven’t been explained. You might assume your child should make connections that he just isn’t capable of connecting. Or you might be telling your child to do or don’t do something and he just doesn’t understand what you are saying. He lacks the vocabulary.

For example, you might tell your child to not run. First, does your child know exactly what running is? Even if he is running at the moment you instruct him not to, you can’t assume he will know what running is. He will think through what he was doing and try to figure out what you meant by “run.” Many will try to reenact things they were doing when they were told to not run in order to figure that out, especially if they don’t know how to say, “What does run mean?” Your toddler will be in the preschool years before he really can use words to clarify something like that. So be sure your child knows what it is you are asking of him.

You will see a lot more of the misunderstandings in the younger months. When your six month old blows a raspberry and splatters food all over you during lunch for the first time, you might touch his lips and tell him “That’s a no, you keep your food in your mouth.” The look on your face and tone in your voice will tell your baby he has done something wrong, but he won’t necessarily know what it was. Some might get it right away while others won’t. Those who don’t will usually repeat the action like a little scientist, trying to figure out exactly what wasn’t okay about what he just did. If you stay consistent, he will figure out more quickly what he did wrong. Your child will continue to be a scientist throughout his life as he grows up and tries to figure out exactly what is expected of him.

One morning we were in our church hurrying to our meeting. Our son Brayden was trying to hurry also, and started to run. I instructed him to not run. He was at an age where he knew just what I was talking about, so he didn’t run. He walked really quickly–you know that pace where they are so close to the run–, which wasn’t what I considered to be reverent enough for the church either. I might be able to expect an older child to know that if I tell him not to run that means he must also not walk quickly, but definitely not of a child this young. Also, I had made the mistake of telling him simply what not to do rather than adding in what to do. Further explanation helped him to know what it was I was asking of him. His quick walking in this situation was not a defiant action. He didn’t think, “I’ll show her; I’ll just walk quickly then.” His quick walking was a childish action. He did not yet know exactly what was appropriate and what wasn’t appropriate in the church.

Sometimes you will assume an action that is neither childish nor foolish was foolish. For example, a few days ago my daughter Kaitlyn (22 Months) was sitting on the potty. She reached out and unrolled some toilet paper. This is not something I have ever addressed with her. Brayden never touched it, so it hasn’t occurred to me to talk to Kaitlyn about it. This action was childishness. I told her we don’t play with the toilet paper. She told me “okay Mommy” then immediately reached up to it again. I started to give her my Mommy Glare and tell her that was a no when I realized she wasn’t reaching to play with it; rather she was rolling it back up as it was before she unrolled it in the first place. She was attempting to correct her wrong action. It is good to wait a moment to know exactly what your child is doing before you jump to your conclusion and start to discipline and correct.

In general, a childish act should get a verbal response from the parent. Tell the child no, explain what was done wrong, then instruct on what to do instead: “That’s a no. We don’t touch the toilet paper. Keep your hands in your lap.” You can certainly add things. If the child made a mess, you can have the child help clean it up. You can have the child correct any wrong that may have been done. Even if something is an accident, it still needs to be corrected. People don’t just get to walk away and say, “Oops.”

You can be sure an act was foolish when your child has already demonstrated an understanding for expected behavior in that situation. A foolish action will require more discipline. Exactly what you do and how you do it is dependent on the child. The child’s age, frequency of the offense, situational context, and the child’s overall behavior all factor in to deciding what to do (page 87). As the parent, it is for you to decide what to do.

Life with children is never cut and dry. Here is a story to illustrate. Brayden loves certain types of blankets. As he has gotten older, we have restricted where the blankets were allowed to be. At one point, they were allowed upstairs, but not on the main level. Then we decided it was time that they must remain in his room. I told him his blanket must stay in his room. He had a day where he left his room with it several times. This might seem foolish, but it was actually childish. He wasn’t leaving the room with it having decided to disobey, he just was in the habit and wasn’t thinking. The next morning, he left his room with it again. I told him that if he left his room with his blanket one more time, he was going to lose the blanket. I asked him if he understood, he said yes. I told him to leave his blanket in his room, he said “yes Mommy.” About 60 seconds later, he declared he needed a tissue and ran out of the room with his blanket in tow.

I knew that this was again a childish action. He wasn’t willfully defying me. But I also knew that something extreme needed to happen for him to have reason to remember the new blanket rule. I took the blanket as promised. I have never seen him so upset. He didn’t throw a fit, he was just emotionally upset at the prospect of losing his blanket. After a couple of minutes, he calmed down. He knew he had messed up and he was ready to take the consequence.

Later that day, I gave his blanket back. He was very grateful and told me he wouldn’t leave his room with his blanket any more. And he didn’t. So you can see from this story that childish actions still need correction. And just because the child understands something doesn’t mean it is automatically a foolish action.

Make the effort to figure out if your child is being childish or foolish. As you get to know your child, you will recognize cues like a certain glint in the eye when the child is knowingly disobeying. You will continue to misjudge. You aren’t perfect. I still misjudge Brayden, who is almost 4. But you will get better at it. Keep these things in mind as you determine if an action is childish or foolish:

• Don’t assume your child knows rules. Explain things to your child as age appropriate.
• Don’t assume your child will realize that if something is wrong, similar things are also wrong.
• Be sure your child understands what you are telling him.
• Be sure you tell your child not only what not to do, but what to do.
• Observe your child for a moment before assuming he is being disobedient.