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How easy it is to manipulate the choice of preschool children

The issue of manipulation in children is quite complicated. It is not only about the manipulation that you can get to do on your child, but what he or she can exert on you. In the event that you are the parent of a child under the age of three, you may know what that is.

Especially when your child gives you problems when eating or knowing how to play with. And dealing with those decisions is quite difficult to carry. Forming a judgment in the child and allowing him to be autonomous with his decisions can be complicated, or it can be quite easy to achieve.

In a recent study from the University of California, there is a perfect strategy to make children more autonomous and have a clearer view of their decisions. This study was conducted under the leadership of Emily Summer. In their view, children are more inclined to the last option they are considering.

Keep in mind the last option

They even dare to decide on this option, even if it doesn’t turn out to be the one they want the most. If you decide to choose between a chocolate candy and a carrot cake, they will surely take a step for that last alternative. In the case of adults, our mind is more likely to analyze and debate between options.

On the other hand, when the age is less than three years, it is possible to perform a manipulation in children in front of their decisions if an agenda is established (order of options), where the last option is presented as the solution to the equation.

The child’s mind makes a kind of equation and in order not to get entangled in the reflexive attitude, it is decided in most cases by the last option. That is, children are looking for the most available option and this is precisely the one offered at the end.

A study where 24 children participated

To reach clear conclusions of this study, we worked with 24 children whose age was less than 3 years. They were offered different options against 20 specific questions. For this they were raised the image of a bear that they named as Rori. Some examples of the questions were: “Will Rori want to eat apple or banana?”, “Are Rori’s pants blue or white?”

When the children were offered to make their decision by pointing to the image, 50% answered for the second option. But when they were to offer the answer verbally, the percentage of the election increased to 85%. So when a child decides to point, he does so in obedience to his point of view.

But, and this is where manipulation comes in, when he is sentenced to respond verbally, the child gets caught in the so-called phonological loop. And it is right there where he is most forced to opt for the last option presented to him. That is where the key is for manipulation in children’s choice to take effect.

What is the phonological loop?

What happens with the so-called phonological loop is that it is the way in which memory and hearing are linked, forming the ideas in the child’s mind. In preschool children, this loop is still in development.

What happens is that children do not yet have a very wide memory to understand the difference between the options presented to them. In his memory, the graphic association of the idea presented to them does not appear. So what they retain is the last part of the words that were offered.

The child’s mint then enters the verbal language loop offered. Whether two, three or four options, the loop makes you reflect and lean towards the last truth offered. And that is where you can start performing the manipulation so that the child has mastery over his ideas.

Use this knowledge in favor of your child

Obviously, as long as you are intelligent and take advantage of this knowledge in your child’s favor. The essence of this method of manipulation in children, is to focus on just two key ideas, when teaching your child to decide. You can create a wider phonological loop.

If you make proper use of this method and focus it according to the preferences you know of him or her, you can strengthen your criteria and give clues so that you have an autonomous thought.

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