George Herbert Mead (1863-1931), philosopher and social psychologist, encourages Role-Taking, providing children the opportunity to pretend to be the images they perceive of their parents, caretakers and loved ones directly involved in their lives, through imitation. Under the age of three is not truly Role-Taking but preparation for it.
In Brooklyn, New York collecting her three-year-old daughter Suzanne from pre-school, Sybil mentions to another parent of Suzanne's undesirable table manners.
She said, “Suzanne whines at the table over her vegetable, stuffs her mouth with mash potatoes, and never says "please" or "thank you."
Robert Valett in Modifying Children's Behavior, says, “Although most parents do not consciously teach poor behavior, they are not always aware that they may actually be demonstrating and reinforcing such behavior.”
Mead states that after age three, children should engage in Play, the taking on of roles of specific other people. Play of this nature is the first step toward them viewing the world outside of themselves. Sybil mentioned, “Although Suzanne's table manners needs improving I become absolutely tickled whenever she dresses up as a nurse pretending to care for her ill baby (doll), Gail.”
By the early school years Mead further indicates that children are ready for organized games, in which their roles are real and must simultaneously be aware of the roles and expectation of all the participants. For example, a game of peewee baseball would serve the purpose of socializing the preschoolers to become conscious of social norms, values, and expectations.
The child experiences courage and responsibility for their choice when presented with having to make personal choices. Allowing the freedom to appropriate choices at the preoperational stage of their development builds a strong foundation for future learning. Riley says that “at early childhood, learning readiness is fertile for growth in skills geared toward choosing intelligently.”
Remember the objective. It is to generate moral character in the child through frequent practice of exercising freedom in decision-making/choices through age-appropriate situations providing for the development of a sense of right and wrong. It is equally detrimental to provide too many options for the child to choose from, as it is to manipulate their decision towards the parents' choice. It is crucial to carefully select situations that provide for choosing. Too many options can become exhaustive for the child. This would either result in a confused and insecure child or an overly permissive, spoiled child.
According to Riley the opportunity to make innocent decisions may be given to the very young. More serious situations may be given to the older children. At two years of age, choices may involve the freedom to choose between training pants and diapers. Or, at five years of age, it could be between bubble gum and a paint set. Later in life it will involve a job, a spouse, or a cause. Practice in the process of freedom in choosing is a must, considering the age and the ability of the child. When children are given practice in the freedom of choosing, they will develop decision-making ability, with the insight of knowing right from wrong, qualities required in having developed morals in a free society. They will have developed personal values and moral character from within, making them in essence their own true person.
