A Sense of Real Accomplishment
Young Children as Productive Family Members
"The more he practiced the better he could do the task and in return, he felt better about himself."
"It surprised me how helpful small children can be. This project has made our entire family more aware of work that is involved in running ahome...Even my husband helps more now. My son asked one night, "Why isn't Daddy helping?" What a difference it makes when every pitches in..."
In all good early childhood programs, children are expected to take increasing responsibility for themselves and others. As a result, children develop greater self-confidence, become more self-reliant, and gain a sense of real involvement in their daily lives. How can teachers help parents see the many values of a similar approach at home? Parents' responses like those above were typical after we carried out a classroom project to involve children more in household tasks.
First, let us look at the various ways in which children have been viewed as productive members of society, and why it is appropriate for them to take a more active role within the family.
Changes in views of childhood
Until recently, children worked long and demanding hours in homes, farms, and factories, leaving little time for childhood. Several major events, including the unemployment brought about by the Great Depression, the introduction of child labor laws in the 1920's, the affluence of the post World War II era, and recent technological advantages, contribute to changes in American work patterns (Ingolsby & Adams, 19778). Early childhood professionals and families began to emphasize the need for children to experience a childhood free from adult work, problems, and concerns (Braun & Edwards, 1972).
As the American population changed from rural and producer-oriented to urban and consumer-oriented, families began to bear children to satisfy emotional desires rather than for the additional labor resources (Cogle & Tasker, 1981). Many other more recent factors, such as rising divorce rates, decreased in family size, increases in dual earner households, and complex work schedules have further affected the functioning of families (Masnick & Bane, 1980). Both men and women face the challenges of juggling careers and families (Lobodzinska, 1977: Sanderson, 1983).
Why share household tasks?
All parents must balance two responsibilities - to protect their children and to help children become independent and confident. Parents can encourage independence, self-reliance, and healthy self-concept by involving children in household tasks that are appropriate for their level of development (Cogle & Tasker, 1981).
Household tasks can be adapted to children's abilities and interests, and can be instrumental in helping children become cooperative and independent (Mitton & Harris, 1954). As they assist in the daily function of the household, children become more coordinated, learn to organize people and procedures, and develop a better understanding of interpersonal relation. Children also learn to carry tasks to completion and develop positive attitudes about the importance of sharing household responsibilities.
Children's active participation within the family helps them feel they are vital to the family's functioning. Clearly, children can benefit by sharing in household tasks.
Values for parents
The responsibility of maintaining a household with young children, especially for single parents or two-career families, can be overwhelming. Families often find that time, their most valuable resource, becomes a challenge to manage (McCullough, 1983). Since household tasks are a daily part of family living, they can either increase family togetherness or cause family problems.
In addition to the sense of well-being that comes with distribution the work load more fairly, parents will also come to better understand how children think and of what they are capable. many parents believe that children must be of elementary age before they are capable of performing basic household and personal care tasks (Walters, Stromberg, & Lonlan, 1957; Sweaney & Wallinga, 1983). However, children as young as 18 to 30 months of age imitate their parents at household tasks and even initiate some of the tasks (Rheingold, 1982). Encouraging young children to take part in family household chores while they still think it is fun may be an effective way to ensure participation (Kelly & Parsons, 1975; McCullough, 1983).
Some parents are concerned that their children may reject them if they expect regular help with household tasks (McClelland, 1976). However, when parents warmly acknowledge children's household efforts, the children in turn develop a sense of importance with no damaging effects (Nye 7 Hoffman, 1974; Vanek, 1974). In fact, children and parents can develop a better relationship while helping one another with household tasks.
With the many values for young children, and less parental time and fewer people to perform household tasks, it certainly is logical that all family members become productive members of the household as they are able.
The "Homework" project
In an effort to encourage parents to more fully involve their children in household tasks and to foster independence in young children, we began a 6-week project called "Homework." The project involved twenty-three 4-year old children and their families. We began by asking parents whether they believed their children could perform six tasks:
- set the table
- vacuum
- sort clothes
- save energy
- clean the bathroom after a bath
- wake up to an alarm clock
Only 9% of the parents strongly agreed that their young children could successfully complete these responsibilities. We were confident that these tasks were appropriate for the children, and planned classroom activities to introduce all six.
Each week after the preschool teachers demonstrated a "Homework" task for the children in the group, they divided into smaller groups to try out the task. For instance, the teacher demonstrated how to operate several vacuum cleaners safely. Then the children selected a vacuum cleaner that looked most like the one they had at home and practiced vacuuming under the teachers' supervision. This procedure ensured that the children knew how to do the task before they were asked to did at home.
We then gave a form to the parents which provided directions for carrying out the activity at home, offered helpful suggestions, and included a brief evaluation (Figure 1). We asked parents to place a colorful sticker on the form each day the a task was completed and return the form at the end of the week so we could evaluate the success of the "Homework" project.
Responses to "Homework"
Throughout the project, the "Homework" tasks were well received by the children. They eagerly anticipated each new task and requested more when the project was completed. Their enthusiasm was matched, if not surpassed by that of the parents. Children encouraged their parents to return the evaluations, and we telephone parents who forgot. The families were probably willing to return the forms because they were so pleased with the results, and we obtained an average response rate of 87% for the six tasks.
After completion of the "Homework" tasks, the parents' perceptions changed dramatically: 100% of the parents agreed that their children were capable of accomplishing the six tasks.
Many parents were surprised at their children's prowess and willingness to help. The parents also reported that helping their child complete the tasks initially took additional time, but was worth the effort. They indicated that their children showed pride in their accomplishments and were excited to show their new helping skills to grandparents and friends. These typical examples of parent responses:
"The 'Homework' tasks made fun for my child to help with the housework: it has been a great help to have the input from the school."
"I had no idea my 4-year-old could be so helpful."
"He liked the feeling accomplishment and participation with the family"
"It was a nice experience for both of us."
Directions: Since children enjoy being productive members of the family, we have another activity for your family to try. For this week's activity we are asking your cooperation in helping your child with floor care. Areas of floor care that children usually enjoy are vacuuming and sweeping.
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