Children’s independence in kindergarten programs is promoted in Australian early childhood education learning and development frameworks. As outlined in the national Early Years Learning Framework, Outcome 3, children develop a strong sense of wellbeing when “… developing abilities and taking increasing responsibility for self-help and basic health routines promote a sense of independence and confidence” (p. 44). Outcome 3 also speaks to children becoming strong in physical learning and mental wellbeing, when they:
- show increasing independence and competence in personal hygiene (p. 48), and
- assert their capabilities and independence while demonstrating increasing awareness of the needs and rights of others (p. 45).
For children in kindergarten programs, independence with self-care including toileting and dressing, along with a transition away from comfort items including dummies and bottles can be viewed through a developmental lens. While educators do not deny children comfort items that can soothe them and support their sense of security and belonging in the program, there is a necessary balance between comfort and ensuring development is not impacted.
A developmental lens on dummies, bottles, and nappies
From a developmental lens, the prolonged use of dummies beyond three years of age can impact dental hygiene and bone structure in the jaw. As shared by the Australian Dental Association (ADA), constant pressure from a dummy can push the teeth forward, leading to an improper bite when the upper and lower front teeth don’t align. Prolonged dummy use can change the shape of the mouth and the roof of the mouth, impacting jaw structure. Beyond two years of age, prolonged use may also increase the risk of ear infections.
The production of speech sounds can be impacted when a dummy in the mouth limits the tongue in exploring a full range of motion needed to make speech sounds. When speaking, the tongue, lips, teeth, and roof of the mouth are articulators that help to make speech sounds. The tongue is the most active articulator. Prolonged dummy use can cause physical changes in the teeth and when a dummy is frequently in a child’s mouth, the altered tongue position can result in speech difficulties and impediments over time. A child’s motivation to make sounds and use speech for communication can also be impacted as the mouth is already occupied in sucking on the dummy. Between 2-5 years of age, children’s speech and language accelerate, moving from single words to full sentences and complex stories as children use speech to communicate with others, ask questions, and share ideas. Prolonged dummy use can impact children’s speech and language development.
Bottles past two years of age can impact children’s speech when the practice of chewing and swallowing various textures is limited. Prolonged bottle use can also impact oral hygiene, with potential issues including dental cavities and longer-term nutritional deficiencies. Children’s ability to identify hunger cues can be affected when increased liquid intake masks hunger.
For children who are typically developing, interoception refers to an understanding about the body’s internal senses or signals. For example, a sense of hunger, thirst, pain, or needing to go to the toilet. The sensations experienced in the body serve as a signal, motivating a child to use the toilet, eat, or drink. Independent toileting relies on interoception, although a routine can be established prior to children becoming fully aware of their body’s signals. As explained by the Child’s Bowel and Bladder Charity, ERIC (UK), “some children learn to recognise their body signals of a full bladder and bowel after they learn to use a potty or toilet and have developed a toileting routine”. Prolonged reliance on nappies can impact the development of a toileting routine even when children aren’t yet aware of internal signals from the body.
Supporting Independence
Developmentally, children aged 3-5 years are generally eager to try and do things by themselves. While this can turn a seemingly quick task or routine into a slower process, there is value in finding moments across the day where adults can step back and enable children to experience the process. For example, dressing oneself in the morning, changing clothes or adding layers across the day, putting on shoes, locating one’s belongings, and setting the table for a mealtime, are all experiences that teach children about cause and effect, self-awareness, responsibility, and that they are active members of family groups and the kindergarten community.
Carefully observing when a child needs support to be successful with a task is the role of trusted adults. For example, providing time and space to persevere with a tricky zip and being present to offer support when the zip is stuck can support a child’s motivation to try the task again. Simple strategies for supporting children’s independence across the day include:
- Encourage first attempts and perseverance before stepping in to help. Praise children’s effort in persisting with a task regardless of the outcome.
- Give children choice and enable them time and space to experience the outcome of that choice to support their understanding about cause and effect.
- Be positive about mistakes. Children may put their shoes on the wrong feet but simply asking, “how do your shoes feel on your feet today?”, is often enough to prompt them to connect with their body and consider if they need to adjust their shoes.
- Use visuals as prompts to help children remember and understand what comes next across the day. A visual showing what gets packed in a bag ready for kindergarten can support children to identify what belongs to them and what needs to be collected at the end of the kindergarten day. Labelling items and supporting children to recognise their name is also helpful.
- Along with visual cues or a visual schedule, timers can support some children to recognise the passing of time and tasks that occur at points across the day. When children know what is coming next and what is expected they are more likely to feel a sense of control and safety when attempting a task.
From a developmental lens, it is important to understand the benefits of independence for children’s physical learning and sense of wellbeing, and how continued use of dummies, bottles, and nappies can impact developmental and learning outcomes for children aged 3-5 years. While recognition and responsiveness to children’s comfort and security remain a priority, early childhood services and families can partner together to manage potential impacts on positive outcomes for children in kindergarten programs. Promoting and supporting independence at both the service and home provides continuity for children, with educators and family members aligning their approach. Should you be seeking support to help your child become more independent, please reach out to your service leaders so a plan can be co-developed and implemented with you to support your child’s overall development, learning, and wellbeing in our kindergarten programs.
Dr Melinda Miller
Director of Early Learning
Casey Goodman
Educational Leader (Reservoir)
