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Social
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At home
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At home
Helping Your Child Learn to Share, Gently
Help a child practise sharing through everyday routines — turn-taking games, modelling sharing yourself, naming feelings, praising attempts not perfection, and never forcing it. Sharing develops over years, so keep practice small, playful and low-pressure.
Read the answer AnswerHelping your child practise social skills in everyday routines
Everyday routines are the best classroom for social skills. Take turns, name feelings, pause to let your child respond, and follow their interest — short, warm, repeated moments across mealtimes, bath and play build the back-and-forth that social skills are made of.
Read the answer AnswerHelping Your Child Practise Social Understanding at Home
Build a child's social understanding inside everyday routines — name feelings, take turns, pause to invite a response, and narrate why people do things. Little and often, woven into mealtimes, play and walks, does more than any special programme.
Read the answer AnswerHelping Your Child Practise Socialising in Daily Routines
Turn everyday routines — meals, dressing, play, walks — into short, warm, back-and-forth exchanges. Take turns, share attention, get face-to-face, wait for a response, and praise the attempt. Frequent small moments build social skills better than occasional big efforts.
Read the answer AnswerHelping a child learn through special interests at home
Use your child's special interests as a built-in motivator inside everyday routines — counting favourite toys at mealtime, narrating loved themes at bath time, taking turns and gently widening the topic — to grow language, interaction and flexible thinking while keeping joy at the centre.
Read the answer AnswerHelping Your Child Practise Turn Taking at Home
Help a child practise turn taking through warm, repeated everyday play: use a clear 'my turn, your turn' rhythm, keep early waits short, weave it into routines like rolling a ball or snack time, and celebrate every turn so it stays joyful.
Read the answer AnswerHow to Manage Biting in a 1-Year-Old
Biting at one year is normal communication — usually teething, big feelings, tiredness or curiosity. Respond calmly with a short clear message, redirect to a safe outlet, name the feeling, and meet the underlying need. It typically fades as language and self-soothing grow.
Read the answer AnswerHow to Manage Biting in a 2-Year-Old
Biting at two is a normal way toddlers cope with big feelings before words arrive. Stay calm, attend to the bitten child first, name the feeling, and give your child words and chew alternatives. With consistency it usually fades; seek a check if it persists past three or comes with few words.
Read the answer AnswerHow can a caregiver manage biting in a 3-year-old during the day?
Biting at three is common and developmental, not a sign of a troubled child — it usually means big feelings with too few words. Stay calm, respond the same way every time, name the feeling, give the words, and teach better alternatives. Most biting fades within weeks; seek a friendly check if it is frequent, intense, not improving, or paired with very limited language.
Read the answer AnswerHow to manage defiance and saying no in a 1-year-old
A 1-year-old's "no" is healthy autonomy, not true defiance. Manage it with small safe choices, predictable routines, calm redirection and naming feelings — saving a firm "no" for safety. It's a stage to guide gently, and to mention at a developmental check if paired with delayed words, gestures or social response.
Read the answer AnswerHow can a caregiver manage defiance and saying no in a 2-year-old during the day?
A two-year-old's defiance and constant "no" is normal, healthy independence developing. Manage it by offering small safe choices, keeping routines predictable, giving transition warnings, naming feelings, picking your battles, and staying calm and consistent — guiding the stage rather than crushing it.
Read the answer AnswerHow can a caregiver manage defiance and saying no in a 3-year-old during the day?
Defiance and saying "no" at three is a normal sign of growing autonomy, not misbehaviour. Manage it with predictable routines, small within-limit choices, short positive instructions, calm-but-firm boundaries, and praise for cooperation. Consider a developmental check if defiance is extreme, constant across all settings, or paired with speech, social or learning concerns.
Read the answer AnswerHow to Manage Defiance and Saying No in a 4-Year-Old
Defiance and saying "no" at four are a normal sign of growing independence. Stay warm and calm, offer small real choices, keep a few firm predictable limits, name the feelings underneath, and praise cooperation. It settles with consistency over weeks — seek a developmental check only if defiance is constant across all settings or comes with delays in talking, understanding or playing.
Read the answer AnswerHow to Manage Defiance and Saying No in a 5-Year-Old
Defiance and saying "no" at five is a normal bid for independence. Manage it with calm consistency, predictable routines, small choices and warm praise for cooperation. Look closer only if defiance is intense across home and school or comes with aggression or communication difficulty.
Read the answer AnswerHow to Manage Hitting in a 1-Year-Old
Hitting in a 1-year-old is normal communication, not aggression — they have big feelings and no words yet. Stay calm, keep everyone safe, name the feeling, redirect the hands, and praise gentle touch. Consistent warm responses help it fade as language grows; no punishment is needed.
Read the answer AnswerHow to Manage Hitting in a 2-Year-Old Through the Day
Hitting at two is common and developmental — the brain's feelings outrun its words and impulse control. Stay calm, keep everyone safe, name the feeling, and teach a better action consistently. It usually settles as language and self-regulation grow; seek a friendly check if it's intense, persists past age three, or comes with very limited speech.
Read the answer AnswerHow can a caregiver manage hitting others in a 3-year-old during the day?
At three, hitting is usually big feelings outpacing words, not a behaviour problem. Keep everyone safe, calmly name the feeling, block the hand, and teach a replacement skill — words or a calm-down move — while preventing tiredness and hunger triggers. Most hitting fades with consistent warm responses; seek a check if it's intense, frequent, self-harming, or not shifting over weeks.
Read the answer AnswerManaging Hitting in a 4-Year-Old
Hitting at four is usually communication, not defiance. Stay calm, keep everyone safe, name the feeling, and teach a do-instead behaviour consistently. Prevent triggers like hunger, tiredness and hard transitions, and praise gentle moments. Look closer if hitting is frequent, intense, paired with limited speech, or not easing with steady support.
Read the answer AnswerManaging Running Off in Public in a 1-Year-Old
Running off in a one-year-old is normal exploration, not misbehaviour. Manage it with close physical containment (hand-holding, prams, reins), predictable short outings, energy outlets in safe spaces, and calm warm redirection — not discipline, since toddlers this age cannot yet follow rules or judge danger.
Read the answer AnswerHow to Manage Running Off in Public in a 2-Year-Old
Running off is typical for a 2-year-old who can run but can't yet judge danger. Manage it with routines, safe physical limits, plenty of practice in calm places, and warm praise for staying close — not punishment. Check in with a clinician if your child shows no awareness of danger or limited social responses alongside the bolting.
Read the answer AnswerHow can a caregiver manage running off in public in a 3-year-old?
Running off at three is common impulse-driven behaviour, not naughtiness. Manage it with prevention (reins, hand-holds, secured exits) plus practising a calm 'stop and wait' routine and spotting triggers like noise or tiredness. Seek a developmental check if bolting is frequent, shows no danger-awareness, or comes with speech or social differences.
Read the answer AnswerManaging Running Off in Public in a 4-Year-Old
Running off at four is common and usually about excitement, escape or not yet grasping danger. Manage it with a clear rule set in advance, a practised "stop" word, holding hands in risky spots, anticipating triggers, and warm praise for staying close. Seek a developmental check if it's frequent, dangerous, or paired with speech, social or attention differences.
Read the answer AnswerHow can I help a young child with biting?
Toddler biting is usually communication — frustration, teething, big feelings or no words yet — not bad behaviour. Stay calm, name the feeling, give the missing words or a safe chew, watch for triggers, and praise alternatives. It typically fades by age 3 as language grows; persistent intense biting or biting with other developmental concerns is worth a developmental check.
Read the answer AnswerHow can I help a young child with defiance and saying no?
Defiance and saying "no" in young children is usually a healthy sign of growing independence. Help by staying calm, offering small choices, keeping routines predictable, and naming feelings. Seek a developmental check if defiance is extreme, dangerous, persists past age 5, or comes with speech, social or learning concerns.
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