What in general it children's independence? There are, perhaps, two aspects in which it would be possible to consider this concept. Strangely enough, development of these two types of independence very often requires absolutely different approach.
1. First, independence of the child in a concept of the tutor of kindergarten. The child rather skillfully for the age can serve himself - to put on, wash, eat, to tidy up toys, to make a bed, etc. For this purpose laborious work on creation and improvement of skills will be required from the kid. Day after day, hour after an hour, it is necessary to suggest to participate in necessary actions. It is necessary to praise in due time the child not only for each successful attempt, but also for the shown diligence, even just for the fact that he does not refuse to participate in household chores.
2. As a matter of fact, the kid is just trained not to create problems. It is undoubtedly very important for normal existence within usual living conditions. At education of such independence the performance of actions according to a certain schedule is appreciated, deviations from an order are welcomed only when help to make most too, but quicker or better. But what occurs if in attempt to make something the child makes a mistake? Let's say breaks a vase which tried to wash, or spoils pasta, trying to weld their first time without assistance? Yes, especially, if it about it was not asked? Most often, after such miss fight desire to do something independently, and, sometimes very for a long time off the child.
3. Here is how time here also rises an important question: what independence is cultivated in the child by adults? Habitual performance of the fact that it is told, or the true independence in decisions and acts? While the child is absolutely small, he constantly seeks to show activity, from the point of view of parents absolutely senseless and therefore subject to suppression. But how it was troublesome and difficult, it is necessary to try to find a reason for a praise and support in each action of the kid. Of course, it is unreal to praise for everything. Let's say for the spoon thrown on a floor, for frank whims or, say, for the torn-off wall-paper.
4. But if your kid smeared with cake a floor, find out whether he wanted to feed independently the first time a doggie? Before rushing for a rag, find time to tell what it the clear head and that next time you would like to feed a doggie together. A pencil scribble in your book or the first purchase by the teenager of a t-shirt – both is manifestations of the identity of the person whom you raise. If not to allow it to make mistakes, he will not learn and to live.