You treat a very small child as a person who is already competent, and you say what is happening before it happens. Play is uninterrupted and largely unhelped. You wait before stepping in — not because struggle is good for them, but because the struggle is usually theirs to finish. Praise is replaced by description, on the view that a child working out what they think of their own work should not be interrupted by what you think of it.
What it asks of you
- Slowness — a nappy change becomes a two-minute conversation
- Sitting on your hands while something takes four times as long
- Dropping "good job" as a reflex, which is harder than it sounds
- A predictable enough day that a small child can anticipate it