Teaching the danger: what to do when the baby starts to walk
Our baby grows older. He begins to leave the crib and car that was so comfortable for us to control it and decides to start walking and travel the world without limits. Until recently it was enough to place the crib away from dangerous elements and attend to the stroller while playing with it, but ... it turns out that now! my environment is a potential danger!
Corners, stairs, fires, knives, older brothers, carpets, etc. Suddenly we realize that everything we see can become an accident. So we began to place corner posts, barriers and locks across the house adding not to lose our son or half a second of view.
This is a new situation and it is normal that at first it becomes a little obsession, but can we protect it from everything? What if we take him to friends' houses? And in the park?
Useful tips that will help you at home when your baby starts taking his first steps
The need to teach danger
In the real world, which is where we are raising our children and we must not forget, there are dangers that escape us and are impossible to predict. In this way, just as we teach our son to eat alone or go to the bathroom in an autonomous way, we must teach them what is dangerous.
At the beginning of his experimentation of the environment the child has no stops, everything can be touched, sucked or thrown. Our duty is to teach you that NOT EVERYTHING IS POSSIBLE. We must make him understand that there are things that can hurt him and that are not appropriate. In this way, with determination and dedication, you will not be the one who pushes your child away from potential dangers, but he will be the one to avoid them safely.
Adapting the house
Teaching danger does not mean not preventing accidents. For example, if there is a ladder at home, in the first moments that the child still does not have the adequate psychomotor development to face them, we must place a barrier.
But despite the barrier is set, we must explain to the child through signs and words why the fence. At the moment when the child is able to go up and down stairs, that fence will be useless and we will have to teach him how to safely get off or explain that without an adult he will not have to go down. We must make him responsible for his actions.
This example can be translated into objects such as vases or even drawers. What we should not do is that at the beginning of his exploration suddenly and magically all objects that were at home are no longer within reach and that everything around is prohibited or have security locks.
In other words, we can not turn our living room into a giant cradle. We must show the objects that are there and based on patience and repetition explain those that are adequate and those that are not..
My son goes straight to the dangers, what do I do?
Children are not aware of the danger as we said before, and if you look a little more, probably the frequency of approaching the dangers is less than the anxiety that causes us.
It is important to be persistent, repeat without getting angry and reason at your level. It is normal that in the first months of experimentation the words DO NOT take over our mouth, that is why it is necessary to look for an exploration alternative.
Exploring is not dangerous
Remember that the child is exploring and let's put ourselves in his place for a moment. Everything you are addressing is a NO, all you want to see up close is a NO and everything you want to touch is an even bigger NO if possible. This way it is impossible to investigate and learn. Our duty is to give you an alternative.
For example, at home we have a dresser with four drawers. We do not want the child to open 3 of them, so we teach him that those 3 boxes should not be opened, but that the fourth drawer CAN be and also there he can keep his things.
First of all, we show you what is in the 3 drawers that you do not have access to because they are from mom and dad (secrets produce curiosity and the forbidden is more attractive). In this way he will already know what is there and when he realizes that they are not interesting and adding the rule explained and repeated will eventually end up not opening them.
But not opening those 3 drawers will not involve the frustration of not knowing what a drawer is, how it is opened or what it is for and your exploration needs will be satisfied.
Thus, if we teach what is dangerous instead of prohibiting what we consider dangerous, when the child visits other places with other standards he will accept them and avoid what he has been taught to be dangerous (access the kitchen, play with the plugs, opening drawers without permission, etc.), which will provide us with more peace of mind and reduce the chances of accidents occurring. This article is published for informational purposes only.You can not and should not replace the consultation with a Pediatrician. We advise you to consult your trusted pediatrician.