What is Initiation in Childhood?
Initiation is a foundational skill in childhood—it’s the ability to independently begin a new task or activity.
From simple daily activities like getting dressed to complex tasks in kindergarten like putting away a backpack or starting classwork, initiative is the critical first step. When a child is constantly stalling, procrastinating, or simply staring off into space, it can be frustrating for parents. But this isn’t always about a child “won’t do” something; often, it’s a “can’t do” problem.
Recognizing the Struggle: Common Symptoms
If your child struggles with initiation, you may observe the following behaviors.
- Slow to get started: Sitting and staring at a blank page or project for extended periods.
- Stalling behaviors: Needing a water break, a new pencil, or a snack right before starting.
- Refusal or meltdowns: Having a tantrum or meltdown instead of beginning the assignment, even with support.
- Procrastinating: Avoiding the task until the very last minute.
- Behavior problems: Getting in trouble due to not paying attention or underperforming because work isn’t completed.
- Falling behind: Assignments are consistently late, and grades are suffering.
Understanding the Root Causes
Initiation is a core executive function skill, essential for all academics and life skills.
Challenges typically stem from one of the following areas.
- Executive function deficit: Difficulties with skills like planning, organizing, working memory, monitoring, and sequencing information.
- Low academic self-efficacy: A child doesn’t believe they can successfully complete the task. It’s hard to keep trying when confidence is low.
- Overwhelm: The task seems too large or complex. Depending on the child’s age and developmental stage, the pressure can lead to an emotional meltdown.
- Lack of interest or misunderstanding: The task is boring, or the child doesn’t know how to begin, lacking a clear plan or the necessary materials.
It is critical to note that differences in brain functioning are a significant cause. Children with ADHD, an Autism neurotype, Traumatic Brain Injury, or a recent concussion are likely to struggle with initiation due to an actual difference in brain development, not a lack of motivation or effort.
Effective Strategies to Empower Initiative
It is normal for children to struggle with initiation, and there are many Tips you can try at home. Parents, focus on support, not power struggles.
The Gradual Release Approach (“I Do, We Do, You Do”)
This method is a powerful way to help your child get started.
- I do (model): You do the task yourself first and model the steps explicitly. Example: You read the first sentence of the assignment aloud.
- We do (collaborate): You and your child complete the task side by side. Be sure to encourage and celebrate participation. Example: You and your child read the next sentence aloud together.
- You do (independent): Your child finishes the task independently. Focus on the win of getting started, not on immediate perfection.
Use Structure and Tools
- Use timers: Set a time limit or use timers (visual timers are often best) to help your child know the task is not endless. This builds momentum and helps with focusing.
- Manage the environment: Create a low-distraction environment for focused work.
- Break down tasks: Help them learn to make decisions by breaking an overwhelming task into small, manageable steps.
Tap into Intrinsic Motivation
If your child does not have a significant difference or disability, the issue may be motivation, often rooted in one of three areas.
- Competence: The child needs to believe they can do the work. If it looks too hard, they will avoid it.
- Relationship: They need to feel connected to the people who value the task (parent, teacher, etc.).
- Autonomy: Children feel motivated when they have some choice and ownership over their work. Stand by in a support role, but let them take the lead in how the task will be done and when they deem it “complete.”
Similar Conditions and Next Steps
Initiation issues can overlap with several conditions, and seeking help is often beneficial.
- ADHD: Struggles are common due to inattention, hyperactivity, and poor executive functions.
- Autism: A unique style of wiring: Children with this neurotype may struggle to initiate due to poor processing speed, a deliberate work style, or an intense focus on something else (perseveration).
- Anxiety: Worrying over how to get started can cause a delay.
- Specific learning disability: Challenges can impede progress in reading, writing, or math.
- Traumatic brain injury (TBI): Head injuries often result in trouble with task initiation.
If problems are significant or persistent, consult your child’s teacher, special education professional, school psychologist, or a private psychologist for a full evaluation to understand any emotional or cognitive development differences that may be impacting your child’s abilities.
Resources
- Anderman, Eric M. & Anderman, Lynley Hicks (2009). Classroom motivation.
- Brain Injury Alliance of Colorado. The Brain Injury Alliance of Colorado is the go-to resource for help and services for survivors of an injury to the brain, their families and providers. The Brain Injury Alliance of Colorado
- Cooper-Kahn, Joyce & Dietzel, Laurie C. (2008). Late, lost, and unprepared: A parent’s guide to helping children with executive functioning. Late, lost, and unprepared
- Dawson, Peg & Guare, Richard (2009). Smart but scattered: The revolutionary “executive skills” approach to helping kids reach their potential. Smart but scattered
- Lewis, Ph.D., Jeanne, Calvery, Ph.D., Margaret, & Lewis, Ph.D., Hal (2002). Brainstars. Brain Injury: Strategies for Teams and Re-education for Students. US Department of Education: Office of Special Programs.
- Siegel, Daniel J. & Bryson, Tina Payne (2012). The whole brain child: 12 revolutionary strategies to nurture your child’s developing mind. The whole brain child
