The psychology of children taking other people's things

Children taking things from others may be driven by curiosity or a vague sense of property rights, or may be related to factors such as lack of security, imitative behavior, and unmet social needs. Common reasons include insufficient self-control, deviation in family education methods, peer influence, psychological compensation mechanisms, and tendencies towards attention deficit hyperactivity disorder.

1. Ambiguous understanding of property rights

3-6 year old children often cannot distinguish between my and your concepts, which is related to incomplete development of the prefrontal cortex. Parents can enhance their cognition through item ownership games, such as preparing exclusive item boxes and using stickers to identify personal items. Avoid public criticism and calmly inform that this toy belongs to someone. If you want to play, you can borrow it from him.

2. Emotional compensation behavior

When parent-child interaction is insufficient, children may compensate for emotional deficiencies by obtaining items. Manifesting as a preference for taking plush toys or maternal items. It is recommended to ensure 20 minutes of high-quality companionship every day, using physical contact such as hugs. If hiding behavior persists, it is necessary to investigate whether there are sources of stress such as campus bullying.

3. Social imitation learning

Children will imitate when their peers or adults randomly take items. Parents need to review their own property management habits and clearly inform them of the rules for accessing public places. Role playing games can be used to demonstrate correct practices, such as placing items in the shopping basket unopened before checkout, to strengthen social norms awareness.

4. Hyperactivity tendency manifestation

Children with attention deficit hyperactivity disorder may exhibit unconscious retrieval behavior due to impulse control disorders. The typical manifestation is quickly discarding multiple items after taking them at the same time. It is recommended to record the frequency of behavior. If it occurs more than 3 times a week and lasts for more than six months, it needs to be evaluated by a child psychology department. Daily focus training such as wearing beads can be conducted.

5. Excessive control rebound

Strictly prohibiting contact with certain items can actually stimulate curiosity. Appropriate satisfaction strategies should be adopted, such as limiting time zones to experience taboo items. For candy and other items, a fixed weekly quantity can be agreed upon with the right to dispose of them independently. Establishing a reward mechanism and using tokens to accumulate exchange privileges is more effective than simply banning. Establishing regular item management routines can help with behavior correction, such as counting backpack items after school every day and organizing personal storage compartments every week. Prepare transitional items such as comfort pads to meet tactile needs, and set a wish list to delay fulfillment. Avoid reinforcing negative labels, focus on cultivating empathy skills, and understand others' feelings through picture book stories. If accompanied by lying, aggressive behavior, or lasting for more than 6 months, it is recommended to seek professional child psychological assessment.