Helping Children Try New Things: A Research-Based Guide for Parents

Does your child struggle to try new things? If so, please know you are not alone!

We all want our children to be confident, curious, and willing to try new things, whether that’s joining a new sports team, tasting unfamiliar foods, speaking up in class, or walking into a new social situation. Yet for many children, novelty can feel overwhelming instead of exciting. Research shows that a child’s willingness to explore new things is deeply tied to their experiences of safety, emotional support, and the way adults respond to uncertainty (Al Mamun et al., 2025; de la Fontaine et al., 2025)

Understanding exploration through a motivation lens shows that intrinsic motivation, the internal drive to engage with new experiences, develops when core psychological needs such as autonomy, competence, and relatedness are supported (Al Mamun et al., 2025; Barbosa Cano et al., 2025).

When these needs are met, children are more likely to engage with novelty not because they must perform, but because they feel capable and connected in the process.

From a developmental and stress-regulation perspective, new situations naturally activate children’s stress systems. Unfamiliar experiences may trigger anxiety, uncertainty, or fear of negative evaluation, especially for children with trait sensitivity, neurodivergence, or a history of stress (Vietmeier et al., 2025). Children who tend to experience more anxiety or sensory sensitivities often need gradual, supported exposure rather than pressure. When adults respond with urgency, disappointment, comparison, or minimization, children may begin to associate all new experiences with threat rather than opportunity (de la Fontaine et al., 2025).

Psychological safety, the experience of being understood, accepted, and not rushed, is foundational for curiosity to emerge.

When children know they won’t be shamed or forced, their emotional systems are more likely to stay regulated, making exploration feel possible rather than threatening (Al Mamun et al., 2025). Parent-based treatments that help reduce anxiety-maintaining behaviors have shown promise in decreasing child distress and promoting approach behaviors in unfamiliar situations (de la Fontaine et al., 2025).

Here are a few things that can be helpful when a child is struggling to try something new.

Name what you notice. “I can tell you’re feeling unsure about this.”
Validate the feeling. “That makes sense, new things can feel strange at first.”
Offer a small choice. “Do you want to watch first or try for one minute?”
Make it tiny. “Let’s just do this one part, then pause.”
Support effort, not performance. “You didn’t need perfect, you just showed up.”
Debrief gently. “What felt hard? What felt easier than you expected?”
Plan next steps together. “Next time, do you want to try a little longer or the same amount?”

This type of scaffolding supports the child’s emotional regulation while still moving them forward in small, confidence-building increments (Al Mamun et al., 2025).

Parents can further reinforce exploration by leading with curiosity rather than pressure, using phrases like, “We can just see how it goes,” or “You don’t have to be good at it right away.”

Encouragement that acknowledges discomfort instead of trying to eliminate it, for example, “Feeling nervous makes sense, new things are unfamiliar”, helps children learn that discomfort is tolerable and temporary rather than something to avoid (Al Mamun et al., 2025; de la Fontaine et al., 2025).

Breaking experiences into smaller steps also honors autonomy and incremental success. Even brief attempts, watching a peer first, or participating for a short, self-chosen amount of time fosters a sense of control and willingness to try again. When praise focuses on effort and bravery rather than results, children tend to reengage after setbacks and develop genuine resilience (Al Mamun et al., 2025; Barbosa Cano et al., 2025).

Choice and ownership matter. Allowing children to choose when to try, for how long, or who they do it with supports autonomy, and with autonomy comes greater motivation. Children are far more willing to stretch themselves when they feel control rather than coercion, and when a supportive adult models curiosity and acceptance of uncertainty (Al Mamun et al., 2025).

When children are supported in this way over time, the benefits extend beyond any single new experience. They develop stronger emotional regulation, heightened self-confidence, and flexible problem-solving skills. Children learn to tolerate uncertainty, evaluate risk thoughtfully, and recover from setbacks without excessive fear or shame. These patterns support not only immediate engagement with novelty but also long-term well-being and adaptive coping as they grow (Al Mamun et al., 2025; Barbosa Cano et al., 2025).

Ultimately, helping children try new things isn’t about raising fearless kids; it’s about fostering self-trust in the face of fear. When parents prioritize emotional safety, autonomy, and connection, curiosity follows naturally. Growth doesn’t come from pressure, it comes from consistent support, patience, and belief (Al Mamun et al., 2025; de la Fontaine et al., 2025).

If your child continues to struggle with new experiences despite your supportive efforts, this is not a failure of you or your child.

Some children benefit from additional support, especially those with anxiety, sensory differences, trauma histories, or other developmental considerations. In these cases, working with professionals who understand emotional regulation, nervous system development, and gradual exposure, including therapists, pediatricians, occupational therapists, or integrative wellness practitioners, can be incredibly beneficial. Seeking help is not giving up; it is often the most compassionate and effective next step toward helping your child move forward.

Here at Well Mind Body we take a trauma informed, integrative approach when it comes to helping kids try to new things. If you or your child is looking for support, please know we are here to help.

Thanks for being here!

Dr. E

References

Al Mamun, M. A., Ahmed, A., & Nishat, M. M. (2025). Student mental health and academic motivation in the age of digital connectivity: A self-determination theory perspective. Social Sciences & Humanities Open. (ScienceDirect)

Barbosa Cano, D. et al. (2025). Self-Determination Theory-based interventions to promote psychological wellbeing in adolescents. International Journal of Environmental Research. (MDPI)

de la Fontaine, N. et al. (2025). Tele-SPACE: Group parent-based treatment for pediatric anxiety. Frontiers in Psychiatry. (Frontiers)

Spitzer, J. (2024). Supporting youth emotionally when communicating about new experiences. International Journal of Behavioral Development. (SAGE Journals)

Vietmeier, N., Tuschen-Caffier, B., & Asbrand, J. (2025). Social stress task with parental support decreases negative cognitions in children with social anxiety. Scientific Reports. (Nature)