Why You Shouldn't Get Upset with Your Baby for Throwing Things

Category	Physiology

⏱️ Reading time: 3 minutes

Throwing things is not misbehavior — it’s a normal part of learning. Babies explore how the world works, training coordination and cause-effect thinking. Instead of punishment, offer safe options for throwing and support your child’s curiosity with calm and clarity.

What’s Inside

💡

Quick takeaways

Throwing objects is a normal and important developmental stage.

It helps your baby develop motor skills, thinking, and an understanding of cause and effect.

A negative adult reaction can interfere with learning and cause anxiety.

Don’t forbid — offer alternatives: what can be thrown, and where.

Instead of punishment — respond calmly, with humor, and support their initiative.

What’s happening developmentally

From around 6 months, babies begin to consciously wave, drop, and throw objects. This is a crucial part of sensorimotor development. At this stage, your baby starts to understand that their actions affect what happens next. They throw a toy — it falls, makes a sound, and gets a reaction from an adult.

👶🏻

It’s not mischief. It’s an experiment: “What happens if I do this?”.

This helps your baby:

understand cause and effect

develop object permanence (things still exist when out of sight)

build fine and gross motor skills

navigate space more effectively

Why You Shouldn’t Get Mad When Your Baby Throws Things

When a baby throws something, it’s not to "annoy mom." It’s curiosity. If the response is “No-no!” or visible frustration, they may:

Stop being curious — curiosity turns into anxiety

Start doing it “on purpose” for attention, even if it’s negative

Learn that exploring is bad

Babies at this age can’t regulate behavior like adults. They don’t understand consequences. Their job is to explore how things work. Our job is to guide, not discourage.

What to do instead of punishing

Instead of saying “Stop throwing that!”, try:

Provide a safe throwing area: soft balls, toys to toss into a basket

Narrate the action: “You threw a block. Look, it fell and made a noise.” Even examples with consequences are helpful: “You threw the spoon. The food spilled. Now we have to clean it.”

Set soft limits: “We don’t throw spoons. But we can throw the ball! Let’s play.”

Stay calm and use humor — your baby is learning, not acting out.

How it helps development

Supportive guidance:

Builds confidence and curiosity

Teaches self-regulation and respectful boundaries

Strengthens parent–child trust

Lays the foundation for effective learning and initiative

🧡

With care

Our articles are based on evidence-based medicine and reviewed by pediatricians. However, they do not replace a consultation with your doctor. Every child is unique — if you have any concerns, please consult a medical professional.

Essentials for baby care many parents choose

Some links in this article point to products or resources we genuinely find helpful for this topic. If you choose to buy through them, we may earn a small commission — at no extra cost to you.

Sources

Gopnik, Alison & Meltzoff, Andrew & Kuhl, Patricia. (2001). The Scientist in the Crib: Minds, Brains and How Children Learn. 10.1097/00005053-200103000-00011. https://www.researchgate.net/publication/232456333_The_Scientist_in_the_Crib_Minds_Brains_and_How_Children_Learn. Accessed 7 May 2025.

Rakison DH, Woodward AL. New perspectives on the effects of action on perceptual and cognitive development. Dev Psychol. 2008 Sep;44(5):1209-13. doi: 10.1037/a0012999. PMID: 18793054; PMCID: PMC3625364. https://pubmed.ncbi.nlm.nih.gov/18793054/. Accessed 7 May 2025.

Needham A. Improvements in object exploration skills may facilitate the development of object segregation in early infancy. J. Cogn. Dev. 2000;1:131–156. doi: 10.1207/S15327647JCD010201.

Thelen, E. (2000). Motor development as foundation and future of developmental psychology. International Journal of Behavioral Development, 24(4), 385–397. https://doi.org/10.1080/016502500750037937. Accessed 7 May 2025.

Liszkowski U, Carpenter M, Henning A, Striano T, Tomasello M. Twelve-month-olds point to share attention and interest. Dev Sci. 2004 Jun;7(3):297-307. doi: 10.1111/j.1467-7687.2004.00349.x. PMID: 15595371. https://pubmed.ncbi.nlm.nih.gov/15595371/. Accessed 7 May 2025.

Reddy, V. (2008). How infants know minds. Harvard University Press. https://psycnet.apa.org/record/2008-09489-000. Accessed 7 May 2025.

Erikson, E. H. (1950). Childhood and society. W W Norton & Co. https://psycnet.apa.org/record/1951-04438-000. Accessed 7 May 2025.

Tamis-LeMonda, C. S., & Bornstein, M. H. (2002). Maternal responsiveness and early language acquisition. In R. V. Kail & H. W. Reese (Eds.), Advances in child development and behavior, Vol. 29, pp. 89–127). Academic Press. https://doi.org/10.1016/S0065-2407(02)80052-0. Accessed 7 May 2025.

Parker, Claire. (2014). The Whole‐Brain Child: 12 Proven Strategies to Nurture Your Child's Developing Mind D.J. Siegel & T.P. Bryson London: Constable and Robinson, 2012. pp. 192, £12.99 (pb). ISBN: 978‐1‐78033‐837‐8.. Child and Adolescent Mental Health. 19. 10.1111/camh.12053_6. https://www.researchgate.net/publication/263111983_The_Whole-Brain_Child_12_Proven_Strategies_to_Nurture_Your_Child's_Developing_Mind_DJ_Siegel_TP_Bryson_London_Constable_and_Robinson_2012_pp_192_1299_pb_ISBN_978-1-78033-837-8. Accessed 7 May 2025.