Approaching practice time is as much a psychological commitment as it is a time commitment for both parents and children. In order to strengthen the psychological aspect of the commitment, students must have success or they must at least perceive success. To this effect, approach music (or anything requiring consistency to master) from its simplest task. Simple means not complex or compound. For young children, select a group of notes (three? four?) where there is no doubt as to what the right hand must do, what the left hand must do, and what the final group of notes must sound like. Then segregate each part: play the right hand alone as many times as it takes to master the movements (with positive recognition for each successful repetition through a visual marker like a tally or sticker), play the left hand with careful attention to finger positioning (positive recognition as usual), then play hands together. If playing hands together remains difficult after several attempts, go back to what the student did best and then move on to a new group of notes or end play time on a positive note. The student should end play time with a sense of accomplishment, supported by visual reminders (stickers, tallies, etc.) of success and by praise for what was well done.