Beneath the tantrum is the love – address the feelings and the behaviours start to resolve themselves

Arcadia Child My photos that have a creative c...

Arcadia Child My photos that have a creative commons license and are free for everyone to download, edit, alter and use as long as you give me, “D Sharon Pruitt” credit as the original owner of the photo. Have fun and enjoy! (Photo credit: Wikipedia)

When a child is acting out or having a tantrum, the question for me is ‘can I see past the kid’s behaviour to their Heart’? Even when my child is screaming ‘I hate you and want to hit you’ can I see her suffering?… and beneath that her love?

I reach to connect with her underlying needs and feelings and, in a sense, refuse to believe what she is saying or doing represents her innermost truth. I don’t mean we should ignore the behaviour, mind you. Limits that ensure everyone’s safety and wellbeing, as well as keeping property protected are very important… but I just do not believe that behaviour truly represents ‘who she is’! I keep looking and listening for clues of what is really going on and what is getting in the way of her being her highest, most loving self. What is she feeling, how is she perceiving this situation and how is the reality of this experience for her? Then I act with all that in mind – seeing her as Love, even in the midst of a storm of anger, fear or sadness.

My primary aim, then, is not to stop the ‘wrong behaviour’ but to re-connect, validate the feelings and meet the underlying needs. I do not deploy time-outs, consequences or other punishments to try and get her to do what I want. Instead, I slow down and try to listen and connect first. Amazingly, I find when that truly happens, when she feels deeply heard and understood, when her basic needs (not all her wants!) are met, the behaviour very often  corrects itself, as if by magic. She just needed to feel loved and seen for who she is. And when she feels safe and secure in my love, again, she wants to co-operate, she wants to work with me and find solutions for going forward together, because she too loves me.

This sounds romantic, but actually, it is based in hard science. Neuroscience now firmly tells us that kids cannot physically take in what we are saying to them while they are upset (and if they are throwing a tantrum or acting out, trust me, they are not in their ‘happy place’). When the brain is flooded by stress hormones, the pre-frontal cortex (the seat of reason, logic and empathy, among other faculties) pretty much literally shuts down. Then the part of the brain left in charge is the limbic system. The limbic system processes and records feelings. With the impulse-control center (the pre-frontal cortex) shut down, kids are now pretty much all feelings and impulses.

If (instead of punishing or banishing) we can take a minute, stay with them, listening, modeling calmness and, through our loving presence, validate whatever emotion is coming up for our children (because, let’s face it, all emotions are valid. You are never wrong for feeling what you feel – you just do – it is how you deal with those feelings that counts); if we can keep them and ourselves safe (physically preventing them from hurting anyone) while still baring in mind that they are, at their core, LOVE, they will in time return to centre. When all their emotions are spent, when they have expressed themselves to the full and they feel heard and held by us, in our caring heart – then they return to themselves, their pre-frontal cortex is ON again and now they can truly hear us. Now, that they feel accepted and loved, they can listen to any guidance we have to offer. By this point, I for one, don’t feel like pontificating or lecturing. Usually if the limits are clear (“I will not let you hit”, etc) then there is little need to explain why nor is there need to ask why they did it. If they’ve just been crying for 30 minutes or more, it is clear that they were letting go of a huge backlog of anger, fear or stress that was causing their behaviour to go off-track.

And so, this is it, the magic of positive parenting and why we don’t need to use punishments or rewards. When kids feel loved, connected and understood they most often want to co-operate. So, my main job, at any time, is to do what I can to keep that connection alive in my heart and in my kid’s.

This is work, the true work of parenting, for me. It is not always easy (AT ALL) and I am forever learning more… but this path of conscious, peaceful parenting feels good to me. You?

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If you are interested in the neuroscience there are many good books out there popularising this stuff and making it accessible to everyone. For a really easy to understand explanation of this stuff (the neuroscience of kids emotions and how they learn both to ‘behave’ and to empathise with others) I would recommend The Whole Brain Child by Daniel J. Siegel, M.D. and Tina Payne Bryson, Ph.D. which is also chock full of practical tips for applying this knowledge to your parenting.

Other related posts:

  • By Janet Lansbury: http://www.janetlansbury.com/2013/05/dont-fight-the-feelings/
  • By Julianne Idleman of Hand in Hand Parenting (founded by Patty Wipfler): http://www.handinhandparenting.org/article/parent-education-listening-and-limits/
  • By Genevieve  Simperingham founder of the Peaceful Parent Institute:  http://peacefulparent.com/how-to-set-limits-while-maintaining-the-connection/

    Enjoy exploring those, too. :)

Let’s not punish our kids for our mistakes

Angry? No... tired!

Angry? No… tired! (Photo credit: Sébastien Barillot)

Nika had her second ever ice-cream parlour (soy) ice-cream today. She loved it, of course… Unfortunately the combination of sugar, over-stimulation (mostly from hanging out with a well-meaning and super-fun uncle and auntie) and staying up past her bedtime proved too much for her. After a good, long cry, she fell asleep on my lap in the bathroom – before brushing her teeth!! Bless her…

I really felt for her, though. Those last 30 mins or so before sleep were really tough. She was obviously stressed and wound-up beyond belief.

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Often, I reflect on how many tantrums kids get punished or shamed for that were really caused by us, adults – stuff we did or failed to do to safeguard their basic wellbeing. It is natural and predictable that kids will get stressed and overwhelmed when they are in very noisy, busy environments, when they eat stimulating foods (including sugar and artificial colourings), when they fall out of their routine (or have none to begin with), when they are exposed to lots of new people or transitions or things that stress them personally. If we put them in those situations (which, lets face it, sometimes is inevitable) is it fair if we then turn around and punish them for being over-tired and stressed and expressing that through off-track behaviour, tantrums or crying? Do we adults not get more ratty and impatient and ‘moody’ when we have had a stressful, tiring day?

If we really can’t prevent these over-stimulating factors to crowd their day on occasion, we have at least a duty, imo, to see the tantrum (or the off behaviour) coming and meet it with empathy and compassion rather than surprise, shock and anger.

And, hey, I think limits are important. All feelings are acceptable but not all behaviours are. I think ‘teaching’ kids how to deal with their big emotions in appropriate ways is vital… but we do not do this best through punishment – quite the opposite. Punishing a kid who is already stressed out of their brain only compounds the problem and makes them feel shame for their natural reaction to an unnatural situation they were put in, in this case.

Furthermore, I believe (drawing from research in this area) that kids learn to control their impulses and to express their emotions in socially ‘appropriate’ ways, primarily through observing and living with our example of how we deal with our emotions. the calmer we are, the calmer they can learn to become, essentially (assuming their brains are wired  along ‘neurotypical’ lines). Kids also internalise how we treat them when they have big emotions. If we listen and show compassion for our children when the big waves of feeling are arising, they in time will learn to connect with and express their own feelings, knowing they are valid and accepting them as they come up. They also learn to become naturally caring and empathic towards others, as their first response.

So, yes, supporting kids to behave in socially acceptable ways even when they are angry or tired is very important to me. But the first step to that is empathy, always empathy, not punishment or shame.

Parent peacefully BECAUSE it is hard for you

“Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom.” Victor E. Frankl

So often I hear how hard it is to break away from the way we were parented to parent differently, more peacefully, more calmly. It takes every ounce of energy we can muster not to react how we were reacted to, not to continue a cycle of parenting violence that did not serve us but that we seem powerless to stop ourselves from repeating.

An icon illustrating a parent and child

An icon illustrating a parent and child (Photo credit: Wikipedia)

I was brought up really quite peacefully. This is often thrown at me like a weakness in a ‘you have it so easy’ kind of a way. They are right. I do have it easier. Our brains are literally molded by the way we were parented. The fact that my parents did not beat or even ‘spank’ me, that they did not habitually yell at me and that their responses were not erratic and unpredictable has given me the ability to respond more thoughtfully and peacefully to those things that trigger me (and yes, I get triggered, too!)  And a life-time of spiritual practice has further helped re-wire my brain so that there is often a tiny bit longer pause between stimulus and response – so that I may choose how I want to respond rather than let my conditioning take-over or find myself reacting in ways I later regret.

Let’s be clear, though, I am NOT perfect. I am very much a work in progress, too. My husband and I have argued far more than I’d like, for example (and we are working on that, too). But generally speaking I am a relatively calm person and I find I often have a surprising amount of patience for my little one and that, in particular, I tend not to take her emotional outbursts personally. I can usually see past the mad to the sad (to quote my friend Tabitha). I can usually look past the behaviour and even the angry words to the underlying feelings and needs that are driving those behaviours. I can, in most cases, with some effort, reach in and find some genuine empathy for what she is going through, even when she is shouting that she hates me or is going to hit me or whatever… And I do think the fact that I was not punished, shamed or hit, yelled at or called names when I was growing up plays a part in making sure those are not my first responses to my child, either.

The other day, while I was speaking to a friend who was, in her words, ‘brought up pretty physically’ and who, like so many others is finding it hard to transition smoothly to positive, gentle parenting, it struck me that this is exactly why it is so important that we parent our children peacefully. We want their first responses to be loving and compassionate. We want their default setting to be to build connection, whenever possible. We want them not to have to struggle to change their own patterns in the future when or if they decide they want to live with more awareness and more peace in their heart – perhaps for the sake of their children.

And I know it is possible. I am surrounded by living examples of people who were brought up with repeated physical punishment and humiliation who are now choosing to bring up their children in more respectful, compassionate ways. I have friends who suffered repeated abuse at the hand of their parents and other family members and are now parenting in such gentle, loving ways they are an inspiration and a joy to behold. Their children, too, most often give out what they have received: respect, co-operation and attentiveness. Change is possible. I know this from my own experience, too. I am forever learning and growing (as I trust everyone here is) and working to overcome my own challenges – some of those deep and complex. And change comes.

Still, the harder you are finding it to move to peaceful, conscious parenting the more obvious it should be to you how very important it is that you do so. If there is in you yearning to parent your child/ren in non-violent ways that build connection, closeness and trust but you feel locked in by the conditioning that comes from how you were parented… then you know how much this stuff sticks. How we respond to our kids – especially in their first three years but throughout their childhood – shapes who they are, how they relate to others and how they react under stress pretty much for the rest of their lives until or unless they, like you, decide to get more conscious and put time and effort into building new habits. Let’s make it easy on our kids to be kind, gentle and empathic to others, in the future – let’s be kind, gentle and empathic toward them, now.

Gentle discipline 101: setting limits

141- talk to me daddyMy husband is a sweetheart. He is also a big kid (in the good sense) and LOVES to play with his daughter. He is great with the imaginative play, with crafts and (surprisingly) involving her in chores… but he is generally not so quick on the discipline front. I am the primary carer and do most of the limit setting, in our family. Recently, he has been wanting to get more involved in that side of parenting, too.

He doesn’t read much about parenting but he agrees positive, gentle discipline is the way to go not only because it feels right to us but because it works – and he sees our daughter flourishing under this approach. Today, I watched him apply a limit and thought it was ‘text book’ (in a Connection Parenting book, I assume), so I thought I would share, as it is such a clear example:

  • He set the limit (no riding the scooter indoors). He said it gently and with compassion but also firmly.
  • He held the limit (he literally held the scooter and said ‘I won’t let you ride in the living room’). His body language was clear, too. This was not going to happen (riding the scooter indoors) – but he was down at her level, speaking in a even tone and ready to listen as well as ‘tell’.
  • He empathised with Nika. He listened to and validated all her feelings for as long as she needed to express them – all her anger and sadness about this limit and not being allowed to do the thing she was set on doing. Mostly she expressed her feelings through crying. (He said things like: ‘I can see you really wanted to scooter in here. It looks so much fun, right? But it is not safe. You could slip or it could scratch our new wood floor or you could run over one of your toys… You can ride outside whenever you want. Just ask and you can go scooter on the patio’. He continued in that vein – although overall he did A LOT more listening than talking)…He also made room for negotiation and compromise. He  answered all her questions and in the end we  agreed on a compromise, she can ride sitting down (her suggestion) very slowly and carefully, she will help cleaning up the floor before riding, if there is ‘debris on the floor’ but she cannot whiz around the room. Scootering is now established as an outdoor activity in our family.

That for me is the simple formula for setting loving limits:

  1. set the limit
  2. hold the limit, firmly but gently
  3. listen and empathise to everything that comes up for the child in reaction to the limit

And you can use this formula for any limit you need to set from ‘no hitting or biting’ to ‘yes, mom really needs to go out now’ and if possible you stay with them for as long as they need to ‘tell’ you (usually in tears) how much that sucks for them or how angry or sad they are. And personally I find, whenever this process is complete, we all actually feel closer to each other and ready to again ‘shoal’, co-operate and move together as a family. I can feel it in me and see it in my daughter’s behaviour, as she invariably becomes freer, more confident and engaged.

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I share this knowing that time-outs are the choice of favour for many nowadays. And I understand that in a lot of ways time-outs are easier and have more immediately visible ‘effects’ however I do not think they are the best choice in the long run. I hope you will consider ‘loving limits’ as one of the (many) effective alternatives to time-out. And for anyone wondering, here are some articles that really go into the down-sides to time-outs:

– http://www.alfiekohn.org/parenting/supernanny.htm
– http://www.ahaparenting.com/parenting-tools/positive-discipline/timeouts
– http://www.parenting-with-love.com/do-time-outs-make-children-behave-better/
– http://genevievesimperingham.com/what-does-a-child-learn-when-theyre-put-in-time-out/

Fostering Self-Directed Play: ten tips to help pre-schoolers entertain themselves

After my last post on Nurturing Independence and Imagination: a Dance of Freedom and Reconnection Lucinda asks:

I don’t know how much of it is personality and how much is a reflection of my mothering, but from the get-go, I feel that my son has required a lot of attention and input and has a more difficult time playing on his own. It’s definitely been improving since he turned 2, but now that he is nearly 3, I still find that he requires almost-constant participation from me in all of his play (the rare exception being reading books, he will disappear and read books to himself for 20min at a time). Whether it be an art project or imaginary play or legos, he loses interest or just doesn’t want to do it unless I too am fully engaged. Any thoughts/tips on this? I don’t mind being his constant play companion, but sometimes I do have other needs and I do want to foster his independence.”

Dear Lucinda,

This is so clearly the question of a caring, involved and engaged mama… Thank you for sharing of yourself in this way, too. We all have times when we need to be able to get on with things and we hope our kid will not want to ‘help’ with absolutely everything all the time… And, yes, I do think personality – a kid’s nature – plays into it, for sure. Some kids are more dreamy and are off creating their own worlds, seemingly from the get-go. Others need a little more help. However, I will say, that all the RIE/low intervention parented kids I personally know tend to play well by themselves for long chunks of time, and though I haven’t seen any research on this personally, it does seems to be the experience of all those teaching and practicing these approaches, too. So it would appear ‘nurture’ has a fair chance of at least expanding most kids’ attention spans and helping them play and concentrate on something, on their own, for longer.

Here’s the thing, though, I am not perfect. I am still learning myself. And I am not an expert. I am a mom who likes reading and thinking and watching her kid and her friends’ kids at play. And I am willing to share what I have learned so far. Use only what resonates with you and serves your family.

Our aim here, then, is to help your child gain confidence in following and sticking with their own play impulses. To kick-start them into this new habit of sustaining independent play, you might need to put some extra energy into the system for a limited period of time (probably a few months – although it will get easier as you go). Of course, in the long run, the goal is to have them play by themselves more and more but to start with you can do things that will help them build the confidence and skill to play on their own and that will take some commitment from you. But you will be re-paid in both renewed closeness and increased focus and attention span.

Here are some of the ways we can support our kids to do that:

  1. Let your child pick the activity – he leads, you follow. Right now he is (clearly) not ready to just be left and for you to assume he can sustain the game on his own, so in this transition period you are going to do subtle things that encourage him to sustain an activity that he has started. But that is key. You mention art and crafts and legos… I am wondering, whose idea is it to play with those, usually? Was it yours or his? Adult-led activities will often need adults to carry them, too. So, your job to start with will be to observe him (as I am sure you already do) and follow him. Set a time, perhaps half an hour a day, in which you will intensively follow his lead in play. Anything he wants to play, you do it and once he has started it, you stay with him, pouring your enthusiasm into everything he does (not praise – we know that is not helpful – but genuine, heart-felt joy at the minutia of what he is coming up with, expressed through facial expressions and non-verbal cues as well as some choice, intrinsic-motivation-building words :)

    A Play Break

    A Play Break (Photo credit: emerille)

  2. Once he gets into something don’t interrupt. It is VERY easy for us adults to do. In fact, I see it all the time: a child finally gets into a groove and is doing something on their own for a minute and immediately an adult will step in with ways to ‘improve’ or replace what they are interested in: ‘look at that plane in the sky’, ‘why don’t you do this with that sand castle’, ‘why don’t you play with this, instead, it looks more fun’ – and hey presto you have pulled them off their simple but absorbing agenda and onto yours… Really, we need to make this a rule for all times, even outside this intensive half-hour, we have to learn to respect what they’re interested in by not interrupting to show (or worse still teach) him something ‘more interesting’. We all do it… and we could all benefit from doing it LESS. There are exceptions of course but your job, during this boot-camp phase is to REALLY, really tune into what turns him on, right now and follow that. Again you are helping strengthen his confidence in his inner compass. He knows what he wants to play, what he wants to explore – you are now showing him that you see that and think what is interesting to him is worth being interested in.  :)
  3. So,  in play, we enter our kids’ world – show him you ‘see’ this world he is imagining for and with you and that you believe in it. Wait to be invited in and take your cue from him as to what role he wants you to play in his game of choice.
  4. When in it, describe his world from his point of view. These are two really important points: first follow their gaze and actions to see what is important to them on a moment by moment basis – what is really interesting them in this toy/activity? Try and put yourself in their shoes and see it from their point of view. Secondly, put it into words. This ‘shared focus’ where you are talking about what they are thinking is huge. In a sense you are helping him build an inner dialogue about what he is doing (a practice he can continue without you, once you have helped him strengthen this muscle).
  5. Keep the environment simple. Waldorf educators have long been observing that the fewer toys you have the longer your kid will play with each one, by and large. If you find you have always a lot of toys about, consider starting a toy rotation where you remove and store some/most of the toys and leave out only the most current ones. If you pick ones he is not really into at the moment and remove those, he may not even notice or care but I bet he will be super excited to see some of them come back!
  6. Allow him to bow out of an activity whenever he wants to. Yes, sometimes he will flit from one activity to the next. That is okay. What you are primarily trying to develop is not long periods of playing the same thing… what you are trying to develop, really, is their ability to connect with their own desires and follow those freely, for as long as possible. Once that muscle is strengthened they can go for hours on end – but it comes from being natural and following their heart (even when it is acting like a summer-drunk butterfly).
  7. But likewise, allow him to stay with something for as long as he wants to (don’t judge it as too long in one game/song/pattern). Of course if you need to eat or if it is bedtime or the like, you need to interrupt. If so, do it sensitively, empathically as you would with any adult deeply engaged in something they love: give them fair notice (say a one-minute warning?), allow them to stop at a moment which is a natural pause, if possible, let them bring something of that play into the next phase of their day, if appropriate (e.g. let them bring a stuffed toy into the car… or a car into the bedroom) – and do let them negotiate appropriately around any of those (a courtesy you would also undoubtedly afford a grown-up)
  8. Switch off the TV (and the radio) – this is incredibly important. TV saps focus, it is constantly competing for our attention and often gets it. Background TV is the worst (especially for kids under about 2 – as they find it hard to distinguish background from foreground noise and it all becomes one big mish-mash of sensory overload). At least for that intensive half-hour where you are following his play-cues, switch off all background noise (well, not airplanes and traffic… but whatever you can) :p  More on the effect of TV on kids here. 
  9. Create emotional safety and freedom of (full) expression. This is SUPER important. Play is like a barometer for kids’ internal wellbeing. With my 2.5 year old I see that when she is stressed she ‘needs me’ practically all the time. When she is really relaxed and at ease within herself she plays independently for the longest periods. I observe that after a real, cathartic cry or rage is when she is at her most relaxed. It is like she has totally unburdened herself, she has emptied herself of all that emotional junk and now she is really FREE to play. You can learn more about that here, for example (with Hand in Hand Parenting – one of the leading lights in this understanding of how play and emotional expression reflect off each other and bring real learning and healing for children). I have also blogged about it here.
  10. Expect this process to take time and know that it may get ‘worse’ before it gets better, in other words, yes, you are going to have to invest time in going deeper into their world, for now but, you know, that might just become the high point of your day. And in the long-run you’ll be giving him skills that set him for a childhood, a life of knowing and following the rhythm of his own drum – giving him independence, creativity, self-regulation

But here is the thing, in many ways, you are re-training yourself – more than him. Most of us have developed habits which, though well meaning, actually do not serve our ultimate aims (of fostering kids who joyfully engage in self-directed play, for example). So, in a way this ‘boot camp’ is for you – so that if you have any of the habits that interrupt or weaken his play instincts, you can now ‘unlearn’ them.

As good as my kid is at entertaining herself, for her age… as soon as I do something interesting (in her eyes) she will abandon what she is doing to come and ‘help’ me. Doing the cooking is classic in this regard – and that is also a good thing (though the stuff of another post, no doubt). So, yeah, even trying our best, we will unwittingly interrupt them.

Plus, all kids go through phases in this regard, right? And still, even on a good day, as I have said before, my kid and my interactions are very much like a dance of independence and reconnection. She will play a little, then check in and gently demand interaction or ask to breastfeed… and then she is off again.

Boy playing with bubble wrap

Boy playing with bubble wrap (Photo credit: Wikipedia)

In a sense helping a child to become confident with self-direct play is much like helping them develop a healthy relationship with food. They need to eat when they are hungry and stop when they are full. You as a parent can get out of the way and help them recognise their own inner drives, in this case hunger and satiety, as well as build on their healthy appetites. Now, translate that to play. Let them recognise their own drives and desires when it comes to play, to trust them and follow them, to start what they want to start and stop when they are done with that game. It takes time and patience for them to really believe that they can lead in play – and that you trust them to create the best fun themselves.

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Finally, if you are in the mood for more reading, do check out one of the internet’s gurus on self-directed play, Janet Landsbury who rocks and has written about toddlers, here, for example:

But she has many great articles and she comes from this philosophy that has also inspired me so much: Magda Gerber’s RIE.

There are also lots of other awesome links sprinkled throughout the text. Enjoy those at your leisure.

Thank you again for reading and do come back with me with any more questions and I will help in whichever way I can (an invitation that goes out also to anyone reading this). With love, joy and thanks for sticking with me through such a long post,

Gauri

Toddler Tantrum ‘First Aid’

IMG_4151

IMG_4151 (Photo credit: justinhenry)

So, your 15 month old has started having daily meltdowns – how do you respond? So many people tell us to ignore them. That doesn’t feel right… but what is the alternative?

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We all know, connection parenting is 90% prevention… but what do we do when (despite or actually because of the safety of all that emotional closeness we have created) they begin to show some BIG feelings?…

Here’s the thing, when this happens our children are telling (or showing) us how they feel and, like with anybody, the most important thing for them is to feel heard and seen.

1. For me, the first thing is always to empathise: try and put myself in their shoes. What emotion is coming up for them (anger, frustration, sadness, jealousy…)? What triggered this? How would I feel in that situation? etc.

2. Then, I move in close, try and catch their eye and give them words/a story for what is happening, like ‘oh you couldn’t reach that *** and now you are really frustrated’.

What we are doing here is:

a) validating and acknowledging the frustration (and 15 months is a frustrating age, so much you just realised you want to do but you don’t quite have the motor skills or words to make it happen!!);

b) reassuring them we love them THROUGH their strong feelings (not suspending our love/affection when big stuff comes up for them);

c) by staying calm yourself we are helping them re-find their centre and begin to build the neural pathways for self-comfort in the future;

d) giving them the first tools in their future emotional intelligence kit – knowing how to recognise and name their own feelings (honestly, I know adults who are not in touch with their feelings well enough to say ‘I feel angry/sad’ right now). This is huge. In a sense we are helping them build their own future inner dialogue when big feelings come up. As they grow older we can continue to model and actively demonstrate ways to channel those feelings in a peaceful way – but the foundation is this: recognising and naming our feelings.

3. After that, I’d just stay with them until they are done ‘telling’ or showing me how they feel and then when they are ready offer a hug.

Meanwhile, you want to keep it light and match their energy to theirs (not over-dramatise, if they are ready to move on, move on with them :) – the most important thing is demonstrating that you love them, no matter what and all the time, and that their big feelings are safe with you (will not push you away). Isn’t that a lesson for life?

Bragging or sharing joy..?

Child 1

Child 1 (Photo credit: Tony Trần)

I once did a yoga class in the dark. My teacher used to always say, ‘yoga is not a competition, you only need to chart your progress against yourself: did you go an inch further this week than last week’?

I see parenting and our children’s progress the same way. There is no need to compare one child to another. Each is on their own unique, individual journey – one which is perfect for them. Is there a temptation even pressure to judge and compare, just to check they are doing ‘alright’? Sure… but it is so liberating in those moments in which we can totally transcend that.

A friend tells me: “my kid started walking at seven months” or “my child’s vocab has been burgeoning in the last few weeks.” Personally, I really appreciate and enjoy when people share facts like this with me about their children. They are letting me in a little to their lives and I love that. I feel like one of the family. And now, with toddlers, I often share deep belly-laughs for the antics of other cute, smart kids in our circle. I try only to measure each child’s progress (if at all) against their achievements when I had last seen them. When you view it like that, you become totally detached from the toddler-rat-race and able to rejoice in each child’s accomplishments.

In fact, in a way (as I have said before), I view them all as my children. What I mean by that is that I try and look through my mama-eyes at all kids and find the empathy, enjoyment and pride for all of them.

And I do not consider it bragging to tell me what a child has achieved… unless there is a value judgement that goes with it, some implication that therefore they are better than other children. Indeed, I think there is a fundamental difference between bragging and reporting facts. Bragging of the ‘this child is better than that one’ kind is ugly and stinks a little, too. But observing with loving interest what your child has been doing is not bragging, in my opinion. It is joy, shared. It is a fine line, I grant you. But there is a trend, nowadays, to feel you cannot talk about your child’s successes to others, lest it be seen as a kind of vanity. I guess, I am just appealing for a middle ground, balance. Yes, keep your value judgements (of good/bad, better/worse) to yourself. If you need to share them because they are burning a hole in you, keep them in the immediate family, I reckon. But do not hold back from sharing with me your factual observations of what your child has done. Do share with me, also, your feelings about this, please (sadness, joy, shame, hope, anger, pride, etc. are all, effectively, another kind of fact – emotional truth). Let’s leave it at that, though: fact and truth. Then we can all rejoice in the achievements and progress of all life’s children.