Saturday, July 27, 2013

11 Ways Your Child Loses When You Rush Him Through Life



“Why do you want your child to hurry up? Because you're done and figure he’s had long enough to finish? Because you have something else to do? If so, can that wait so that you can give your child the time he needs? Because you've promised to be somewhere? ... If you are constantly rushing from one place to the next (doctor’s appointment, haircut, playgroup, music lessons) have you taken on too much? Should you plan more downtime in your schedule so you have more time to be patient? More time for play and cuddles?” - phdinparenting

Description: http://www.ahaparenting.com/img/iStock_000011447049XSmall.jpgNow that kids are back in school and activities, are you noticing that life is too busy?  Most of us take it for granted that we're always rushing from one thing to the next. That we have a never-ending to-do list that keeps us from catching our breath, never mind catching a sunset together.

But it costs us.  And it costs our kids even more.  Our society is so hooked on adrenalin that we don't acknowledge the high price our children pay for our lifestyle.  Rushing our children through life:
1. Influences the developing brain. Your child's brain is being built every day, and the shape it takes depends on his daily experience. Some neurologists hypothesize that reinforcing neural pathways in a daily context of stressful hyper-stimulation creates a brain with a life-long tendency to anxiety and hyper-vigilance.

2. Increases the levels of stress hormones in kids' bodies, which contributes to crankiness, difficulty falling asleep, weight gain, and immune suppression.

3. Constantly interrupts their developmental work of exploring the world, so they lose their curiosity.

4. Overstimulates them so they can't process everything coming at them, which undermines learning.

5. Habituates them to busyness, so they become easily bored, craving electronic stimulation.

6. Overrides their natural inclination to "do it myself," sabotaging the development of competence.

7. Creates a chronic feeling of incompleteness, which steals the joy of mastery.

8. Makes them feel pushed and controlled, which triggers power struggles. Studies show this feeling--in adults who work at jobs where they're at someone else's beck and call--sends stress hormones sky-rocketing.

9. Keeps children from attending to their emotions throughout the day, so in the evening they have a full backpack of feelings pressing for escape. That triggers meltdowns and can eventually lead to addictions like food, media consumption and shopping, which distract us from our emotional baggage.

10. Keeps them from discovering and pursuing their own passions, which is necessarily a slow, organic process of experimentation and dabbling.

11. Forces them out of the groundedness of the present moment, into the breathlessness of scrambling to keep up, which undermines their authenticity and connection to deeper meaning.

Not to mention, rushing makes us less patient and less nurturing with our children, so it's impossible to parent well.  A mom wrote me the other day that after she got into a fight with her daughter, she realized she had been “too distracted, too busy, to slow down and just be kind.”

This week, notice how often you rush yourself and your child.  Notice the price you both pay. 
  • What can you change to slow life down?
  • How can you build more time into transitions so you aren't always rushing?
  • What small daily rituals can your family use so that everyone has a chance to connect to deeper meaning, rather than just hustling through each day? (Think deep breaths, gratitude practices, moments of quiet cuddling.)

And maybe even stopping to watch the sunset.

Friday, July 19, 2013

Please Don’t Eat The Marshmallow



In the 1960’s Walter Mischel conducted the now famous “marshmallow study’” at the Bing Nursery School at Stanford University. A researcher would let a four-year-old choose a treat from a tray and tell the child that he or she could eat the treat right away or wait until the researcher returned and have two.
About one-third of the four-year-olds could wait until the researcher returned fifteen minutes later. Most of the children could wait for three minutes before popping the treat into their mouth.
The study has shown a high correlation between those children who could wait and better school outcomes, including scoring over 200 points higher on college entrance exams than the children who ate their marshmallow in less than 30 seconds.
The ability to choose behavior, in this case choosing to wait for the second marshmallow to appear, is called self- regulation or self-control.
Self-regulation for children and adults demands a variety of skills. The child must trust the adults in the situation. I would guess that the children who could wait for the marshmallow also had adults in their lives who kept their word and who the children trusted.
Self-regulation requires that you feel safe. If you think that some one is going to come in and take your marshmallow while you wait, it makes sense to pop it into your mouth right away.
Self-regulation needs imagination and an ability to redirect focus. The child with self- control has to imagine something that is not there, in this case the second marshmallow,
and be able to think ahead. Children who resisted eating their marshmallow were able to redirect their attention on something other than the marshmallow. Researchers found that children, who were taught to imagine that the marshmallow was a picture and visualize a frame around the marshmallow, were able to resist temptation longer than they had previously.
Fifteen minutes of self-regulation at age four also involves experience and practice starting from a young age. A friend related watching her fifteen-month-old niece self- regulate at a family get-together. All the adults’ cell phones were on the coffee table along with one of her niece’s toys. My friend watched her niece walk over to the table and start to reach for a cell phone. But as she extended her arm, her niece stopped, and a pensive look swept over the toddler’s face. Instead she picked up her toy and sat down to play. At fifteen-months, self-regulation was already at work.
Living in an environment that promotes trust and safety helps the child’s development of self-control. Having positive experiences based on respect helps the child’s development of predicting a sequence of events.
Self-regulation is a foundational skill for success in all of life–physical wellness, emotional stability, positive social interaction and intellectual growth. Being able to control their thoughts and behavior gives our children a vital key for a life well lived.
Help create a place for our children to safely live with adult trust and respect so that they can imagine and redirect focus to wait and enjoy the second marshmallow for all their lives.

Friday, July 5, 2013

The Three Period Lesson



Montessori took the idea of the Three Period Lesson from the work of Edouard Seguin. He divided the lesson into three stages in order to obtain an association between an object and its corresponding name when he was working with his special needs children.
The First Period consists in pronouncing the necessary noun or adjective connected with the object very clearly, without adding any other information e.g 'This is smooth (help child to feel object), this is rough'. "Since the lesson in terminology should consist in establishing an association between a name and its object or with the abstract concept of the name itself, both object and name should strike the child's understanding at the same time, but only the name itself, and not some other word, should be pronounced. (The Discovery of the Child p 156, Chap 11).
The Second period begins a few moments later and is there to ascertain whether the child had managed to make the correct associations. The teacher asks the child questions very slowly and distinctly, using only the noun or adjective that has been taught e.g. "Which one is smooth? Which one is rough?" The child will be asked to point his finger at the relevant object and the teacher knows whether or not he has understood. This stage is the most important one of the three and comprises the real lesson and assistance to the associative memory.
When the teacher sees that the child understands she can repeat the question a number of times to confirm the relationship and fix it in his mind. If, however, she sees that he has been unable to do so she does not correct him, but suspends the exercise without letting the child feel in any way uncomfortable, and delays it until another day.
The third period is a rapid verification of the first one and consists of the teacher asking the child "What is this?" and the child replying appropriately "It is smooth" etc. Again this stage can be repeated a few times to aid the association. Montessori saw that this technique could be introduced to all areas of the curriculum where a child needed to make a particular association. What was important was that the teacher was sensitive to the developmental levels of the child. Should she discover that he was not ready to make the appropriate mental step, she should not in any way coerce or correct him, but should be content to wait for another opportunity.

http://www.montessori.org.uk/magazine-and-jobs/library_and_study_resources/teacher-training-study-resources/topics/the_three_period_lesson