Tag Archive for parent child relationship

The Work of Children…and Adults

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Fred Rogers is credited with saying, “Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.” I agree. Alison Gopnik also agrees. She reviews research in her book The Gardner and the Carpenter which suggests:

  • Play helps children learn to interact with others. It allows them to practice negotiating and compromising as well as other social skills.
  • Exploratory play provides the opportunities for children to learn how things work. It helps them learn about their environment as well.
  • Pretend play encourages children to think about possibilities and options. It helps them consider potential responses to various situations. It provides an opportunity to learn how another person might think or feel in various situations. This can increase our children’s empathy and compassion.
  • As children play randomly with various toys and friends, unexpected situations arise. In response, our children learn how to better deal with the unexpected.

Review that short list of the benefits of play. We, as adults, will also benefit from learning and practicing those skills. And that’s not all. There are more things play provides that will benefit children and adults. For instance, play helps reduce depression and increase social connectedness. Play enhances a sense of personal agency. It promotes our ability to problem-solve. It improves our overall sense of well-being. What adult doesn’t want these attributes in their own life? And what parent does not want these attributes to grow within the lives of their children’s lives?

Mr. Rogers had it right. “Play really is serious learning,” but not just for children. It is “serious learning” for adults too. It’s “serious learning” for the whole family. With that in mind, I want to make a recommendation for you and your family. Take play seriously. Grab your children and play every day. Play a game. Play an imaginative, make-believe game or a board game. Engage in sports play. Play music. Playfully explore a new place. Meet another family and enjoy a playful time together. Choose whatever avenue of play you like best…just play…every day…play! Have fun… and reap the benefits of “the serious learning” of play for your whole family.

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The Success of the “Good Enough Parent”

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Donald Winnicott, a British pediatrician, coined the term “good enough mother” in the 1950’s. Today, however, many parents fear that “good enough” just isn’t good enough. They strive to become the “perfect parent.” But becoming a “perfect parent” just isn’t possible. In fact, striving to become the “perfect parent” will backfire and create even more difficulties. In fact, a study that involved over 700 parents found that the pressure to become a “perfect parent” contributed to parental burnout. In this study, 57% of parents reported symptoms of burnout in relation to their role as a parent. High self-expectations about what children “should be doing” and what opportunities they “should have” contributed to the pressure to become a “perfect parent.” Comparisons to other children and families also contributed to unrealistic expectations. Many parents see other families on social media smiling and having fun or in public as they put their best foot forward and think, “How are they doing all that? Why can’t I do it? What’s wrong with me?” We forget that we only see the positive side of their family life. In reality, they may be emotionally and physically exhausted and thinking the same thing about you.

Parental burnout had several negative repercussions in this study. First, parental burnout led to parents feeling more depressed and anxious. They became more irritable toward others in their lives. This interfered with their ability to have positive interactions with their children. Second, parents experiencing burnout tended to have children with more mental health issues like anxiety and depression as well. Children need healthy parents. The healthiest children also have parents who take time for self-care in order to manage their own emotional, mental, and physical health.

A third finding in this study, and the one I find most interesting, involved findings around what contributed to the healthiest children in the study. Specifically, “the more free play time that parents spend with their children and the lighter the load of structured extracurricular activities, the fewer mental health issues in their children.” Isn’t that interesting? When parents take time to engage their children in free play, it benefits their children. To have time for free play as a family will mean less time involved in structured extracurricular activities. In other words, the healthiest children and families did not succumb to the social pressure to achieve, the cultural expectation of over-scheduled lives, or the demand for involvement in multiple structured activities to prepare for future opportunities. They simply enjoyed one another. They probably still engaged in some structured activities, but a limited amount. They did not allow the cultural pressure for achievement and success to drive their family. Instead, they enjoyed time with one another in fun, playful activities. They didn’t feel the need to become the “perfect parent” with the “perfect child” who experiences “perfect success and achievement” in all areas to prepare for college and their future. Instead, they celebrated being a “good enough parent” with a happy child who experiences success in some areas while laughing and playing in even more areas. They enjoyed The Blessings of a B Minus…and the blessings of a healthy, happy family and child. Doesn’t that sound inviting?

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A Social Media Surprise

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A study that tracked 800 participants between the ages of 10- to 18-years by collecting data five times arrived at a surprising finding…a finding that may bring relief to many parents. This study suggests that teens who used social media actually spent more time with friends offline as well. That’s good news because face-to-face interactions (offline interactions) seem to be associated with positive mental health. Face-to-face interactions also provide opportunities to learn and practice positive social skills. What a surprising relief! Using social media did not reduce offline, face-to-face interactions. Instead, “higher social media engagement was linked with increased time spent with friends in person” as well.

(There was one group of teens for whom this was not true. If a teen struggled with social anxiety, using social media at a high rate puts them at risk of developing poorer social skills.)

Another study explored how digital communication impacted connectedness, positive social comparison, authentic self-presentation, civil participation, and self-control. This study suggests that teens fare better, have more positive digital communications that exhibit the above traits noted above when their parents actively engage with them around positive online communication and “know their way around technology.”

Social media and digital communication are rather new parenting challenges. It’s good to know that social media use does not reduce offline face-to-face interactions (except, perhaps, for those struggling with symptoms of social anxiety). However, that does not mean we simply let go and ignore how our children utilize social media and technology. In fact, as the second study suggests, our children learn to manage social media and technology in a healthy manner when they have an actively engaged parent who also manages their social media and technology use in a healthy manner. With all this in mind, let me offer two suggestions for all parents:

  1. Utilize technology and social media yourself but do so in a healthy manner. Don’t phub your children through “technoference.” Make sure your actions reveal that you love your children more than your phone, tablet, or computer.
  2. Remain actively involved in your children’s lives. Set healthy, age-appropriate boundaries on technology. Recognize that setting healthy boundaries will require some discussion as your children mature. Play games online and offline with them. Get to know their friends. Text, not just to check in on them or give them a directive, but also to communicate something fun in the moment. Most importantly, remain actively engaged in your children’s online and offline lives.
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Five Things Teens Want You to Know

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Ellen Galinsky, author of The Breakthrough Years, surveyed over 1,600 people between 9 years old and 19 years old and their parents. She collated their answer into five important messages teens want adults to know about them.

One, teens want adults to understand their development. All too often adults view teens as “deficient adults”–immature, moody, or risk-taking little adults. Unfortunately, that’s like calling a toddler ” a deficient preschooler.” Toddlers and preschoolers, like adolescents and adults, are two unique developmental stages in а person’s life. In the adolescent’s unique stage of development, exploration and adventure are necessary. They help the teen individuate, learn about their likes and dislikes, limits, and passions. One researcher noted that teens were “learning to be brave.” I believe they are also learning to be safe, to live their values, to impact their world.

Two, they want adults to talk WITH them, not AT them. They don’t want adults to simply tell them what to do. They want to discuss what to do. They want to be heard and considered in the process of finding a solution together.

Three, teens don’t want to be stereotyped. Even tweens and teens are unique, different from one another. Each teen is an individual with unique strengths and weakness, abilities and needs. Unfortunately adults (all of us I fear) too often lump all teens into same category… and the categories are often negative. For instance, adults often talk as if all teens are impulsive, at risk of addiction to any variety of things, hormonally driven and sexual obsessed, and rebellious. We forget that many teens have come up with creative solutions to community problems because they are willing to break with “the way we’ve always done it.” Many teens volunteer and show extreme kindness. Many teens do not use substances and love the outdoors. Teens have as much unique individuality as adults… Maybe more.

Four, teens want adults to understand their needs. In particular, teens want adults to understand their growing need for autonomy as well as their need for relationships and caring connection. They want adults to understand their need to feel supported & respected, especially by the important adults in their lives. And teens want to find ways to make an important contribution to their home, community, world.

Five teens want to learn stuff that’s useful.  They want to learn skills like goal setting, collaboration, communication, emotional intelligence, and perspective-taking. These skills build success overtime. They contribute to better relationships, effective work environments, greater work success, and healthier marriages and families. Who wouldn’t want to learn these skills!

Now you know these five facts teens want you to know. Think about ways in which you can apply this knowledge into the relationships you share with the teens in your life. You’ll find a greater joy in the relationship when you do.

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“Take 10” Before Answering Your Children

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Sometimes it’s best to not give your children an immediate answer. I know they’ll complain. After all, they want an answer “now.” However, there are times to “take 10” (or 20 or 30 or even a whole day) before answering. Not all answers come easily or quickly. In fact, let me offer 4 times it’s definitely best to wait before answering.

  • Don’t give an immediate answer when you’re distracted or busy. You might give an answer to a question you haven’t even fully heard. You might give an answer you didn’t intend. Only answer when you can give your full attention and thought to your child and their question or request.
  • Don’t give an immediate answer when you are upset or feeling guilty. When you feel upset or guilty you might “give too much.” You might answer out of our guilt rather than wisdom and values. You might answer out of anger about something unrelated to your children rather than answering out of love for your children and concern for their well-being.
  • Don’t give an immediate answer when your children are whining or yelling. If you give an answer during that time you will likely answer out of agitation or, if you’re in public, fear of embarrassment. If you answer by giving in to their request to avoid embarrassment, you have just reinforced their behavior. You have taught them an effective way to get what they want. You’ve taught them how to manipulate your answer.  Better to wait.
  • Don’t give an immediate answer when you’re feeling tired or insecure about your parenting. Once again, this may lead us to give an answer that doesn’t align with your family values.

If it’s best to not offer an immediate answer at these times, what can we do? How can we prepare for these moments?

  1. Before a situation even arises, establish your family’s core values and boundaries. Talk about those values often. Once your core values are established, you can base your decisions and answers on those values and boundaries. Remember, these are your whole family’s values and boundaries.
  2. Establish a healthy support group. It takes a village to be a good parent. Gather a group of like-minded parents around you. Support one another. When you’re not sure about how to answer a question or request, use a “lifeline” by calling a friend in your support group. Talk it through with them.
  3. Tell your child you can’t answer right now but you can tell them an answer at a specific time in the near future.  Remember, you want to give an answer that aligns with the values and boundaries you have established. You may need time to think about that answer. You may want to talk with a friend and “throw around some ideas” about the best response. An important caveat though–get back to your child by the time you stated. They need to know they can trust you to follow through on your word.
  4. Talk with your child rather than give an immediate answer. Ask questions. Talk about their request and what it really means to them. Talk about your concerns as well as areas in which you see their growth. Tell them how you are proud of them. Offer an age-appropriate explanation for your response so they can understand how it fits in with your family’s values and boundaries. Talking with your child about their request and your answer helps them learn to think through the request on their own, an important skill as they mature.

Put these actions in place and remember, you can always “take 10” before answering your child. In fact, it may be best to take a day to “sleep on it” before answering to make sure you answer wisely and in accordance with your values.

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The Benefit of Inaccurate Information

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We seem to live in days filled with misinformation, disinformation, and conspiracy. I find it frustrating and disappointing. Worse, I find it somewhat frightening for our children. But…then again… inaccurate information does offer our children benefits IF—and only IF—we develop and nurture a secure, stable, trusting relationship with them.

When children have a secure relationship with a reliable and trustworthy parent, they exhibit a greater ability to weigh the veracity of information they receive. They also show an improved ability to assess the reliability of the person sharing the information. Moreover, they tend to act on the intent of the information giver, not just the content they receive.

This is important for parents. After all there will be times in which we give our children inaccurate information. It may happen based on our own misunderstanding of the information or of the question asked. It can occur when we are tired. It may happen because we simply don’t know and thought we did. But it will happen. Truth be told (and I hate to admit this) even parents don’t know everything. As a result, we will share inaccurate information with our children at times. (For more, read The Perfectly Inadequate Parent.) But here’s one of the beautiful aspects of developing and nurturing a secure relationship with our children, one built on trust and reliability. When we make a mistake and share inaccurate information, they will recognize our intent to share accurate information. They will remember our character and integrity. Most importantly, they will act on our intent and our character, not the inaccurate information. They will correct any inaccurate or incomplete information we might have accidentally shared. (See An Amazing Parenting Insight Learned in Three Parts.) They will correct our inaccuracies and continue to love us, respect us, trust us, and turn to us.

Another benefit of inaccurate or misleading information involves strangers. When our children have a secure relationship with us, hearing inaccurate information helps them learn how to assess the reliability of a person and the extent to which they can trust that person. In other words, based in a secure relationship with a parent, inaccurate information helps our children learn discernment. That discernment will protect them from people who might try to take advantage of them through the dissemination of inaccurate information. It will protect them in this age of misinformation, disinformation, and conspiracy. In this way, inaccurate information can benefit our children…but only if they have a secure relationship with a trusted and dependable parent. Start building and nurturing that relationship with your child today. It will help them develop the discernment they need for a lifetime.

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To Teach or Not To Teach

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Parents want their children to grow in knowledge, to do well in school and get accepted into a university that will set their career on a great trajectory. To accomplish this end, parents often take the role of teaching their children. That is all well and good, but it’s not the most effective way for parents to reach these goals. Offering didactic teaching is not really the best option for a parent. In fact, it’s definitely not the way children learn best. Know what does help your children learn to the best of their ability? Your relationship with them.

It’s true. Children learn best when their parents build a stable and reliable relationship with them, a stable and reliable resource of security. Research actually suggests that a parent who nurtures a stable, reliable relationship with their children is more valuable than explicitly teaching them. The relationship actually helps increase their ability to learn effectively. Moreover, trust in the parent-child relationship is more important than teaching strategies a parent might use or lessons a parent might teach. When children enjoy a secure relationship with their parents, a relationship filled with trust and stability, they learn more easily.

Knowing that parents represent a child’s primary “teacher” of important lessons (including emotional knowledge, values, and priorities) the parent-child relationship becomes even more important…kind of scary too. I never took a “parenting class” to learn how I might pass on these important lessons to my children; and I know mistakes are inevitable. Fortunately, when a child learns from a parent with whom they have a strong, stable relationship, they even correct the mistakes their parent inevitably makes.

If children experience a more avoidant relationship with their parent, one in which the parent-child relationship does not offer the stability of coregulating emotions and emotional connection, they will learn equally from parent and stranger. At first glance, this sounds okay. However, it means that children indiscriminately learn important emotional knowledge and values from strangers as readily as they learn them from their parents. I don’t know about you, but I don’t want my children to learn from just any stranger.

If, on the other hand, children experience an anxious attachment with their parent, one in which they remain insecure in the relationship and unclear if the parent will remain available to them in times of need, they still learn from their parent. However, they do not correct the mistakes their parents might make. They indiscriminately accept all knowledge from their parents, right or wrong. They will leave the home with mistaken ideas passed on by their parents. Consider the dangers this can present when learning important emotional knowledge and values from a parent with an alcohol or drug problem.

But a secure relationship, a stable and reliable relationship…that opens the door to learning. Your relationship with your children is the most important gift you can give them to enhance their ability to learn. The more secure and trusting your relationship, the more easily and effectively they will learn. Not only will they learn more easily, but they will learn the important lessons of values and emotional maturity primarily from you. Even better, they will recognize mistakes you make and improve upon the lessons you teach them. So, if you want your children to do well in school and learn the lessons that will help them do well in life, focus on developing and nurturing a secure, loving, reliable relationship with them.

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No One Told Me

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When my wife and I had children, no one told me how difficult it would be to let them go, especially as they left home. No one told me the emotional challenge inherent in allowing them to leave home and begin their independent, adult journey through life. The first person I heard talk about the struggle of letting go was Kevin Lehman. In fact, he may have been the only one I have ever heard talk about this. (You can view it here.) I have a friend with similar age children. He who compared the children leaving home to a death. I compared it to breaking off a long-term relationship, an engagement. I found that out by experience, but no one told me it would be so challenging, so difficult. It’s filled with mixed emotions—pride, sorrow, joy, longing…. And, as Kevin Lehman explains, it is a challenge for our children as well. No one told me that either.

Don’t get me wrong. It may prove challenging to let our children go, but it is also necessary and rewarding. Which brings me to a second thing that no one told me. I learned this lesson recently. My wife and I have had several friends and even some family members pass away over the last couple of years. Recently, a friend of mine passed away. When my daughters heard, they contacted us to offer support and comfort. They made themselves available to us. They offered support and a listening ear. They chose to be present in our lives during a time of need. No one told me that would happen. No one told me that one day after the children have “left home” they would return to offer support and comfort, to be a present help in our lives. Maybe I should have known…but no one told me.

Those two things go together, don’t they? Our children have to leave home to become independent adults. The transition of a child into adult life happens more smoothly for those whose parents have nurtured a positive, loving relationship with them. The security of that parent-child relationship emboldens a child to move into the world with a greater sense of confidence and agency. The positive, loving relationship nurtured throughout their childhood and teen years also “sticks with them.” It establishes a connection between parent and child that continues to grow and develop. It opens a child’s heart to their parents just as the parents’ heart has been open to their child from the time they were born (and probably even before).

I don’t know if anyone ever told you these two things facets of parenting or not. If not, read through this short blog again. Letting go is challenging…an exciting challenge filled with a whole cocktail of mixed emotions. It’s a moment of sorrow and longing as well as pride and joy. But it doesn’t mark the end of your relationship. It marks a new beginning. That new beginning will fill you with an even greater joy as you discover your children remaining present in your life by their choice and returning the love you have shared with them all their lives.

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The “Big Little Leap” & All the Leaps That Follow

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Ah…the experience of joy on the first day of kindergarten. I never really understood the parental struggle mixed with pride and joy when “letting go” of children until I dropped mine off for their first days of school. It was the first of many leaps that culminated in dropping them off at college or watching them walk the aisle with their spouse. Still, that first day of kindergarten was a “big little leap” for parent and child. Interesting, research finds that the more successfully a child makes the “leap” (AKA—transitions) into kindergarten (over a 10–14-week period) the higher they score on academic and social-behavioral skills tests at the end of that school year. That doesn’t surprise me. Transitioning easily leaves more time and more mental and emotional space to learn. The real question becomes: how can a parent prepare their children to successfully make that “big little leap” and all the other leaps (AKA-transitions) of life?

The answer to that question does not rest on academic or cognitive training but on relationship security. Children and parents will make the “big little leap” and other life “leaps” more successfully when they have experienced, and continue to experience, secure relationships at home. Having a secure relationship with our children helps them answer a couple of important questions. One question is: “Will you, as my parents, be there for me? Are you available?” A second question asks, “Do you think I’m capable? Am I capable?”

These two questions get answered in the everyday interaction of a parent and child. It begins as our children explore the world around them. As newborns, they simply want us to notice what they notice and match their curiosity with our own, reflecting back to them what they see in an ever-expanding way. “Oh, you see the squirrel. He’s fast isn’t he? Watch how he runs with that acorn in his mouth.” “Here comes the dog. He wants you to pet him. Gentle….” We join them in their experience and expand upon it somewhat, encouraging them to explore more deeply.

As they grow and become increasingly independent, they need us to allow them the freedom to explore in a more independent fashion. While they do, they need us to delight in their exploration by noticing what they notice and becoming excited and curious about things that arouse their curiosity. They need us to allow them the freedom to explore independently rather than hover in an overprotective way.

During their independent exploration, our children may experience times of stress and look to us for assurance. At those times, they need us to look at them with delight and confidence as they prepare for their “new venture.” For instance, the first time our child approaches a slide in the park they may look up the ladder and experience nervousness and doubt. They look to us to see our response. If we look with delight and confidence, they are empowered. They climb the ladder and “enjoy the ride.” However, if we look distressed or concerned for some reason, they will likely forego the slide and come to our side to confirm their own security.

This scenario will happen time and time again in all types of situations, like setting the table, joining a group, playing a game, getting on a slide, riding a bike, and so on. Each time, they find the answer to their questions: “Are you available to me?” and “Am I capable?” Each time these questions are answered in a positive way, security is enhanced. They being to internalize important messages:

  • My parents are available to help me and so there are helpers in the world.
  • I can manage my emotions whether they be joy or sorrow, courage or fear, and if I struggle, there are supports to help me.
  • I can take appropriate risks. I know my limitations and how to risk in a healthy way.
  • I am safe.

With these beliefs in place, the “big little leap” has a greater chance of success and just adds another layer of support for those beliefs. In fact, with each leap, parent and child grow more confident and trusting of one another. With that confidence comes greater joy and greater success. Isn’t that what we want for our children? Sure, letting go is hard…but watching them grow into amazing young adults is well worth the “leap.”

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The Parent’s Key

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I like what Alison Gopnik said in The Gardner and The Carpenter:

“The key to love in practice is doing things together, participating in the world in a way that acknowledges the strengths and weaknesses of both of you.”

Her book, and this quote, are about becoming a parent as a form of love. One of the best ways, if not the best way, to nurture love with your children is to do things together, not just child-centered things but all things–shopping trips, yard work, baking, playing, riding bikes, whatever daily tasks you do you can do with your children. Involving your children in your daily tasks provides the key that opens up doors of opportunity.

Behind the first door of opportunity, door number one, lies the opportunity for time together. Time together translates into greater intimacy. More time together means more opportunity to interact, converse, and learn about one another. Your child experiences the opportunity to witness your character and your values in a variety of settings, a variety of places, and with a variety of people. You get to witness your child interact with a variety of settings, places, and people as well. You learn about one another’s priorities as well as one another’s limitations and weaknesses. You also learn ways of managing those limitations. All of this leads to a deeper knowledge between parent and child. It leads to deeper trust and deeper intimacy.

Behind door number two we find learning life skills. Children watch us, imitate us, and learn. They learn life skills like cooking, cleaning, money management, how to use a fork and knife, how to approach store clerks and strangers, and…. Actually, they’re learning about anything you expose them to while you’re together. In fact, our children learn almost everything by observing, imitating, and participating with us. Who needs flash cards to learn new vocabulary words when family dinners encourage a growing vocabulary and teach conversational skills? Why limit our children to the math on flashcards when learning to grocery shop on a budget or measure ingredients for a cake can teach so much math? Allowing your child to do things with you allows them the opportunity to observe, imitate, and participate, which are three ingredients that contribute to amazing learning for you and your child. 

Behind door number three you will discover social skills. Once again, children learn by observing you engage in social interactions and imitating those actions. Not only will they learn by interacting with you, but they will have the opportunity to interact with adults, and children, people they know and people they do not know, people on the job and people passing by as well. All this contributes to amazing opportunities for social skills practice.

In the midst of all this, door number four becomes apparent. Behind door number four your children will enjoy the opportunity to learn and practice emotional management skills. They will observe, imitate, and participate in tolerating boredom, expressing frustration and anger, managing disappointment and sorrow, and sharing joy and happiness.

Fortunately, unlike the game show Let’s Make a Deal, you don’t have to pick a door when you “love your children in practice by doing things together.” All four doors will open to you and your child, allowing you to enjoy the prize behind every door and more. Know why? Because you have the master key for all four doors—the key of doing things together.

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