DON'T DO THAT! -how to drive a child crazy with your own fear

I've just been through my photo collection picking out a few pictures of things that I've seen children told NOT to do in various playgrounds where I've worked.  They are all activities that are relatively or completely safe, and activities which I might hover around but always allow- yet I've seen many over-anxious carers (and parents) try to forbid them.

Carers are possibly the worst about this- maybe because of local regulations which are over-restrictive and based on a fear of litigious parents, but more often perhaps because they simply don't want to risk having to fill in an incident report! Nothing to do with the child's learning and long-term wellbeing, really!

Have you stopped a child from doing any of these completely normal activities, which all help their brains to develop competent risk assessment as well as encouraging self-confidence, creativity and motor control?

Stop saving me, you're holding me back!

Have you ever dreamed up an exciting, ambitious plan, only to have someone stop you in your tracks with their own doubts and fears?

If you have, you'll know that it's a truly frustrating experience. You know what you want to do, you've thought it through, you're full of motivation... and then some wet blanket puts out the fire in your heart and makes you doubt yourself.

I see well-meaning childcare workers and parents do that to children every day. And I realise that I've often done it myself.

In fact, every day that I work in childcare I have to consciously stop myself from over-helping and over-saving children.  Here's just one example of how rewarding it can be to control that urge to save a child.

Children's rational fears

Last time I dealt with children's irrational fears, the ones that are not based on logic or reality.  But what do we do when a child has absolutely rational fears, due to some sort of trauma?

It's time to introduce the delightful 'Jack' and 'Jade', fraternal twins who were 23 months old when a tornado struck their tiny town in Northern NSW.  Their mum has agreed that I can tell you their story.

Children's irrational fears

When I was five, I started catching the school bus with the other kids from my block. There were two notable characters at that bus stop most mornings, other than the kids going to school and the odd parent; one was Rastus, my terrible piano teacher's brown kelpie, and the other was Garry.

I guess Garry was around seven or eight, in chronological years, but it was obvious even to us five-year-olds that there was something terribly wrong with him. He couldn't talk, except in gutteral grunts. He didn't go to school like the rest of us and never seemed to be in the company of a parent. Worst of all, he never wore any clothes. He ran around the bus stop stark naked, even on the chilliest winter mornings, grunting and laughing as though it was the most natural thing in the world.

To me, Garry seemed more animal than child. This is important in the context of what happened.

I loved going to school, but both Rastus and Garry made me deeply uncomfortable. They both seemed uncared for and out of control, though I couldn't have put that into those words at that age; I recognised that this was somehow wrong.  I didn't ever mention those feelings to my mother, who would escort me up the street to the bus stop and then usually leave me there with the other kids and whichever mothers were having a friendly gossip today. It was a very safe community in those days.

Why didn't I mention that I felt uncomfortable? I had a great vocabulary, even then. I guess I had always prided myself on being resourceful. I wasn't a whiney child. I probably figured that this was just one of those things I had to deal with on my own.

Have you got a resourceful child?  Ask them what bothers them now and then. They may be carrying something.

So there I was at the bus stop one day, my mother having left to go home, when something truly dreadful happened- something that the most resourceful child on this earth couldn't be expected to cope with.

Bringing music into your children's world- EYLF friendly!

As you'll know if you've read my profile, my original career training was as a kindergarten to Year 12 Music specialist, and I've spent most of my life teaching teenagers. Music was so much part of my life for over 30 years that when I moved to the world of Early Childhood, I brought a lot of it with me without even thinking about it. 

I had to learn a whole new repertoire of songs, of course, and dredge up the songs I could remember from my own and my son's childhood, but with my background it was easy to find ways to incorporate music into the children's days.

So I guess it's time for me to share some of my methods with you. Many of these ideas will work just as well at home as in a care setting; don't be afraid to experiment!

Play-based learning misinterpreted: how a free-for-all approach failed a gifted child

I first met Theo in a centre where play-based learning had been interpreted by the staff as 'let the kids loose all day with all the toys, and hover around looking busy'.  Oh, that's NOT how the director intended it, believe me! But that's pretty much what happened on the floor- a free-for-all.  Structure was at a bare minimum, instructions and direction were endangered species, prepared intentional teaching was well nigh impossible and somewhat frowned upon- staff were directed to acknowledge at all times that 'the children were the teachers' (which is a concept that has much worth if you cut out the words in italics, which strike me as an invitation to staff laziness). 

My introduction to Theo was watching him lift up a toy broom and prepare to beat a much younger child over the head with it. When I shouted his name and told him firmly to STOP from the other end of the room, he was sufficiently surprised by my raised voice to freeze in mid-air before anyone got hurt (and I was able to sprint down the room and relieve him of his weapon). But on many later occasions I didn't catch him in time, and he managed to inflict violence on other children. Theo was an enigma to the regular staff, an inconvenience, a problem. No-one had a clue how to get through to him. No-one liked him- neither his peers nor his carers. Not even me. Yep, he fell into the category of a child for whom I could not feel the love.

Are these two paragraphs related- is this a case of cause and effect? In retrospect I think so, and this is why.

The limits of our responsibility for abused and neglected children

One of the hardest things for new carers who really do care is understanding that your role stops at the door.

For hours each day, we put these children first and do our absolute utmost to make their day happy and successful.  Many of us put heart and soul into the welfare of the kids in our care. 

But for children, daycare is only one small part of their world.  Each child has a context, a home background over which we have little or no power, even if it's a highly undesirable environment for a child. 

Sure, we can fill in the appropriate forms when there's an 'incident', we can talk diplomatically to the parents, we can call in social workers.  In extreme cases where there's clear evidence of wrongdoing, we can call DoCS and cross our fingers about the result- but when a child comes from an abusive background (and that can mean physical, sexual, emotional or psychological abuse, or simple neglect) we have to realise the boundaries of our influence.  

Coping with criticism of our parenting or care philosophy

We spend so much time observing and thinking about our children, listening to them, analysing what they do... we try so hard; we exhaust ourselves trying to do the best we can.

And then there's that moment when someone questions one of our strategies, or enthusiastically suggests a better way, or straight-out criticises our practice. Maybe something that one of those toxic mothers at the school gate or playgroup said got right under our skin.  Maybe we got flamed in some forum discussion.  Or maybe we just read an article in the news or online that challenged or disproved our views, and we beat up on ourselves. Maybe we're a carer, not a parent, and a colleague or our boss just gave us a drubbing.

How do we protect our confidence in the face of that?  We need our confidence.  Our children need to feel that we're in control, and without confidence in our practices we'll radiate uncertainty.

Play-based road safety activities and a song for preschoolers

The transition to 'big school' is such an important time for our preschoolers! There will be so many changes in their daily routine and we need to prepare them for some of these.

Many children will catch the school bus and cross the road without mum and dad for the first time- and so road safety becomes an urgent issue.  Here are some activities to help prepare your transition group (or your own child at home) for keeping safe around traffic.

The preschooler who hits- what do you say?

First, let me assure you that the answer to this question is NOT 'we don't hit our friends.'  That response to preschool fisticuffs makes me crazy!

I need you to come on a short mental road trip with me. This is the only way you'll see this one through the child's eyes. Ready? Put down your preconceptions, fasten your seat belt and off we go.

You're driving along the road minding your own business and thinking happily about the day in front of you.  Suddenly a car in the next lane veers towards you, almost causing a crash.

As you veer sideways yourself, the happy mood totally shattered, you direct a rude gesture and several swear words at the other driver.  'Bloody ******* idiot! Get a brain! Learn to drive, you *******!'

At this point your passenger- let's say it's your mother- leans over, pats your arm and says 'Darling, we don't swear at our friends.'

HOW DO YOU FEEL?

Preschoolers whose first response to a problem is violence encounter similar scenarios to this every single day in their childcare settings.  Something happens that wrecks their mood or causes inner conflict, they respond from the gut on the spur of the moment, and the teacher comes out with rote psychobabble as though it's a solution.

There is something deeply wrong with that response, 'we don't hit our friends'.  It worries me so much, and so often, that I feel a need to challenge it.

Extending children's play, and the joy of red herrings

I did my Diploma in Children's Services as a mature age student, after over 25 years of teaching and interacting with children of all ages.  The day I was inspected at my workplace, my supervisor commented on the effortless way that I extended the children's play.

'That's experience,' she said, smiling knowingly. 'You can't teach that.'

Well, maybe that's true- or maybe it's not. What can I share with mums, dads and carers about extending play?

What we can learn from children

Children fascinate me. I learn from them every day. And I think my favourite thing of all about them is that they usually haven't had their instincts taught out of them- yet. 

Adults, on the other hand- well, we're ever so good at hiding our feelings till everyone around us is confused (and so are we), eating and sleeping based on the clock or social expectations, limiting ourselves through fear of failure, measuring ourselves with the yardsticks of strangers.  And so on. We could learn so much from children, if we allowed ourselves.

Take 'Jamelle', for example, a 3-year-old indigenous girl with a spirit as wild and free as a little wallaby (and I know a fair bit about wallabies, having brought up an orphaned one last year!). To the average observer, she might seem a little behind in her sense of 'belonging' to her classroom; she rarely does as she's told and her emotions have a fuse about as long as my little fingernail. But she has a lot to teach us if we're prepared to shut up, watch and listen.

Stencils are not the Devil Incarnate: dogma and the EYLF

I used to be married to a man who couldn't spell. (What does that have to do with stencils and the EYLF? Plenty. Listen to me.)

It wasn't his fault.  And it wasn't because he was stupid.  In fact, he was a very intelligent man- a specialist physician- but he had fallen victim to educational fashion. 

So how did this happen? Surely there was a problem in his education!

Does your little one walk on their toes?

Thought I'd pop in a link to Roberta's physio site again, as I've often seen young children walking around on their toes all day and most parents are unaware that it can be a problem. Have a look:

toe walking

Notes for Early Childhood Educators: Australian Aboriginal inclusion

I went to a wonderful workshop today run by Bev Grant Lipscombe.  It was full of wise advice on how to understand and teach indigenous children.  I'm just going to pop my notes up here in case any of you would like to read them.

The teachers who changed my life

It was National Teacher Appreciation Day a month ago.  Stop laughing, you Australians.

No, my friends in the US, we don't have anything like that over here, and it's time we did.  So here's my offering to Great Teachers I Have Known.

What we want for our children- and is the EYLF the answer?

I came across an absolutely brilliant list of 10 things another blogger wants for today's children, here:

10 things I want for today's kids

It reflects so much of what I believe about childhood.  And I feel a need to say more about a few of Grass Stain Guru's points, some of which I've addressed in my own posts in the past and some of which tap into my reservations about Australia's new national curriculum, the EYLF.

I hate preschool rest time! -an alternative system for courageous carers

One of the things I really loved about being a preschool room leader was being able to stamp out the compulsory 'rest on a bed' after lunch. 

And one of the greatest frustrations of being a casual worker these days is having to conform to the routine of each centre, which invariably means telling some 4- and 5-year-old children (and some even younger) who really aren't tired that they have to lie on their beds for a certain length of time.  And them making them comply.

To me, insisting that a young child lies down and stays still and unoccupied when they're not tired- accompanied by the inevitable threats, pleading, raised voices, bribes, lies and confrontations when they won't comply- is a recipe for disaster.  In some cases, it's completely disrespectful and in breach of the rights of the child (as laid down by the United Nations).

Does that shock you- that carers threaten, bribe and lie to children? It shocks me. I can't do it.  So why is it such common practice?

And yes, it IS common practice.  Here are a few anecdotes from 'rest times I have seen'.

Whistle-blowing and parent awareness in childcare

This morning I have had a good old cry.  Sometimes the frustration I feel at seeing bad practice with supposedly good intentions is overwhelming. Stamping out really bad practice is, as I've discovered in many years of blowing whistles, a little harder than just reporting breaches of regulations.

And so at risk of making your blood run cold if you have a child who's cared for by others, I feel a need to vent about some bad practice I've seen over the years and what happened in a couple pof cases when I tried to change things for the better.  And in the interests of you being able to sleep at night, I'll also volunteer some ideas on signs that your child's centre might be engaging in poor practices.

Literacy, little boys and fairy tales

There are some great conversations happening on the 'We Teach' forums about getting boys to read- eg here Literacy for boys.  Today a related story turned up in the SMH- Tell teenagers stories and they'll read - which is really worth a look if you're interested in motivating teenagers about anything at all.

It got me thinking about the energetic little 4- and 5-year-old boys I read to; I'm talking about those little boys who love pretending to be superheroes, wrestling with each other, climbing trees, riding bikes... the ones who have trouble sitting still for long enough to eat their lunch, let alone long enough to hear a whole story.  I thought I'd share a few specific tips for engaging this group in story time, because since I've realised what catches their interest, I've never had trouble getting them to sit and listen.

The value of taking tantrums seriously

Lately I've been doing a bit of 'homework' on Autism Spectrum Disorders (ASD), as I'm working with some children who've been diagnosed with a variety of conditions within that range.

One piece of advice that stood out was that when children with Asperger's Syndrome show extreme distress over some seemingly small and unimportant matter, their concern should be taken seriously- even if acting on it seems silly to you- as their anxiety is real and is based on actual physical or psychological discomfort. Yes, it can physically hurt when they are forced to look you in the eye. Yes, a change in their routine can cause extreme anxiety. And so forth.

Yesterday I used this information to deal with a little girl's meltdown over a small dirty mark on her clothes. 'Bree' had tried to remove the mark by wetting half her sleeve on a freezing cold morning, and another carer had immediately sent her inside to change- at which point the hysterical crying, screaming and thrashing started. I was handed a package of loud and violent 4-year-old misery to deal with, complete with stern directions to make her put on a dry top.

Yes, Bree has Asperger's. But as I wrestled with her specific issue using my new-found knowledge, I started wondering if this way of coping with a small child's distress was really so ASD-specific, or whether it might be useful to keep in mind for all children who seem to be making a mountain out of a molehill.

This is not to downgrade the relevance and importance of the information to the welfare of children with ASD- not at all- but I found much wisdom in the advice which could be transferred to general parenting and benefit all children.

Has your child ever had a ridiculous tantrum over, say, a minor clothing issue, or the fact that you broke their block building, or an item they aren't allowed to take with them when you go out, or some other seeming non-issue (to adults)? How did you deal with it?

Let's do a bit of a breakdown of Bree's problem and see if we can use an ASD strategy to help us deal with out-of-control neurotypical children too.

Thoughts on Mothers' Day

As my Facebook page fills up with my friends' urgings to celebrate my mother, the TV shouts at me to buy a gift for my mother and the junk mail in my letterbox splatters images of mothers all over my consciousness, I've started thinking about children who don't have a mother and how they (and their dads) deal with Mothers' Day. And of course there's the flip side- mums who've lost their partner and children who've lost their father, and who have to deal with that as Fathers' Day approaches, complete with school craft projects and gift stalls and morning teas and card-making.

I'm thinking like that, of course, because all this Mothers' Day saturation still makes me wince- and it's nearly 25 years since my mother died.

So, how do teachers make sure they don't bruise feelings through their programming at this time of year? And how do parents who've lost a partner- whether to death or divorce- ensure that their children don't feel lost and miserable at these times of year?

Measuring excellence in your child's teachers

There's a lot of hoo-ha going on in the press at present about Julia Gillard's intention to introduce financial rewards for excellence in teaching.  The main topic of debate seems to be how to measure excellence with any sort of accuracy.  Parents are constantly interested in the standard of their child's teachers, too, but the yardsticks they use are many and varied.

So for what it's worth, here are my views on getting a clear impression of a teacher's performance, along with some personal anecdotes about teachers I have known- excellent, and not-so-excellent!

The preschooler as author: first steps in creative literacy

Today my group of six 4-year-old preschoolers made up their first story. They looked at me in complete amazement (and to be honest a fair amount of disinterest) when I told them what we were going to do today- but 20 minutes later we had a story up on the wall, and they were shouting 'Let's do another one!'  with great excitement.

It's not the first time I've had this reaction to such a seemingly advanced activity with completely normal (ie not necessarily gifted) 4-year-olds. Yes, the story had a beginning, a middle and an end, it made pretty good sense, and the ideas were all from the children.  The only tricks to achieving a similar result with your own group of young children are in the preparation and the timing of any subtle 'nudging'.

So here's a user guide to starting story-writing with little kids.

What will your kids' childhood memories be?

Have you ever wondered what enduring images are tucked away in your children's heads?

Our view of what our children might remember isn't always accurate- it's coloured by our own emotions and priorities. Think back to your own childhood.  What emerges first from the mist? And do you think your own parents would have been able to guess what you remembered?

Putting ourselves 'in the zone' of childhood like this helps us to see our children's point of view. It's so easy to forget what it's like to be a child.  We can learn from what we ourselves remember. Here are some of my childhood memories, and what I've learned about children from those memorable moments.

How do you handle PARENTS?

I started writing this blog because my friends kept emailing me and asking for advice about their kids.  I'd spend a lot of time compiling the best answer I could, and then wish I could share my thoughts with other parents who might be asking the same question.

The last request, posted at the end of my entry on my pregnancy by Nisaba, was a difficult one, and it touches on something that affects us all at one time or another unless we're living in complete isolation from the rest of the world. We've all felt the helplessness of seeing other people's children suffer due to some behaviour by the parent which could (or, in your opinion SHOULD) have been avoided.

The answer I wanted to give was complex enough to warrant a separate column; Nisaba was asking me what to do when you see poor parenting happening in front of your eyes and that parent is a friend of yours- what to do when you want to help that friend to do better, but without offending them.

Here's an abridged version of Nisaba's question, to save you flicking back and forth between pages.

Stop the pregnancy, I want to get off!

Parenting forums are a hotbed of emotion, and divided along party lines.  There are the SAHMs (stay at home mums), the working mums, the desperately TTC (trying to conceive), and so forth.  But these mums do share one attitude: they are almost exclusively pro-baby.

Heaven help the poor woman who falls pregnant and then gets stage fright. The forums don't offer a lot of comfort and companionship. God forbid that you should post such a thing and have it read by a TTC mum.

But really, is resenting one's pregnancy so rare? Or is it just that talking about it has become taboo, in this age of increasing fertility problems?

I'll fess up. I'm one of those mums who got cold feet.  Here's my pregnancy story... because maybe you're hating being pregnant, and shocked by the thought of the changes it will bring, and you think you're the only person in the world who's ever felt like that. And that maybe you're some sort of monster.

Teaching your children life skills

A few weeks ago, my next door neighbour 'John' had a massive heart attack.  He's now at home recovering from major heart surgery and is completely unable to do the basic things that are required when you live in the bush as we do- chopping firewood, mowing the large lawns, starting the generator to top up the solar system batteries in overcast weather, and so on.

His 19-year-old son 'Danny' still lives at home, and we assumed that Danny would be able to pick up the slack and support his father while he recuperates.  But John admitted to us that he has always done these things himself.  It was easier and quicker that way.  Now he sorely regrets not teaching Danny the life skills for the way of life they've chosen, and is relying on my partner to show Danny the basics of operating a chain saw safely.

What life skills have you taught your children? Or, like John, have you always done everything yourself because it was quicker, safer, easier?

An insight into a mother-daughter relationship

As I've mentioned before in this blog, I feel very privileged to have had great mothering myself.  I was going through the files on some old CD ROMs today and I came across the eulogy I wrote for my mother many years after she died.  (Yes, I know- eulogies are usually written for the funeral; that's another story, and a story which is much more about my very strange relationship with my father, who I suspect was never quite the same after World War II.  I had to wait 16 years after her death to farewell my mother in my own way.) 

As I read the eulogy through, I thought it was a pretty fine portrait of what good mothering can look like.  And so it occurred to me that other mothers might like to read it. 

Apart from the many insights into her mothering technique- what she worried about, what she laughed off, how she approached day-to-day life, how she dealt with frustration and marital blues- the story of my mother through her child's eyes is a fascinating glimpse of lower middle class children's lives in the 50's and 60's. There was never enough money, but somehow she made it work. We certainly didn't get given every new gadget on the market at whim. That seems to have been an advantage when it comes to the richness of our inner lives as children and as adults. And she was a working mother from the time I went to school, at a time when it was something of an oddity.

So I suspect there's much to be learnt from this short history of my mother's life.  Here it is, slightly edited to protect others' privacy.

Teacher-bashers: the dangers of over-supporting your children

On the very last day that I taught as a full-time secondary teacher, a Year 7 boy waited till everyone else except his two best buddies had left the room, walked up to me and slapped me in the face.  I had given him absolutely no reason to do so; he did it because he could, no doubt to build up his profile to his mates. 

He had no fear of retribution whatsoever.  He knew that if I complained to the principal, he would at worst be sent to the school counsellor- who would then, in the ultimate example of teacher-bashing, call me in and tell me that it was somehow 'my fault' for not understanding this child's motivation and needs.  The child knew it, and I knew it. 

I put that incident down to the universe confirming my decision to leave the secondary system, and walked away.  Ultimately, this school was so afraid of telling parents the truth about their children's faults and problems that it was prepared to allow the children to get away with assault, disguising the truth of the situation in a thick cloak of 'support and understanding'.

I'm not alone in having this sort of experience, as recent statistics on teacher stress (as detailed in today's Sydney Morning Herald) show.  Teachers crushed by expectations  I'm not the only passionate, enthusiastic teacher who has been lost to teaching due to the system's failure to balance the equation of teachers' and students' rights, to protect staff from abuse.

Sadly, blaming the teacher for everything that goes wrong in a classroom is not confined to the school administration; it's become a blood sport amongst parents seeking easy, comfortable answers to their child's problems.  I have been insulted, ridiculed and verbally attacked, both face-to-face and online, by everyone from acquaintances to total strangers- sometimes for merely being a teacher, and sometimes for suggesting uncomfortable answers which are, in my view, better answers.

But what effect does this sort of vicious attitude to teachers have on the children?

On not being a Wicked Stepmother

At least two of my friends are suffering from a bad case of Wicked Stepmother syndrome at the moment.  Loving their partner means trying to welcome his children from a previous relationship, and despite their best efforts, the children are being spiky and difficult.

These new step-mums are trying, really they are.  But I think that of all the difficult parenting gigs that are out there, becoming a stepmother to children who are no longer babes in arms can be one of the most challenging.

New step-mums are up against so many obstacles, and they have such a lot of learning to do.  Here are some of the questions to which they have to seek answers, in the face of sometimes daunting hostility.

Toxic Mothers

Lately I've been visiting a few internet parenting forums to see what topics might be of particular interest to my readers here.  Of course I've dropped a few comments into the threads along the way, with my usual good intent, and I've been amazed by some of the volatile (and sometimes downright offensive) reactions I've received to some very mildly worded input from me.

It got me thinking about how hard many young (and not-so-young) mothers, especially first-time mums, find it to deal with the Toxic Mother.  Maybe it's time to talk about that.

So here's a helpful guide to identifying some of the species of Toxic Mother, which might help you to avoid them.  There's no point arguing with them.  Steer clear of them.

New childcare legislation: prejudice against our own culture?

Wow, the world really is going to hell in a handcart.  The latest news from the government of this fine country of Australia is that as of next year, childcare workers can be personally fined for making children take part in Christmas and Easter traditions if it's 'not appropriate for their culture'.

Well, hello.  As teachers who programme the year's activities, we are required to provide a range of 'inclusive' activities to ensure that we address the cultural needs of every child from every background- except those of white and Western descent.  I am the first to believe that it's necessary to help children from other cultures, including indigenous culture, feel at home in our centres- see my postings on aboriginal inclusion and using a child's home language just for starters- but what about children from our own culture?  Are they not also entitled to be exposed to the traditions and symbols of their own society?

Three things I wish my parents had taught me...

Time for a little light relief, I think! 

I'm sure I'm not alone if I say that there are things I've learned the hard way in life which I would rather have been warned about in advance.  My parents valued school and environmental education, but perhaps they didn't pass on a lot of the basic life skills I needed.  Here are just a few of the things I think all parents would be wise to teach their children.

Naming your baby: it's not about you!

My son went to school with a boy named Richard Head.  If you can't see a problem with that choice of name, you'd better stop reading now, because there's no hope for you and your poor baby may well end up with a name that becomes a life-long burden.

If, on the other hand, you winced or had a guilty giggle at the very thought of a child called Dick Head, read on...

Moving house with children

Have you ever had one of those crazy nightmares where you found yourself in a strange place that was full of people and items you recognised, but thrown together in a peculiar way or weirdly altered by your subconscious?  Or perhaps in your dream you started out in a room that you recognised, but then stepped outside the door and discovered a completely alien environment.

If you have had one of those dreams, I'm sure you'd agree that the effect is horribly unsettling. Yet that's what parents often inflict on their children in real life.  It's called 'moving house'.

Anger management for young children

A few years ago I had a four-year-old in my room- let's call him Bailey- who had a pretty woeful family background.  His mum and dad fought violently and constantly, splitting up and reuniting on an almost weekly basis.

Bailey could be the most affectionate and delightful child, but he could also be a holy terror.  His parents had modelled a very clear example of how to deal with problems: shout, scream, and then hit. In his experience, violence was a first-resort coping mechanism which had few down-sides, because after a short while all would be forgiven.

Naturally, this caused a few problems in the preschool domain, because oddly enough the other children didn't react the same way to being hit.  They tended to hit back, complain to the teacher (which resulted in truly annoying time-out, which Bailey didn't really understand- that wasn't what happened at home!!) or cry and hold grudges against him.  Bailey would cheerfully say sorry- he saw that all the time at his house, and it had always worked- but of course he never changed his ways.  Controlling his anger wasn't something that had ever been modelled to him.

By the time I left that job, I had made Bailey aware of the problem in his dispute resolution process and he was, with prompting, able to restrain himself from hitting the other children and deal with his anger in a more socially acceptable way.  Here's the method I used.

Teaching children to think for themselves: subject choice in the secondary school

When I was teaching high school I worked in an extremely selective and highly academic environment.  I found there were two kinds of students in my highly 'subjective' humanities field of Music.

There were the ones who wanted be given appropriate tools and stimulated to explore their own capacity for thought, then draw their own conclusions about a question and work out a way to support their argument with facts. 

And then there were the ones who wanted you to give them the answer, so they could learn it off by heart and regurgitate it in the exam. Invariably, the latter students had parents who had decided that paying private school fees gave them a right to their children being spoon-fed the correct answers for everything, which would (in their minds) inevitably lead to the high-ranking pass in the final exams which they had paid for.

No prizes for guessing which learning strategy results in the more productive member of a workplace, not to mention the most likely citizen of Planet Earth to help us solve our very real problems.  The reluctance and inability of some people to work with joy and self-belief within a grey area is, I find, extremely worrying.

What is your feeling on this?  If you enrol your child in an expensive school, do you think you've purchased a pass mark at day one?  Do you value subjects with clear right-and-wrong answers, like  maths, above subjects which involve some degree of informed choice in the response?  Do you actively steer your teenager away from subject choices which involve original thought?

Or do you look at secondary schooling as an opportunity for your child to learn to think for themselves, in the hope that this will lead to success? 

The power of a child's home language

Way back when I was learning to be a high school music teacher, I remember feeling incredibly irritated by having to learn songs in foreign languages (including one Aboriginal song which was never even translated for us by the tutor).  I honestly couldn't see the point of the exercise.  It wasn't that I was bad at languages- in fact I was brought up with a French-speaking grandmother, and I studied three languages at high school. I just couldn't see that singing in other languages was meaningful or useful as a teaching tool- it seemed to detract from the study and enjoyment of the music itself.

Back then, the likelihood of striking a genuinely multicultural classroom was much lower.  We were taught ethnomusicology (the study of other cultures' music) as an academic discipline, not as anything that related to our ability to connect with the children.

Come to think of it, I don't think connecting with the children got a look in at all- teaching was an intellectual process for my lecturers, and the idea of trying to touch the children's hearts with music as a learning tool was a radical concept.  Their view, I think, was that we needed to sing in other languages in order to nurture the future opera singers we met in our classrooms.  (As if.)

These days, though, I'd like to go back and bang my old lecturers' heads together, and ask them why on earth they didn't explain how important a working understanding of the language and music of other cultures could be in the classroom, on a human level. And last week I had cause to be rapt that I learnt that Aboriginal song- here's why.

Prejudice against gifted kids, pressure on carers: the dangers of dumbing down your communication

There are many moments when I despair for our children's welfare at the hands of carers who genuinely  think they're doing the right thing.

Carers who do actually care- rather than just turning up, taking their money and going home- tend to be passionate people.  Sadly, thanks to the appalling wages offered in child care, they're not always particularly well-educated or widely experienced people.  Passion and selective ignorance can be a volatile combination- a little knowledge is indeed a dangerous thing.

I came across just such a combination this week, and I can see that I'm going to have a hard time explaining to at least one group of passionate (but narrowly experienced and educated) carers that they're about to do a grave disservice to the bright and gifted children in their room.  It's unintentional prejudice, but it's prejudice just the same.

Children who sue their parents: the dangers of over-permissive parenting

This morning over breakfast a friend told us a true story of the child of one of his acquaintances, who successfully sued his parents not once, not twice, but THREE TIMES to force them to pay for his university education. 

The parents refused on the first occasion because this very same child had defaulted on a car loan, for which the parents had stood as guarantors; understandably they were reluctant to fork out more cash to a child with no sense of responsibility.  The court decided otherwise, and out came the wallet to pay all the considerable up-front fees and set-up costs.

The child- not a child at all really, except in the eyes of the court- attended uni for only a few months before deciding it was all too hard and giving up.  (And no, there are no refunds.)

At 22, he ran the same scam again, won the case again, and again lasted only a few months at uni before defaulting.

At 28, he repeated the whole scenario, won the case for a third time, and yet again failed to last the distance- by which time the parents (financially speaking) had one foot in the grave and the other on a banana skin.

What outrages you most about this tale?

The myth of the perfect parent/carer

One of the easiest traps I could fall into when writing this blog is to make parenting sound easy.

I am NOT here to make you feel inadequate.  Ladies and gents, parenting is NOT easy.  And carers, looking after other people's kids is NOT easy.  It's full of split-second decisions that you have to make when you're tired, distracted and irritated, when your own relationship with your partner or your self-image or your financial situation might be imploding, when you're surrounded by conflicting 'good advice', ridiculous rules of the centre, myriad unrealistic expectations... it's sometimes like parenting in the jungle, with a hungry tiger in every tree.

Carers are usually trained in everything except what they really need to know- HOW to form a relationship with each member of a disparate group of kids- and parents are no better off.  Nobody offers you training in parenting your particular child BEFORE you take the plunge (how could they? -your child will be unique).  On the contrary, there's a myth out there that it'll all fall into place due to your natural instincts.  After all, we're all here on this planet to reproduce, aren't we?  It's natural!

Bollocks to that.  'Natural' my *rse.

Let me give you an example that has stuck in my brain for the last 26 years.

Physical challenge versus physical safety: the dangers of boring an active child to death

Yesterday I watched a 3-year-old indigenous boy- let's call him Jimmy- climb a tree in the preschool yard with the speed and skill of a cheeky little monkey.  He climbed far higher than any of the staff would have imagined a small child could, and put the staff into an unexpected dilemma.

We realised immediately that the tree was close enough to the fence to allow Jimmy to jump over and 'escape' if he chose, not to mention that he had a good chance of breaking a bone or two if he fell. It wasn't a danger we'd foreseen, because it simply hadn't occurred to us that any of the children (let alone a 3-year-old) could climb that high on a tree which appeared to have minimal footholds.  Before we could reach the tree and 'rescue' Jimmy, he made a decision and simply jumped back into the yard from a height of nearly two metres, landing safely with a slight roll like an expert.

He probably was an expert.  In my experience, most indigenous parents are still happy to let their children experience the highs and lows of 'normal' risky childhood behaviour like climbing trees, and the odd broken bone as a result doesn't phase them particularly.  There was a time when most parents felt like that.

Where do you stand? What's your reaction to that story, and what would you do if you were a carer or the parent of that child?

Are our kids getting ruder?

My mother had an amazing ability to freeze the atmosphere instantly when she disapproved of something.  Heaven help me if I should fail to say please, thank you or excuse me; she never needed to punish me for such omissions, because my fear of that Kelvinator look was enough to jog my memory before I opened my mouth.

Add to that the fact that she always demonstrated perfect manners herself, and there was never any question that her children would grow up to be ill-mannered little thugs. She was an awesome mother, and I was hell-bent on pleasing her.

Perhaps my upbringing wasn't completely typical, but I do know that back then, both my teachers and my friends'  parents had a low tolerance for other people's children who forgot their manners.  And they didn't sit and stew, either- they had no hesitation in correcting such children quite firmly. 

Have things really changed so much these days?  Why are parents and teachers complaining about children's manners, or lack thereof? And why do parents feel less free to correct or comment on other people's children when they behave appallingly?

Maybe it's as simple as the constant stress of being a working parent, being all things to all people, torn in too many directions at once.  We forget to teach manners, or just don't have time.  Maybe our own manners have been swept away by the 21st century's pace and problems. 

And maybe we're too scared of the prospect of conflict with other parents to open our mouths when someone else's child is rude; certainly there seems to be a much greater range in parenting styles than was once the case, and convictions about parenting are deeply held and defended.

Anyway, let's be proactive- what can we do to make sure our own children have good manners, and how can we encourage other people's children to treat us with respect too?

Mat time puppet show script: Cleaning Mr Crocodile's teeth

This script will work with any cute puppet whose mouth opens and shows teeth, but I've found a crocodile the most engaging with preschoolers. Some toddlers find him a bit scary, so you might like to choose a different animal puppet.

A few hints for using puppets to teach skills

Puppets are a fantastic medium for teaching children in a non-threatening, non-confrontational way. A teacher can be stern with a puppet who has 'done the wrong thing', and tell the puppet very firmly why that was the wrong thing... and a little child who's just done exactly that wrong thing will get the message, without feeling so confronted that they burst into tears. You can let the puppets demonstrate new skills, and ask the children to help them- it's much less scary to try something new with a cute puppet.

What makes a parent resilient?

One of my friends posted a link on Facebook to a list of tips for making your child more resilient.  The tips are great- you can find them at

resilient kids

Another mum commented that what she really needed was a list of tips to make HER more resilient! So what the heck- here are my top ten tips for parental resilience.

Focus at mat time, plus a funny handwashing song

Today I walked into a preschool I'd never been to before.  I asked the staff my usual questions about the kids- how old the children were and what their names were, who had special needs, who would need help to focus at mat time and so on.  I was told that mat time was something of a problem, as several children simply wouldn't sit still and ran around the room, distracting all the others, and that the staff were wondering how best to deal with this.

By the time 'mat time' actually happened a couple of hours later, I'd done some pretty intensive preparation by learning all the children's names and trying to form some basic relationships, particularly with the children who had been identified as needy or 'difficult'- and just as well, because I ended up running that mat time by myself.

How did I form relationships with 18 kids I didn't know in a few hours? 

A tidy room versus creative chaos

I have to admit that I'm not a naturally tidy person. (If you could see the desk I'm writing at, you'd know what I mean by that!!) To me, the mess that surrounds me is a living, creative thing (and no, I'm not referring to mould cultures!)- an archaeological layering of yesterday's ideas and today's inspirations, last year's study notes and last week's topic lists. I can usually put my hand on what I want right now.

But when I realise that I've lost a month's worth of bills under there somewhere and the late charges are mounting, I start to get stressed, cranky and lethargic all at once. It's time to stop creating, overcome the apathy and have a tidy-up session. It's a balancing act which I'm still working on.

The same balancing act of breathless creativity and overwhelmed non-coping applies to your small children, and your attitude to the often appalling mess surrounding them when they play helps to determine what sort of learning they are allowed to do. 

 

A prejudice-busting story for Valentine's Day

I've been asked to write a kids' story for Valentine's Day that's more inclusive than the usual boy-meets-girl style.... so here it is.  Feel free to copy, print and read to your kids.  And thanks to the brilliant free site http://classroomclipart.com for the ready-made illustrations.

 

Modelling happiness: broken families

In this blog I've stressed the need to be authentic, the need to be respectful and the need to model the behaviour you want your child to copy. It all sounds amazingly easy when you're sitting in a chair reading it. Parenthood in action, however, is a very different experience- especially when the parenting relationship is in crisis.

Fighting with your ex- a child's view

I'm not very good at ending relationships. Most of us aren't. I know what it is to feel deeply hurt, disappointed, broken-hearted, emotionally bruised, what it's like to have my innermost hopes, my self-esteem and my sense of justice trampled on. I know that both parties will usually feel equally overpowering emotions. I also know how easily these feelings translate into a red-hot, uncontrolled boil-over when you see each other.



Well, red-hot rage might be thoroughly understandable in those circumstances, but when there are children in the line of fire be very careful. It's so tempting to mentally enlist them into your army, based only on your own anger and hurt. It's way too easy to misinterpret what they say and do on the home battlefield when you have a personal agenda.



Let me tell you a true story from my life. Call it a cautionary tale.

The Seven Deadly Sins of daycare parenting

Every daycare worker has a recurring set of complaints about parents in those 'water-cooler moments'.  Of course we do.  Don't YOU complain to your fellow workers and family about clients or workmates who get up your nose?

If you're reading this column, you've made a great start to being a fantastic parent, because you're willing to learn (I note that you have to pass a test to drive a car, but nobody issues licences for parenting, so good on you for showing some initiative- not all good parenting is instinctive!).  You deserve to know what parenting behaviours really annoy your children's carers- let's face it, we won't tell you this to your face, because we try to be positive.

You can't be expected to get it right all the time if you haven't ever been told what drives us mad.  So here are the seven deadly sins that get right up our noses.

The first day at daycare: let's get it right!

I'm not sure who suffers the most on a child's first day at daycare.  Is it the weeping child, or the anxious parent?  In some cases, even the staff have problems- almost always because parents didn't know what preparation was needed when they left their child at care for the first time.

So here are some hints for a lower-stress separation.  They apply as much to family daycare as to centre care, though I've written from the latter perspective.  Leaving your child will still feel terrifying, especially for a first-time parent- but it needn't be a disaster.

The parent as cab driver: after-school activity overload

Once upon a time there was a world where children spent their out-of-school hours making up their own games, playing on the street with the other kids from their area, entertaining themselves with their siblings and playing board games and card games with mum and dad in the evenings. If they were lucky and their parents were rich enough, they might be offered some sort of music lessons when they were in middle childhood; if they had trouble with Maths or reading, too bad- either mum and dad helped them, or they struggled.

Educational opportunity has improved for children. But there is also such a thing as going too far the other way. James Thurber once wrote a hilarious mock-fable ('The Bear who Let it Alone') about a drunken bear who caused fear and chaos while falling down in a drunken stupor; seeing his error, he reformed his ways and caused fear and chaos while showing off his new exercise regime (the moral of the story being, 'You might as well fall flat on your face as lean over too far backward').

So here we are in the C21st leaning over too far backwards, with parents  spending half their lives driving the kids to out-of-school activities- soccer, maths coaching, early music classes, swimming training, reading tutoring, ballet, drama, speech therapy, netball... the list goes on... all supposedly in the name of giving their children vital opportunities, while those same children are starved of time for unstructured fun with their peer group and family.

What does this whirlwind world look like to a child?  And which of these activities are really valuable?  How much is too much?

Don't drown in your child's gene pool

New parents have so many hopes and dreams about what their child will be like, but the reality of bringing up a little human can be crushing at times. We may hope to raise a leader of men, a sports star or a brilliant student- someone with all the best features of the people we admire most- and yet one day we find ourselves staring at a child who resembles nothing so much as a small replica of the partner we divorced so bitterly, or our dissolute Uncle Bruce, or-worse still- someone who combines all our own worst features with none of our coping mechanisms.  It's a hard moment for a parent.

Putting on a show with young children (with free script!)

Most teachers and childcare workers I've spoken to about producing a show with children greet the subject with a shudder (the smaller the children, the bigger the shudder).  I can never understand that- I love putting on performances with children!

Being in a show can be a turning point for a child. A good teacher can encourage even the shyest of children to wear a costume, learn simple movements or a song and walk on stage to perform in a group with other kids- and the applause and sense of achievement they get after it's all over creates a boost in self-confidence which is beyond price.  For more outgoing or gifted children, a show gives them an opportunity to shine at their own level without disadvantaging other children. For children who come from impoverished backgrounds, a simple show carefully run (to avoid incurring any parental expenses) may be a once-in-a-lifetime opportunity to experience the fun of extra-curricular activities.

So here are some guidelines for putting on a performance with young children, to help prevent this wonderfully rewarding activity from becoming a nightmare.

W-sitting- a handy link for you

I've asked Roberta to write about W-sitting, as it's something we childcare workers are asked to discourage in the kids.  Lots of mums and dads don't know why it's a problem, so here's a link so you can get it from the horse's (well, physiotherapist's!) mouth.

w-sitting

The fine art of active storytelling

Most parents and childcare workers have realised the value of reading to  children.  (There is a very fine book on the subject written by Mem Fox, of 'Possum Magic' fame, which explains how reading to your kids can help them to learn to read themselves.)  But few seem to have recognised the value of told, rather than read, stories; we rely on the pictures to hold small children's interest- perhaps we feel we'll never keep their attention without them. And not too many have worked out how much fun and educational mileage you can get out of a storybook or a told story if you're well prepared.

Here are some hints on how to get the most out of story time by becoming a skilled storyteller.

Good NIGHT!!!- all about sleeping, at all ages

Oh, the joys of a baby who wakes every hour, a child who won't go to bed or won't sleep once he gets there, and a teenager who has to be prised out of bed with a crowbar every morning.   Your child's sleep patterns can be one of the most soul-destroying parts of parenthood.

I was sleep-deprived for about six years after I had my son.  He came out of the labour ward with his eyes open, and from that moment on he needed less sleep than I did (and complained vigorously and ear-splittingly the moment I tried to put him to bed to snatch a moment's rest myself). So as you prop your eyelids up with matchsticks to read this column, rest assured that I Feel Your Pain.

How did I cope with a child who didn't need to sleep much? (Yes, I'm still here, and some even think I'm still relatively sane.)

Food failings and fussy eaters

Do you worry constantly about your weight? Do you automatically label some foods as 'bad' or 'good'? Do you reward yourself with food and then punish yourself by dieting? Do you eat when you're not hungry, just because it's mealtime? Do you overeat and then diet? Do you eat junk food and takeaways most of the time? Does this sound like an ad for Weight Watchers or Jenny Craig? 

Companies like that succeed because many, many women (and increasing numbers of men) answer yes to most of those questions without hesitation. 

What does that have to do with childcare?  Sadly, we also manage (albeit unconsciously) to teach our children these destructive behaviours- we pass on our attitudes to food as surely as we pass on our moral standards, political leanings and prejudices, by modelling them to our kids.  And childcare workers are just as guilty of this as mothers.

Your baby: milestones, physical development and choosing day care

One of my friends is running a physiotherapy blog which has some very useful information posted for parents of babies and young children (there is a special paediatric section).  You can also ask Roberta your own specific questions about physical issues.

The blog is at

Roberta's physio blog

I was interested to note that Roberta supports my statement about young girls wearing high heels- it's a bad idea, not only due to the age-inappropriateness of sexualised clothing but also in terms of physical development- see shoes for children

Teaching resilience: how to get your kid back on the bike

'Lilian' took her 7-year-old daughter 'Marni' bike riding in the park the other day. Marni was ripping around having a great time when she tried to turn sharply in the middle of a puddle and came to grief, splattering herself on the ground and scraping off a fair bit of skin. Tears and fears! Marni was very reluctant to get back on that bike, saying she thought they'd better walk home.

Some parents would tell the child not to be a sissy, get up, stop crying and get back on the bike- which might appear to work in the short term, but could hardly be considered respectful parenting.

Other parents would be terribly upset, reproach themselves for letting such a small child do something so dangerous, over-comfort their baby and wrap her up in cotton wool, then take her to the doctor to check for broken bones (providing special treats on the way, probably in the form of junk food) while deciding to lock the bike away till she's older. (Don't laugh. I know parents like this.)

Smacking: let's stop pretending!

If you read current child-rearing literature and listen to the experts, you'll know that good parents don't smack their kids. Yet if you talk for long enough to almost any parent, you'll know that theory and practice are WORLDS apart on this issue. Nearly every parent has lost their cool at some stage and smacked their child. I did; my mother did. You probably have too.  Plenty of mums and dads still use it as a regular disciplinary device- they're just not talking about it.

To have a rational public discussion about smacking which considers any positives as well as the negatives is considered taboo- smacking is politically incorrect, and that's that. This has created a quiet subculture which really, really worries me. If we're still doing it, we need to bring it out in the open. So let's have that discussion right now; it's about time.

How to stop kids whining

Is there anything at all a parent can do to stop a child whining?

I have to admit that it's one of my pet hates, and one of the characteristics that I find hardest to deal with as a teacher and carer, because it's almost impossible to use my own strategy when I'm responsible for a large group in a classroom. Thank heavens my own child didn't have this problem! I might have gone completely mad.

There are certainly a few things we can do in the long term to discourage children from whining when they don't get what they want.

Respectful parenting- how to say NO

I always cringe when I hear a parent proudly proclaim that they are 'friends' with their child. I wonder what they think this means. You are not one of your child's peers; you probably don't share their interests, or at least not at the same level; you are almost certainly not stimulated intellectually or emotionally by the same things. To strive to be your child's friend is fraught with danger.

 

The truth is that children really don't WANT you to be a friend in that way. Your child needs you to be a parent, even when they might be screaming to the rafters that they hate you for some boundary you've set. Children without boundaries are scared children, and one of those boundaries needs to be around you; teenage children whose parents are intent on being their 'buddy' will learn how to manipulate that relationship very quickly, and will resent you trampling on their territory to boot.

You're NOT leaving the house wearing THAT!

A few weeks ago my daughter-in-law set me a challenge to write a column explaining how to tell a friend that the Justin Bieber hairdo was, um, A MISTAKE. It was obviously topical for her, and given that parents have started rows over their teenage children's appearance since time immemorial, the art of criticising a young person's appearance in a constructive way could probably bear a little attention.

My answer to her would be leave him alone; he'll work it out when he discovers that he has a swarm of 10-year-old girls around him while the ladies of his own generation giggle in the background. It's a good strategy for parents, too, if it's really not a life-threatening or career-killing problem. But there are some things you can do to help prevent your kids making bad appearance choices in the first place.

Is my little boy gay? He likes girls' toys!

It's a common misconception that boys who like to dress up in girls' clothes, play with dolls and do other things which are stereotypical 'female' activities are necessarily gay. Not so! I was just starting to write a kids' story about this very issue, and someone's saved me the trouble...  one of my friends just shared this link on Facebook:

myprincessboy

Seeing I don't need to write that story, I'll spend the time sharing a few anecdotes to get your thoughts going about what little boys actually get out of playing with girls' toys.

Inclusion of special needs children in mainstream care: ideal, or idiocy?

After many years of failing to include children with special needs in mainstream care and schooling, we now attempt to include every child, regardless of the scale of their particular difficulties. We are living in an age of political correctness, and it's an absolute taboo to suggest that inclusion of all special needs children is anything but fair, beneficial and right. I want to have a closer look at inclusion and tell you about the unintended side effects of some inclusions that I've witnessed.

An Aboriginal inclusion story and activities for NAIDOC week

In Australia we're moving towards a very inclusive education syllabus which aims to give all children in our care a sense of belonging. I wrote the following child-friendly version of the story of Sorry Day because there really wasn't anything at all to help Early Childhood teachers deal with Australia's rather dark history of race relations in an honest (but not too scary) way.  And in the absence of anything to help teachers with this tricky topic, there was a lot of well-meaning misinformation going out.  For example, I watched at one school's group time while a very good teacher told her kids that all aborigines have 'really, really dark skin and live in the desert'; the little honey-brown indigenous girl who was sitting right there in front of her must have found it rather confusing.

Prejudice in preschoolers: talking about different types of families

Children can be very cruel.  Even at 4 years of age, children notice and comment on differences- sometimes innocently but occasionally with intent to bruise. Whether it's a man on the street who 'walks funny' or a peer with a different family structure, children who are seeking a position at the top of the kids' pecking order will often see this 'oddity' as an opportunity for misguided sport.

It's particularly difficult to explain sexual preferences to a young child.  One year I had contact with a preschool group which contained two children with alternate family structures- one with lesbian parents and one with a transsexual parent- and the same group was rich with alpha male children who decided to use these children's differences for target practice.

Talking to kids about death

We all hope we won't have to explain death to our children.  But as John Lennon so memorably said, 'Life is what happens to you while you're making other plans'- and if talking to your kids about death isn't in your plan, then when it becomes necessary it can be hard to think of how to explain it.  You may be grieving too.  Your kids will be picking up the distress even if you try to shield them. That's NOT the best time to approach a tricky topic.

So why not take the initiative, and talk about it at the first opportunity? The death of a distant relative, a pet, someone else's pet or relative, someone famous in the news- all these events can be the starting point for preparing your children for dealing with death without fear.

Not feeling the love: when we can't connect with a child

One of the unwritten rules of both teaching and parenthood is that we mustn't have favourites. Now, that's what I call idealism! In every other relationship of our life, we think it quite normal to prefer some human beings over others- we have best friends, a favourite aunt, a husband or wife for whom we might promise to 'forsake all others'- yet when it comes to children, whether our own offspring or our pupils, we are expected to miraculously feel the same about all of them.

What nonsense! Let's stop pretending right now, and deal with the fact that we often DON'T feel the same about all our kids.

The challenge of gifted children in preschool settings

(This is an article I wrote for an online childcare site to help preschool teachers- but it has much in it to help you identify and cope with a gifted child too. Let me know in the comments if you'd like a copy with the footnotes and references. -Aunt Annie)

Gifted children, those who have advanced intellectual development beyond their years, generally 'draw the short straw' in our schools. There is plenty of information around about the integration of special needs children into our early childhood classrooms, but when I talk to early childhood teachers (and for that matter, to many parents) about catering for gifted and talented children, I find that most people question the need for any special program- and I am sometimes met with open hostility. Gifted children, I'm told, will be okay; they don't need help from us. They'll manage because they're clever. We should focus funding and attention on those who can't keep up.

Perhaps you agree. But gifted children have special needs of their own, and if those needs are ignored, they (and everyone associated with them) will have a hard time.

Help! My child is being bullied!

This is a long post, but it's an important subject, so bear with me!

Bullying isn't just about dreadful tabloid news reports of teenagers doing themselves harm.  It occurs at all levels of our society, from day care to the office.  It's a fact of life.  Stopping it from ever happening is impossible.  The best we can do is to arm ourselves and our children with a strong sense of self and good information on what to do if it happens to them.

Believe me, I feel your pain. I suffered at the hands of bullies at three different stages of my schooling, for no other reason than that I was a quiet, pretty, talented child who was a constant 'teacher's pet' without even trying. And my son was tormented and finally physically attacked in primary school by a child who seemed to take his advanced vocabulary as a personal affront. I wish I'd known then what I'm telling you now, but back then I was much younger, much busier and much less experienced. 

My son and I both survived, mostly because we both have a very strong sense of self-worth. You can build that strength into your child, too.

Sick kids: fun ways to teach your small child about hygiene

Hands up everyone who likes having a sick child?

Mmm, that's what I thought... it's one of the most trying parts of being a parent.  Quite apart from the anxiety associated with your beloved baby being ill, there's the huge stress of deciding how sick they are, and whether to try to send him or her to school or daycare if you have to go to work yourself- with the risk they'll be sent home anyway, and you'll cop the reproachful look or lecture from the teacher on top of your other worries. Better to try to avoid illness in the first place.  So, how can we optimise a small child's health?