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Friday, May 25, 2012

Are 'gifted' children really so different?

My post on gifted toddlers has made a little splash out there in internet land. I've had some very interesting conversations as a result. For example, Janet Lansbury (whose post 'No Bad Kids- toddler discipline without shame' was referenced in that post) brought up one issue which recurs often enough for me to deal with it in more detail. She commented:

"I truly believe that every child deserves this level of respect and sensitivity. Yes, the brighter the child, the more sensitive he or she usually is...but ALL children need this...don't you think?"

What an excellent point to raise. And of course the answer is a wholehearted 'yes'. All children deserve respect. All children deserve an authentic response. The advice I gave that mother could be applied to any child, really- respect and authenticity would work to improve the behaviour of just about any child.

My gifted boy at 4, captivating the crowd
with his rendition of '5 Cheeky Monkeys'.
Butter wouldn't melt in his mouth. But he
WOULD NOT go to bed.
So what exactly is it about gifted children that needs extra care? Are they really so different from other children? And why do the parents of gifted children seem to need extra assistance with their parenting, if it's really just a matter of keeping to the same path as with other kids?


Saturday, May 19, 2012

The challenges of a gifted toddler

I've written already about the difficulties of caring for gifted preschoolers, but what about the precociously gifted toddler? The challenges can be pretty daunting when your two-year-old has an astoundingly advanced ability to communicate, coupled with the normal emotional meltdowns associated with this age group. The parenting books just don't deal with this stuff. 
At 18 months, mine already
expressed himself clearly!

I was lucky; when I was parenting my 2-year-old gifted child, I was being mentored by the giftedness guru Miraca Gross through professional development in my workplace. She made me feel sane. Honestly, a toddler who can express himself well enough to argue the point logically while melting down is a pretty crazy-making phenomenon. 

And this is pretty much the problem that confronted "Angelique" when she asked me for help with her 2-year-old, "Julius". (Thank heavens for the new message function in FB Timeline pages!)

She started by thanking me for my post about gifted preschoolers, and describing her 2-year-old son Julius in general terms.

Angelique: ...My son also was one to walk at 11 months. It's actually pretty amazing how broad his vocabulary is, because 6 months ago he had a 90% blockage of his adenoids... I couldn't imagine how much he'd be talking if he DIDN'T have medical issues! ...My family used to think I was crazy because I would explain something to Julius, or I would squat down to his level and explain why he could/couldn't do something. For the longest time he thought we would have to squat together to converse... Now everyone in the family (the ones who thought I was nuts) now squat to his level and ask him to look them in the eyes as I have always done... 

...Also speaking softer than him always caught his attention (since he couldn't hear very well). It also taught him he didn't always have to yell after having his surgery. His psychologist said he could be one of those crazy kids who graduate at 10... Not into that, because the kid needs to have a childhood, however I am trying my best to teach him new things... Today we painted with watercolors instead of finger paint which he has never done and LOVED.... always looking for something new to pique his interest! I truly appreciate your insight and I appreciate the offer to turn to you for help!

So far so good; Angelique is already doing many of the things her little son needs, despite pressure to maintain what society thinks of as 'age-appropriate childrearing strategies', and I try to reinforce this. 

Aunt Annie: You hold your ground- sounds like you are doing all the right things. I found my gifted son made me a good parent because he wouldn't stand for anything else. With a gifted child you HAVE to be respectful, and authentic, and all those things I talk about in the blog. A long as you're paying attention to his actual needs rather than what's expected, you will be fine! But I am here when you want to talk something over.

At Julius' age, mine started to refuse to be
photographed. See him pushing away from
me? There are years in which all I have is
a school photo of him, mostly scowling.
Having been through the gifted-child experience, I could have put money on Angelique hitting a wall at some stage- and a month or so later, this was in my message box.

Angelique: Ok, so you told me if I ever needed advice I could ask you... I'm about to lose my mind and I'm desperate, so here I am! 

I'm not exactly sure how I am supposed to deal with Julius' emotional issues... It seems like they are MUCH more extreme then other 2 year olds his age. His feelings are hurt, and he'll tell you exactly how it has hurt him- and he is now starting to take his frustrations out on his brother. 

Early obsessions: normal.
My son was obsessed with
Thomas the Tank Engine
(here he is as the Fat
Controller for Book Week!)
His OCD and anxiety has been MAGNIFIED with his brother lately (his little brother has been in and out of hospitals the last 3 months so Julius is having problems dealing. I am trying to do things to make him feel special, and giving him special time with just me and him.) But he freaks when his brother touches his things, or does something that he thinks in his little gifted mind is unacceptable. I can't help but laugh sometimes when he tells his brother "No hands, baby Aidan, that's my stuff", like the baby will understand, and gives him a baby toy instead. 

SOOO I guess my main question is, how in the world do you deal with the different emotional issues, and how am I supposed to discipline a 2-year-old who is WAY past the whole time out 
stage? 

Aughh, being a mom of a gifted kid is hard work.... almost as hard as his baby brother's medical issues! The 3 of us were all crying in the living room the other day, so I'm asking for advice from the best person I know for this! Thank you again for your insight and being an amazing source of info for me!

Poor Angelique. Here's the strategy I dreamed up for her.

Aunt Annie:  Well, the first thing you need is a HUG!

*HUG*

Wow, you really are copping it, aren't you? Look, I'm not a great believer in time out these days. I used to use it myself, but I think its main value was to let ME cool down. 'Time in' is actually more settling for the child- i.e. where you separate him physically from whatever he's doing that totally SUCKS (kicking and screaming if necessary), and then spend time with him. 

So with Julius, who is so advanced intellectually and verbally, you actually have a slight advantage here- you can use more complex 4/5-yr-old concepts when talking him through the terrible twos. Yes, he is being a completely normal 2-yr-old emotionally- bright 2-yr-olds can be VERY out there when they lose the plot. IT WILL STOP. He WILL grow out of it.

If you can hold it together enough to NARRATE what's happening without value judgments, it will help. Set a boundary. Then 
try talking and acknowledging the feelings, plus reinforcing acceptable ways to express those feelings.

So, say the baby has his toy. You stop his hands from whatever inappropriate thing they're doing to the baby, hold him so he can't do it again, but lovingly, and say calmly and firmly "I see that the baby has your toy and I see that you have some big feelings happening. I won't let you hit the baby (or grab things from the baby, or shout at the baby). If you want to hit, you can hit this pillow (or tear this paper, or shout and stamp your feet outside)." 

When the rage subsides a bit... "Can you tell me about the big feelings when the baby takes your toys? Are you angry? Or are you sad?" And let him talk. 

You can introduce the word jealousy, acknowledge that the baby is taking a lot of your time and that he's sad about it, tell him you understand. Maybe you can talk about your own childhood or some other relatives' childhoods, how they had little brothers/sisters and were jealous, but are glad they have a sibling now. Be real. Be authentic.

Another way of letting him release feelings is with puppets. Maybe you could get a baby puppet and act out the baby taking his toys, and let him work out some ways to deal with it. If you can introduce some humour, he will really appreciate it!
Mine melted down if not given
real tools and treated with
 respect for his intellectual age.

It does sound as though he is particularly sensitive. Many very, very bright children share some of the extreme sensitivities of kids with Asperger's Syndrome- my brother is a perfect example. He would melt down over crazy stuff like my mother feeding him peas- he hated hard stuff in his mouth. And me? I still melt down over conflicting noises, like someone talking to me over the TV, or someone who has the radio and TV on at once. Now I am NOT saying Julius has anything like that, but some of the strategies can be very useful with hypersensitive kids.

Try to avoid overstimulating him. Keep your environmental colours fairly neutral, try not to have too much mess around (hahahahaha very funny with a baby and a 2 yr old, I know!), avoid loud music playing, have safe places for Julius to retreat to AWAY from the baby. If the baby is driving him nuts, buy a low-rise playpen and put JULIUS'S TOYS in there, so the baby can't get them but he can. 

It's VERY important that you have firm, clear boundaries around what is not acceptable with the baby, and with you. Have you read Janet Lansbury's page about 'No Bad Children- Toddler discipline without shame'? Go to www.janetlansbury.com and look in her most popular posts. Emotionally, Julius is 2. Intellectually, he is way above that, but you need to deal with the toddler emotions in a toddler-appropriate way.

Have a think about all this and get back to me!

Well, Angelique messaged me back within a matter of hours.

Angelique: THANK YOU THANK YOU THANK YOU... So I am going to be printing that blog and putting it on my fridge!

It's nice to know this won't be my life forever and that this will end. Some days it doesn't feel like that, but it's nice to know it won't always be this hard! I guess once we are through this stage we'll go on to a different problem.
 
Julius DOES have some super sensitivities (that's actually what raised my concern and what got me mentioning something to the Dr, who then sent us to the psych). Noise is a BIG thing- and with a baby who is crying a portion of the day from pain, THIS drives Julius NUTS! He'll yell at the baby "STOP CRYING" constantly, and then freak out when Aidan falls asleep because he thinks he did something wrong- so he'll yell at the baby to "WAKE UP" because he's concerned! Asperger's was something we were looking at. The kiddo is VERY particular in a lot that he does, which I'm trying not to let get too obsessive. 

So it's pretty amazing today... just by saying "I won't let you <fill in the blank> with the baby", it has totally changed the extent to which he tries to push his limits. Who knew those 4 words could change it?! I guess I'm personally struggling with the fact that he understands more then he should, but is doing things anyway (being 2). I guess I just have to remind myself that he's two- even though he acts older, he's still two.

I truly do appreciate your insight and cannot thank you enough... I actually have one of those big round play pens that have a door, that I bought after I had the baby. I took it out this morning and Julius has LOVED it! He has played in there (baby free), and I set it so the door is on the inside so he comes and goes as he wants and yet his things are "safe." He loves it, so I think I'll just keep it out for him.

I'm printing out what you wrote and sharing it with my husband and mom... you are amazing at what you do thank you!


Whew. I was just gobsmacked that this worked so quickly! Toddler parents, if you haven't read that Janet Lansbury post, skedaddle over there right now. Between Janet's understanding of respectful parenting and my understanding of giftedness, I reckon we've got this one nailed.

I replied to Angelique:

Aunt Annie: Oh Angelique, you made me cry. I am so pleased that what I said to you worked- though I'm not surprised!
The divide between emotional and intellectual maturity is probably the hardest thing to grasp about many gifted children. He still needs you to be a strong guiding hand on the boundary fence, regardless of his ability to talk and think in a somewhat precocious manner. 

Later on, this will become an ability to reason and manipulate and argue in a frighteningly logical and assertive way, and you will need to be on your toes. Get ready to say "My job as your mum is to make sure you are able to be happy when you grow up. I know from experience that if I let you do this, it will make you unhappy later on, so I won't let you do it." (Followed by real examples, real stories- always give your evidence.) That strategy saved me on several occasions with my strong-willed, argumentative son. Be ready!

Also I want to congratulate you for your perception and calmness in seeing that Julius' sensitivities are beyond the 'average' and seeking professional help. Denial that there's a problem has never been helpful for a child- you have done the best and bravest thing for your son. Learning how to handle his sensitivities early will be so helpful for his development and give him the best chance to realise his amazing potential. Well done, you!


And she came back almost at once with this:

Angelique: Haha... well, reading what YOU put made ME cry! It's always nice to know that I'm not the only one going through this and that this stage WILL end!

His ability to argue & manipulate situations at 2 scares me because he can already get his point across... I'm in deep trouble when he's a teenager.


I have to confess... I'm totally one of those moms who will put my kids and their needs WAY before my pride & feelings. But we knew Julius was "different" when he was rolling at 2 months & crawling at 4 months, putting his toys away in the correct spots at 8 months etc... It just got more apparent when he could talk, so I took him to the Dr's. I would rather do what I can now to be able to get the best future for my kid. Thanks for everything!

And thanks to Angelique too, for letting me share her problem with other readers. She is so right about the gifted teenager- if you haven't nailed the relationship with the gifted child before puberty, your learning curve will be sending you backwards at a million miles an hour. Boundaries, parents, boundaries! Don't let that silver tongue fool you! If you label the gifted child 'cute' and allow him/her to get away with murder, you are asking for trouble.

Just sayin'!

Friday, May 18, 2012

Let's talk about money. And appreciation.

For so many families, childcare is not really a choice. Oh sure, just about everything in our life involves a choice- I know that, believe me. But sometimes the alternatives to childcare are pretty dire.

You could choose not to have kids.

You could choose the one-parent-working route, and not even try to own your own house, or to have any more kids, or whatever that financial hardship might mean for you.

You could just give up on trying to work at all, and pay the rent and make ends meet on the dole.

And so on. Times are tough. All the alternatives have a price. Often childcare is the best option.

But boy, is it expensive!! It can make you feel quite very resentful to see all that money going out the door when you're working so hard to get it. And some of that resentment seems to get laid at the carers' and teachers' doors by some parents.

Making money to help out mum & dad?
Sometimes I think there might be a little bit of a misunderstanding happening.

Many families whose children are in care or at preschool during the day are in pretty dire financial straits. When you're financially stressed it's hard to see things clearly. Perhaps, because of these worries, parents can be a little blinded to the fact that the people who take care of their children are, more often than not, in the same financial boat.

I wonder how many of the parents who use Australian childcare and preschool facilities are actually aware of how little the workers are paid?

Let me give you an example of our wages. One private centre raised the daily fees to cover the cost of extra staff, as required by new legislation. The price ended up over $90 per day for babies. Any childcare worker at that centre who had their own baby in care- or, heaven help them, a baby plus one or more other child- had to seriously consider their options, because that $90 constituted the larger part of their daily wage after tax.

That's a pretty extreme example at a particularly expensive centre- but believe me, it's close to that bad for all of us workers. I don't have children at home, and I own my own home outright- but I still had the devil's own job surviving on my weekly salary when I was working full-time. All that money you're paying out for childcare is NOT, repeat NOT, filtering down to the workers. I've just been browsing the award wages for Early Childhood workers, and it's not pretty.

And this is where this blog post is heading. We're not here for the money. The money is terrible. Please keep that in mind, as you rush in and out of our centres with certain expectations of what all that hard-earned money is buying for you. Please keep that in mind, as you sit down (probably exhausted after work) for your parent-teacher interview.

Let's talk money a bit more, so you really get it.

Take the Early Childhood Teacher, or ECT- fully university trained, at great expense to themselves despite the recent increase in government support. Even with the current extra government support, an early childhood education degree can cost in the region of $700 per subject (and it's twice that without the government support) before we even consider buying textbooks and other expenses.

For example, to top up my Diploma to the lowest rung required for teaching preschool, I needed to study eight subjects. How many hours do you think it would take me to earn that $5,600, remembering that I also have to pay bills and eat, on my current casual Diploma wage of about $22 per hour? (It would be even less per hour if I were on a permanent wage.)

Our least qualified workers are trying to survive on less than that, and our most qualified teachers aren't making a significant amount more (as well as working untold hours of unpaid overtime). And so exactly how attractive do you imagine is it for the best high school graduates to take on a TAFE or uni course that will incur such a large loan compared to their earning power? (I can't imagine why there's a shortage of qualified ECT in EC settings, can you?)

The maths is frightening. In the end, the money we make from our qualifications is hardly worth the price of the piece of paper.
I can make $25 an hour nannying, and I'd only have to care for one family's children with no qualification needed, no paperwork to do and no after-hours expectations at all.

We're not here for the money.

And here's another real worry for the EC education workforce. Did you know that once a worker obtains an Early Childhood teaching degree, they're paid significantly more for working in the infants' department of a primary school than for working in an early childhood care setting?

That's right- same qualification, equivalent workloads and stresses- but lower wages.

Guess where most EC teachers want to work? Yep, correct- most of them are in a long queue for a job in an infants' school. Not because they don't enjoy working in preschools or long day care, but because they simply can't survive on the wages offered. Many directors are having the devil's own time finding teaching staff who are committed to Early Childhood settings, rather than marking time till a job turns up in a school.

I'm sure you can imagine how this sometimes impacts on teacher quality. If you're financially stressed, if you're constantly wanting and waiting to be somewhere else, you're not going to give of your best. Fortunately there are some ECTs out there who are actually committed to EC settings- I hope you've been lucky enough to find one at your centre.

Playing at being the breadwinner?
Just quietly, it also impacts on gender representation in EC workers. Even in this day and age, men often feel the need to be (or are expected to be) the primary breadwinner in the family, and taking a poorly-paid EC job can be extremely challenging on an emotional level. Even the most outstanding male teacher in the world of EC blogging, Teacher Tom, admits that his career in EC education is a luxury afforded to him only by his wife's more lucrative career.

So what's my point?

My point is that despite this job being very unrewarding in terms of dollars, there are many wonderful, committed EC teachers and workers out there who would really appreciate your understanding and support. (And who would really appreciate it if you took your feelings about the fees out on the government, not on them.)

It's one thing to have a vocation for working with children, and to give freely of your own time to do your job the very best way you can. It's another thing entirely to be expected to go above and beyond the call of duty out of hours, or to be expected to do the work of parenting on top of the work of an educator during those poorly paid hours, or to be abused for not doing more within those full-to-the brim, underpaid hours of work.

The ECT who hands you a beautiful portfolio at the end of the year, full of your child's artwork and professionally written and evaluated observations, hasn't knocked that up during working hours while she kept one eye on the kids. She's done it in her own time- in fact she's probably done 25 or more of them in her own time, while her partner crankily queries the unpaid overtime and invasion of their relationship time. A little insight into what that cost the teacher in time, a little thank you from every parent- that would be really, really nice.

The carer who asks you to please send your three-year-old in shoes with velcro fasteners isn't being lazy or dodging his duties. He can support a child to tie their own laces if they have a clue already, but teaching them to do that is your job. He simply hasn't the time or the support to tie 25 sets of laces before the kids go outside. If your carer makes a simple request, there will be a good reason. Please don't make a fuss about it. If your carer can't do for 25 children everything that you would do for your own two or three, please don't be surprised and indignant.

The daycare worker who hands you a plastic bag of soiled clothes is not your washerwoman. She may have seven of those bags in the laundry bucket, and her eyes need to be on the children- not on the washing machine, and not on seven pairs of clean but unnamed underpants while she tries to work out what belongs to whom. Please don't berate her at pick-up time.

A little bit of appreciation and understanding goes a very long way. Many, many childcare workers and ECTs absolutely love working with your children, but the way they are being paid has no relationship whatsoever to the level of responsibility they accept (or, for that matter, to the number and quality of tasks expected of them by the regulations and by centre management). When they go home at the end of the day, it's to the same sorts of financial stresses as many of the parents, or worse.

You can make a difference to how we EC workers feel at the end of the day. All it takes is a little understanding and appreciation. Because really, the vast majority of your fees fly straight over our heads and disappear- into rent, and insurance, and power bills, and maintenance, and heaven knows what other running costs each centre must cover. And we, the staff, are left scrabbling around on the ground splitting up the small change for our wages.

We're only here for the love of it.






Sunday, May 13, 2012

Mothers' Day at Annie's house

Mothers' Day passes quietly in this house. My son is many miles away, and we've agreed that we won't subscribe to the Hallmark mentality; it's not necessary. I know that he appreciates me every single day of the year. He doesn't need to have a knee-jerk reaction to some randomly allocated date on the calendar to prove he loves me. Every time he calls me or pops up on my Gmail chat, it's Mothers' Day for me.

My mother
 And my own mother- well, I'm sitting here by the fire looking at her photo, which sits high on a shelf in the living room where she can seem to watch my life unfold, and I can pretend she's not missing anything. Her ashes sit on another shelf, but I know that's not really her. That's just the bit of her that grounds me, and reminds me that everything passes. She's more inside my head, or floating in the atmosphere of my home, than in that jar.

Marjorie Daw
She's more present in my old doll, Marjorie Daw, the one that sits up against that jar of ashes. Marjorie Daw still wears a hand-made replica of an outfit my mother made for me fifty years ago. I won a prize the first day I modelled that ensemble, strutting proudly up and down the catwalk feeling like a million dollars, my matching doll in my arms.

I always felt confident that I looked good back in those days. What a gift to give to a little girl.

I'm not a pastel person.
My mother is present, too, in the throws that cover my lounge suite, and in the cushions that are dotted across them. I made them myself, using the skills she taught me from the time I could hold a needle or sit at a sewing machine. More gifts from her to me; the gift of inclusion in real work, the gift of play with real tools.

She wouldn't have used those colours, mind you; she was a pastel person in decorating terms. But she would have let me choose them for myself. I think of my old bedroom, which she allowed me to paint black when I was a teenager. (And what a teenager I was. I was horrid.) The black walls ended up covered with white line drawings of my favourite musicians; it was quite a room. It was tiny, but it was MINE.

A talent for laughter...

It took her four coats of lavender to cover all that when I left home- FOUR coats- but she found that funny rather than irritating. I was always, always allowed to be myself, to express myself.

And there was always more laughter in our house than whining; mishaps weren't classed as disasters. Even today, it's easy to make me laugh at myself when I get cranky. That's a gift worth having, too.

...often at herself

Good choice, R!

My mother is here in the photo of my daughter-in-law, too, even though they never met. She died when my son was just two, yet enough of her remained in my son's subconscious for him to be attracted to a woman who had much in common with her. The dry but razor-sharp wit, the quiet intelligence, the ability to express difficult feelings calmly, the affinity for handcrafts and the ability to be completely happy in her own company- all these I recognise. Never believe a two-year-old retains nothing in his memory. At two, my gifted and very challenging son felt completely comfortable with my mother. At nineteen, he found the same atmosphere with another woman, and immediately chose her for life.


My daughter-in-law is a gift. How many women can say they genuinely love their son's wife?

My mother's chair sits in the corner. I hardly ever sit in it, but it's always full. It's bursting with memories. Mostly, I see her sitting there towards the end, in terrible pain but smiling while my little son tells her stories to distract her. Looking at that chair I can hear her voice. Voices are forgotten eventually, you know; the day you forget a lost soul's voice and can't hear it in your head is a dark day indeed. But between my son and that chair, the sound is still locked in my head 25 years later.

My mother's here in the books that are scattered through the room. Even when we were flat broke, somehow we managed to have books in the house. And those books were a symbol of time spent together. I remember going to the local children's library with her; what hours we spent there, browsing the shelves, sitting on the floor reading because we couldn't wait till we were at home again to open the book. I remember her sitting on my bed when I was deathly sick with rheumatic fever, reading the chapter of 'Anne of Green Gables' where Anne accidentally dyes her hair green while I laughed helplessly and forgot I was ill.

And she's right here in this computer, even though she never used one in her life. I tap away and remember how she let me use her typewriter to discover the joy of words. If my two-finger typing is faster than most experts' ten-finger efforts, it's down to that early start. And I remember the poems and stories we wrote together at that old machine, until I was good enough to use it to write up my own early compositions.

It's Mothers' Day- and though I haven't received a single card or present, I'm sitting here surrounded by gifts.






Thursday, May 3, 2012

The 7 Deadly Sins of carers

Quite a while ago, I wrote a post about the 7 deadly sins of childcare parenting, from the point of view of carers. It was the product of extreme frustration!

Today I'm feeling frustrated too, but it's not with the parents. The boot's on the other foot today- I'm reflecting on some of the blatant errors I've seen over and over again from carers.

So here's the balancing post. Here are some things that carers commonly get wrong.

Friday, April 27, 2012

A risky play morning with a 2-year-old

A while ago I had the pleasure of the company of "Darius", who is in that interesting not-quite-a-toddler, not-quite-a-preschooler stage.

Now, let it not be said that I experiment on the children I babysit, but one part of my brain was very interested in what Darius would seek out for play experiences. (Okay, okay, so I may have incorporated a little bit of research into my supervision.) He had never been to our farm before; he had never met me before. I wondered if he would be more comfortable inside playing with my quite large collection of age-appropriate toys, or if he would naturally tend towards more risky play, the exploration of the unknown outdoors. I decided to just let him lead, and see what happened.

Well, the first thing that happened was that he clung to dad's leg and hid his face. Pretty normal.

"Don't be shy, Darius," said dad, obviously a bit embarrassed. "Say hello."

"That's okay," said I to dad, smiling at Darius who was peeking around dad's leg by now. "He's never been here before and he doesn't know me. He doesn't have to say hello if he's not ready yet."

To Darius, I said, "You can be shy if you want to, Darius. It's all new, isn't it?"

Instant eye contact. It's amazing how recognising and naming a child's feelings, without judgment, can cut through the ice. It was all easy from there on in; he stayed with dad, but he was watching me and listening to me.

The first thing to separate Darius from the safety of dad's leg was not a shiny, colourful toy. It was this.


I guess that's not surprising. The turkey chicks are still small enough to be cute and non-threatening. Darius spent some time happily chasing them through the bush. (Um, yes, through the bush.) Totally focussed, totally without fear.

I followed at a trot through the trees, thinking the usual carer-risk-assessment thoughts.


What if he falls over and lands on a stick and (insert dreadful injury)?

Don't be daft. Look at him. He's absolutely competent on his feet, and he's picking his way through the trees and avoiding sticks on the ground perfectly well. Probability: minimal.


All the time, I was consciously stopping myself from saying "Be careful!" He WAS being careful. The last thing he needed was me distracting him from what he was doing. But yes, it was an effort to shut myself up!

Snakes?

Probability: minimal. The weather's way too cool. But I'll keep a little ahead of him now, just in case. 


Then I realised that the turkeys would tell me if a snake's around long before human eyes spotted it, and relaxed. There's about as much chance of stepping on a snake here as there is of being involved in a major car accident driving to the shops. And that's only in high summer, not in autumn.

At one point, back in the clearing, he sloughed his shoes and continued running barefoot.

What if he steps on a bull-ant?


I mentioned this to dad, and he replied "Well, he won't do it again, will he?"

Bravo, dad. To my knowledge no-one's ever died from being bitten by a bull-ant, though it's an unpleasant experience. And once bitten, yes, you do start to look out for them to prevent it from happening again.

It was really good for me to engage in this type of in-the-wild supervision- experiences like this stop me from being too glib about advertising risky play as though it's easy for carers to achieve. Fifteen minutes of this, in a genuinely untamed bit of bush, reminded me of the very real fears that go through our minds when we let kids free-range. Yes, I really do appreciate how easy and attractive it is to confine children to bland, 'safe' areas, to try to avoid having to do this on-the-run risk assessment. Yes, it's quite mentally and emotionally taxing to let kids test themselves. Yes, you do feel fearful that something will go wrong, that you'll be held responsible.

But honestly, it's worth it. All the time Darius had been on the run, he'd been asking questions about the birds, and I'd been answering as well as pointing out other interesting things to see. By the time he'd tired of chasing the turkeys, Darius was grinning, relaxed, talking twenty to the dozen and ready to accept me as his carer for the morning.

Had he run off his nerves? Maybe. Or was he just appreciating not being thwarted, being allowed to do what felt good to him? Maybe.

Here are some more things that attracted Darius' attention, once he'd accepted me:


Now, let it be said that my dog is the safest dog in the world for a little kid to play with, and Darius was used to dogs. I definitely do NOT recommend letting a 2-year-old approach any old dog that takes their fancy. That's not risky play, that's just downright dangerous. The trick is to teach them some boundaries around dogs in general, and if that means grabbing their hands and saying firmly "I won't let you do that", go for it. You really do have to reinforce that approaching strange dogs is OUT.

Darius had already been taught a little caution by his parents, and so he was quite safe patting my very friendly dog. Even so, I stayed right there next to him. You just never know.

These also caught his eye:


Again, these are well-behaved animals, and they're also very shy- but they're large, heavy animals nonetheless, and so I stayed close by while Darius inspected them from a rather cautious distance. He didn't show any inclination to touch them, once we were close enough for him to see how big they were.

Darius was actually more taken by this:


My bottle-reared sheep provoked a very interesting risk dynamic. You see, she thinks she's a dog. So she had no hesitation in walking right up to Darius looking for food, and he showed immediate awareness of his limits by hiding behind my leg. Right up close, she might not have been as big as the alpacas, but she was as tall as him and clearly far, far bulkier.

I interacted with her for a short time, talking to Darius about her, and he gradually relaxed again- but still wouldn't touch her. You see? He had a natural awareness of some danger to his person- probably a natural reaction to the sheep's size compared to his own.

We often don't need to press the point. If something's lethal, we shouldn't have a child near it. Otherwise, we need to allow our kids a bit more space to assess a risk, before we move in with our own fears. Let their instincts develop naturally.

When Darius had a bit more confidence in the layout of the farm, he did something a bit more risky; he decided to take off to 'find' the alpacas by himself. I let him go off across the clearing, watching from a distance. (Yes, he thought he was ready to go wandering on a strange farm at two and a half. I bit back the natural tendency to stop him.)

Well, not only did he find the alpacas- he found my sheep too, and she ran towards him excitedly. Freak-out! Darius screamed, turned and ran back to me sobbing.

I picked him up, out of reach of my pushy wanna-be-a-dog give-me-food black sheep, and he quickly regained his composure.

So what do we make of that? Was it a terrible thing to do, letting him run off by himself to get a big fright?

I don't think so. There was no real danger present. Darius tested his limits and found them; end of story. He didn't try to run off by himself again all morning. Surely that's a good thing. When we let kids take risks, they learn.

I mean, if I'd forbidden him to go off across that paddock by himself, would he have tried to sneak away when I was distracted? There are dams on our property too. There are gullies with water at the bottom. There are long tracks through tall trees and thick bush, where even I've got lost once or twice.

No, no, no. Much better that he found his own limits, while I watched from afar.

At one stage, when I needed to go into the house for a while, I offered Darius some toys. This is what I offered him:


You know, he really wasn't much interested. He played with the bus for a while, rolling it down the ramp, but he found this much more interesting:


Children like real tools- tools that adults can play with too. They don't always need to have scaled-down, pretend toys.

Yes, it was noisy. I lived. I bit my tongue again when he bashed his hands down, waiting for the moment when he'd find a different way of playing. He did. I just had to be patient, survive the loud bit, and wait for him to discover playing with one finger, playing with two fingers, playing softly.

We played elephant music. We played mouse music.

And soon after this, he wanted to go outside again, where he played with these:




You can see how tiny those flowers are- those are my fingers next to the yellow one. He found all these playthings himself. He examined them, and collected them, and brought them back to the house to play with some more.

Yes, he played with sticks. He chose small ones, in proportion to his body. I didn't stop him. He didn't hurt himself.

Thus we spent a whole morning, a two and a half year old and a lady who had been a total stranger at the start, with only one little moment of tearfulness and not a single whine.

And what does all this tell me, that can be useful to you?

It tells me that children respond to being treated with respect. That child didn't even want to look at me when he arrived. With respectful treatment that acknowledged his space and his needs and his feelings, by the end of the morning he was cuddling me fiercely and not wanting to leave!

It tells me that we have to have more confidence in young children. We don't have to constantly entertain them. We don't have to treat them as though they have no concept whatsoever of risk. We would be well advised to get them outdoors, tape our mouths shut and let them exercise their bodies, entertain themselves and develop their risk assessment skills even further.

It tells me that children don't need to be patronised. We would be well advised to give them access to adult tools now and then- carefully chosen, perhaps, but the real thing- tape our mouths shut and let them explore.

It tells me that the world outdoors is full of children's toys. We would be well advised to tape our wallets shut, stop buying brightly coloured plastic cr*p and stuff we think our children might want, and let our children find their own playthings. Toys that are, truly, their own choice.

Children are more capable than we think. And if we allow them the room, if we bite our tongues and give them some respect along with the boundaries, they will constantly surprise us with their ability to entertain themselves.

Friday, April 20, 2012

Happiness, pleasure and the joy of being broke

There's a wonderful lyric from Malcolm Williamson's opera version of Oscar Wilde's 'The Happy Prince' that has always made me thoughtful. The prince is indulged in all things material, and never allowed to feel sorrow. After his death, he becomes a statue looking out over the misery of poverty outside the walls of his palace; it touches his leaden heart with pity, and he sadly sings:

"My courtiers called me The Happy Prince,
And happy indeed I was- if pleasure be happiness."

I think pleasure and happiness are words that we need to define very carefully in our parenting. So often we do something on the pretext that it will make our children happy, yet in fact what we're doing is giving our children pleasure.

And when the ability to give our children pleasure at the drop of a hat is taken away- usually by a change of circumstances such as the loss of a job, a relationship break-up or an illness that affects our income- we worry that we will no longer be able to make our children happy.

Let me just reassure you on that point.

Monday, April 16, 2012

I Will Not Pin.

Oh my. Everyone, but everyone, seems to have gone suddenly crazy for Pinterest.

Not me. I have decided that I Will Not Pin. And it's not just because I'm a jumper-off from bandwagons, though that's true. All my life, if everyone was wearing mulberry and taupe, I was in black and scarlet; if everyone was coming out of the movie theatre drooling about "Titanic" or "American Beauty", I was running the other way screaming "GARBAGE!".

(Don't start me. Please.)

So perhaps I was inclined not to pin from the start. But honestly, contrary nature aside, my rational brain can think of plenty of reasons not to pin.


(You're wondering what this has to do with childcare, aren't you? Bear with me. I always get there in the end.)

Thursday, April 12, 2012

Sibling bullies

Parenting is a tightrope to walk. I know that. It's so hard not to fall off one side or the other of that thinnest of thin lines- into over-regulation, or into permissiveness- even when you're trying your hardest.

But sometimes I see the chaos caused by well-meaning parents who misinterpret where the line is, and my heart bleeds for the kids, and I have to say something. LOUDLY. Today I'm saying something, LOUDLY, because yet again I've seen a child in pain when parents thought they were doing the right thing.

See, there's lots been said about how we shouldn't intervene too much between siblings. Let them sort it out. Don't force the relationship.  And I agree with that, within reason.

But let me show you what can happen when that approach gets taken too far. It's not pretty.

Sunday, April 8, 2012

The Richest Crocodile: Earth Day Blog Hop

 The Richest 
 Crocodile     
 in the World
        by Daniel Postgate

Published by HarperCollins, 2003
ISBN-T3: 978-0-00-780985-1

Earth Day Theme: Water and Sun


I have to admit that I love this book. I found it going cheap in the supermarket one day as though it was remaindered, but it grabbed me at once and the kids adored it too. It ticks so many boxes in the preschool room!

I mean, just look at that crocodile- did I mention that 'crocodile' is a magic word? I could read them Pride and Prejudice and they'd listen, if only D'Arcy were a crocodile.

And look at all those boys' toys that the rich crocodile has to play with! Helicopters, cars, bikes... oh yes, they're listening alright, those sometimes-twitchy and hard-to-settle boys.


If you don't know the story, here's a brief run-down:


The rich crocodile looks out across the plains and sees the other animals having fun horsing around in the waterhole.

He tries having that sort of fun by himself, but he's missing one important ingredient- FRIENDS!



So off he goes with his butler, the giraffe, to join in.

But when he gets there, the waterhole has dried up and the animals are all gone...


...and this, my friends, is where you can start to engage preschoolers with Earth Day.

Of course, you'll finish the book before you do the activities- and you'll discover that it has a great message about the importance of friends, too. But when you finish, turn back to that page with the crocodile and giraffe looking into the empty waterhole.

My favourite approach is to ask leading questions.

Where did the water go? is the first one, and what happens next is up to your kids! There are all sorts of activities that can lead on from this concept of 'where did the water go' and the many possible responses.

Maybe they'll theorise that the animals drank it.

Activity: There's an ideal opening for discussion of where the water goes when we drink it (cue giggling), and why we need water to drink. An understanding of the importance of water to human life is an essential facet of Earth Day.

A baby doll that drinks and wets is a good starting prop for this discussion. The water goes in one end and comes out the other- but what happens inside? What does it do?

This is a perfect lead-in to looking at some anatomy books and investigating what our internal organs do, plus the role of water in moving things around and out of our body. 'Child Art Retrospective' has a whole series of posts showing how an investigation of anatomy led to a layered art project, where over a period of weeks the children first painted their organs, then over the top their bones, then when that was dry added muscles and blood vessels... have a look; you might want to try this as a long-term project.

You can also talk about times that children have hurt themselves and drawn blood- is blood the same as water? Do you think blood has water in it? Where does the water come from in your blood? What would happen to your blood if you stopped drinking water? What does blood DO? And so on. Don't forget to listen to the answers when you ask these questions, and respond to what they say without laughing at anyone- it's all about letting them hypothesise, and gently inserting a little intentional teaching where you can.

If you can get hold of a length of clear plastic tubing and tape it to the mouth of a squeezable clear plastic container (some kids' ice blocks come in these- wash one out and away you go), you can experiment with filling the container with red-coloured water and 'pumping' it like a heart so the water goes down the tube. (This is definitely an activity for the water trough outside!) Have a play around with whatever recycled resources you have at hand to make your little 'heart' and 'arteries'- it's worth the effort.

Oh, and if you have your wits about you next time someone skins a knee, you can seize the teaching moment and talk about how blood is wet, how it runs and drips and oozes... so much vocabulary to use around this intriguing subject.

Children are usually fascinated by blood and after talking about this, you shouldn't be surprised if there's a lot of red paint used in art projects. :)

Here's another question you can ask them, leading from a 'they drank it' response- is it only animals that need water to drink?

Activity: 'Growing a Jeweled Rose' has some beautiful photos of their science experiment with white flowers placed in coloured water. The flowers continue to 'drink' the water and the colour will be transferred to the flowers. Magic!

Follow-ups: Set up three seedlings in pots on the windowsill or outside where they'll get light, but no water except what you give them. Anything that grows okay indoors in your climate will do.

Label your plants with pictures and words to show what you're going to do with each one. Each day you'll give one plant no water (a picture of a watering can with a cross through it), one some water- enough to keep the soil damp (normal watering can with a sprinkle coming out), and one lots of water, ie flood it (watering can gushing and splashing)- and see what happens over a week.

Discuss the results with the children. What would happen if the Earth had no water left? What would happen if the whole world was covered in water? Is it important to make sure plants have the right amount of water?

Look at some non-fiction picture books of different types of landscapes- include deserts and rainforests. Make collages of different landscapes, using natural materials including sand and leaves. (Silver foil can be good for 'water', especially with blue or grey cellophane added on top.) This can be a great group activity.

Maybe your kids will theorise straight away that the water dried up because of the hot sun. If not, do a bit of intentional teaching! Talk about sunburn. Talk about peeling noses, where your skin has had all the water taken out and cracks and curls like the mud at the bottom of the crocodile's waterhole. And then it's time for another experiment.

Activity: Let the children choose some items that they think have water in them, and try 'drying them up' on a tray in the sun. You will need to plan ahead- read the book early in the day, and ask the kids to watch out for things to add to the drying tray while playing and at meal times. You might end up with a tray containing a wooden block, a grape, a small plastic toy, a drinking straw, a piece of watermelon, a slice of carrot, an ice cube in a cup, some flowers or leaves... the possibilities are endless, but I would also include a mud pie. Take a photo of your tray.

Now find a nice hot spot where the items won't be tampered with, and observe the tray with the kids each day, taking another photo. You should end up with a series of photos which show how some things dehydrate in the heat of the sun. See if you can keep your experiment going for long enough to make the mud pie crack like the bottom of the animals' waterhole in the book!

If you just don't have enough heat in the day to do this, put the tray in a very slow oven- but make sure you ditch the plastic items or you may have a mess!

Follow-up: How did the water get back in the waterhole at the end of the book? (Note that the book doesn't say- so this is a perfect opportunity for speculation!) Talk about clouds and rain. Look at the sky each day and discuss the clouds you can see. Try to identify which ones have rain in them.

Well, that should keep you all busy for a week, don't you think? :D But just in case you need more... here are heaps of other ideas from fabulous EC bloggers!


Teach Preschool : Child Central Station : Living Montessori Now : Aunt Annie's Childcare : The SEEDS Network : Flights of Whimsy : Pre-K Pages : Kreative Resources : I'm a teacher, get me OUTSIDE here! : Share & Remember : Music Sparks : little illuminations : Greening Sam and Avery : Putti Prapancha : Early Play : 52 Days to Explore : Little Running Teacher : Look at My Happy Rainbow : Rainbows within Reach

Sunday, April 1, 2012

Driving through stop signs, and more on obedience

The dialogue on obedience still hasn't stopped! It's flying round and round the blogosphere in ever-diminishing circles, and nobody is changing anybody's mind. Children are too disobedient these days, says one; children are too regimented, says another. They're out of control. Or, They're expressing real needs. 

And never the twain shall meet.

Somehow, in the midst of reading all this, I had cause to remember the day some nine years ago when my learner-driver son drove straight through a stop sign, while I rode shotgun with my mouth hanging open in shock. It wasn't just any stop sign, mind you; it was one of the most notoriously dangerous intersections on the whole Central Coast. People got killed there with monotonous regularity.

Children are out of control...

Oh, he heard about it from me, don't you worry. I screamed at him to pull over, and then I blew a gasket. As you do, when your life's just flashed before your eyes. I mean, it's not like he didn't know that stop sign was there. He just thought he had the situation under control; he made a judgment call.

And I guess that's why the incident came to mind this morning when I was reading, yet again, about obedience. I think that's the sort of thing that some parents fear, when they choose a parenting path that requires complete obedience from their child. They want to make sure their child doesn't drive through the metaphorical stop signs of life. They fear that they'll raise a sub-standard citizen, unless they force their child to comply with every demand. And they blame every tableau they see of strangers' children 'misbehaving' in public on the parents' failure to cultivate unquestioning obedience.

If only they could time-travel a little, and stand where I stand for a moment- with a grown child, looking back.

Thursday, March 29, 2012

My perfect playground

There's such a lot of talking going on about outdoor play that I've started to think about the huge variety of outdoor play areas I've seen. As a casual, I visit so many play spaces that I've got ample opportunity to compare their effectiveness- so here's a description of my perfect playground, compiled through my experience of watching real children play.

Saturday, March 24, 2012

Thoughts on obedience and the morning rush hour

I have never liked rushing. I'm one of those people who tends to be early for things rather than late, who tends to prepare everything well in advance so the last minute panic is avoided. I'm the one who packs my lunch the night before, or portions up the leftovers so I've got a week's lunches in the freezer. Anything to dodge that feeling of being too rushed to think straight. Any time I get lazy and decide to just leave things to the last minute, I regret it sorely.

So I guess that's why I find it relatively easy these days to slow down for children (and I'm not talking about school pedestrian crossings, either- I'm talking about day-to-day living). I don't let myself feel rushed; I like watching kids, and the way they approach things.

It wasn't so easy when I actually HAD a child of my own and a full time job, mind you, when I lived in a world of deadlines and had a child who liked to experiment with the power of dragging the chain. My son seemed to take delight in making me late by simply refusing to get ready. I have a hideous memory of getting so furious one morning that I actually put him in the car in his pyjamas; another day I drove a hundred metres down the road without him. (I might add that nothing I did back then improved his behaviour in the morning. All I did was entertain my son with the results of his expert button-pushing, or occasionally make him cry without making him comply in the least.)

Aunt Annie is no saint, believe me. Aunt Annie used to lose the plot in the morning, just like the rest of you.

So I won't pretend that slowing down for kids in the morning will be easy for any of you who are in that world right now. But it really is worth the effort to stop expecting instant anything from kids, if you can possibly manage it.

Take Grant, for example.

Monday, March 19, 2012

Aunt Annie's on the warpath

Did you see the movie 'Erin Brokovich'? (If not, why not? It's awesome, and it's a true story.) That movie is very much on my mind today.

I think the scene that is most imprinted on my brain is the one where Erin sits in a stranger's living room telling a mother exactly what is making everyone in the area sick, from the children with bleeding ears and noses to the parents and children with cancers. It's lethal pollution in the water, courtesy of the local chemical plant.

And that mother is frozen in horror as she puts two and two together. You hear her children laughing, and see them cavorting in the family swimming pool through the window behind her. And she suddenly comes to her senses and rushes out, screaming "Get out of the water."

And your blood runs cold, as hers did.

Aunt Annie really doesn't like getting political. This is a childcare page. But sometimes the importance of advocating for children overcomes my desire to be Switzerland and not offend anyone's political leanings.

This is one of those times, because our children's health is being compromised right now, right around the globe. We have Erin Brokovich situations springing up wherever coal seam gas (CSG) mining has been allowed to happen- we've seen it in the USA, we've seen it in Queensland here in Australia, and it's heading into my local area now. Other countries are in similar positions- Canada, New Zealand- anywhere where there are CSG resources and people willing to ruin the environment for a quick buck.

What's happened in Queensland has been a salutary lesson about what happens when people take quick bucks without considering the consequences. In Queensland, around Tara and Chinchilla where the mining has been established for some time, there are children who are suddenly getting headaches, getting unexplained bleeding from their noses and ears, suddenly crying as they take their baths and coming out red all over where their skin has been burnt by the chemicals leaching into their water supply. There are agricultural properties destroyed by the infrastructure, noise and pollution of mining, with the water sucked out of the water table; they are unliveable, unsaleable and certainly no longer worthy of leaving to the children. There are water taps which billow gas when you turn them on; yes, some people can now light the tap in their kitchen sink. Hardly child-friendly.

This is real, this is happening, this is not a movie.

And children don't have a voice in politics, so I'm going to do some yelling for them. Tomorrow I'm going to see my local political representative Chris Gulaptis, reputedly a supporter of mining at all costs, to ask him how he can possibly justify his position and his government's position on CSG mining- a position that compromises the health, safety and sustainable future of our children.

I'll be asking him why he thinks it's okay to breach the articles of the UNICEF Convention on the Rights of the Child, which is a legally binding, non-negotiable set of standards and obligations. Article 24, for example, recognises the child's right to health. Article 36 recognises the child's right to protection from exploitation prejudicial to any aspect of the child's welfare.

I'll be asking him why, as an Early Childhood educator, I'm expected by the government to teach respect for the environment (EYLF Outcome 2), while the government who set that outcome in place permits the modelling of complete lack of respect for the environment.

I'll be asking him how it's okay to create stress levels for families affected by local CSG mines which result in families walking off their uninhabitable and unsaleable properties with nothing to show for their work and investment, and nothing to leave to their children. I'll be asking him if it's okay with him that the mining activities are leaving behind them a trail of depressive illnesses severe enough to lead to parental suicides.

I'll be asking him how it is okay to strip a country of its non-renewable energy resources and sell them offshore, without developing renewable energy resources for the use of our children in the future.

I'll be asking what our future's children are going to eat and drink, once agricultural land has been razed for mining and the water supply compromised.

Am I angry? Too right I am. Children are powerless, and our politicians don't give a damn about their future.

So what can you do, as parents, as educators, as advocates for children?

Living on rural land? Don't allow CSG miners onto your property, regardless of how much money they offer you and how much you think you need it. Don't sign access agreements. To do so will compromise your children's health, not to mention their (and your) future assets. It will also compromise the health of your neighbour's children. How will you sleep at night then?

Spread the word, especially to rural families you may know. No matter how much they need the quick-fix money offered by CSG con men, it won't buy back their children's health. It won't compensate for the loss of their land value and peace. (Have you heard the noise of a CSG well? It's abominable.)

Living in the city? Join a pressure group like GetUp and sign those petitions. They make it easy for you to add your voice, regardless of how busy you already are. Politicians understand votes. It's really the only thing they understand. They need to know we actually give a toss about this.

It won't matter a damn how well you raise your children if there's no clean water, and nothing to eat. You may not be personally affected- yet. But you can raise your voice for other people's children, as I am doing.


Friday, March 16, 2012

The internet is bigger than your backyard

A kind and genuine colleague of mine had a terribly upsetting experience the other day. Some cowardly troublemaker accused him- anonymously, via the internet- of being a pervert, presumably because he had the hide to be a man working in early childhood.

Now, this post isn't about the pros and cons of men working in EC. (My view, for anyone who's interested, is that our children would benefit greatly from seeing more committed men in nurturing EC roles, and anyone who makes a knee-jerk judgment based on an EC worker's gender needs a cold shower and a quick soapy mouthwash.) No, this post is about what happened next, and how we are insulated from seeing the diversity of the real world by our little cyberspace cocoon.

Wednesday, March 14, 2012

Depression and childcare

I belong to a small discussion site on the net, where like-minded early childhood workers can mull over sensitive issues in private. One of the issues that's come up recently is the rate of depressive episodes amongst members of our group; to our amazement, we discovered that over half our group members grapple with  depression on a fairly regular basis.

And that made me think.

I can't imagine that depressive personalities would gravitate to a demanding, underpaid, often frustrating profession like childcare by choice. Surely if we knew we were at risk, we'd avoid professions like this one like the plague.

But wait, maybe it's the other way round. Perhaps there's something about childcare that activates depression in those who are that way inclined. (And of course, childcare may well have the same effect on parents who are that way inclined... so if you're a depressed parent, read on...)

Though on the other hand, perhaps it IS often the extra-sensitive, emotionally tuned-in types who do go into caring professions like childcare in the first place, without realising it's making them a sitting duck for depression. People who lack a tough outer shell themselves can empathise with the vulnerability of children, and can feel a call to protect and nurture them. Anyone want to argue with that?

I'm not a mental health expert. I'm just thinking out loud because I'm in a hole right now, and because some people in my profession (who I've never met but have come to care about) also admit to falling in holes. Often.

So, what does Aunt Annie- a sufferer from depression herself- have to offer on this subject that might be the least bit helpful to others?

Well, I can offer you my observations about the nature of 'us', those with depressive tendencies, versus the nature of 'them', the non-depressives. Maybe that will give us some hints on where we need to change or work on ourselves.

Or maybe we'll look at some features of depressives and non-depressives and decide that being depressive about childcare is actually functional, and feel more comfortable with our lot.

So here's my view of the difference between 'us' and 'them'. Please feel absolutely free to argue the point in the comments, because your view may well help elucidate things.

Thursday, March 8, 2012

Turning parents on to risky play

If you've been following the groundswell of research and opinion online about risky play, you'll know that cotton wool care should be a thing of the past. It's a dinosaur. It's counter-productive. Kids need to be taking risks- it's part of their developmental learning curve. Kids need to be allowed to maybe hurt themselves, in minor ways, now and then.

Sadly, when we remove our ostrich-heads from the sandpit of cyberspace and look around us, we see that not very much has changed. Many carers would still rather stop kids from doing something than take the risk themselves of having to find the Band-Aids and write an incident report. (And explain it to the parents at pick-up time.) Many parents would rather swaddle children in cotton wool than feel the guilt of allowing their child to hurt themselves when they could have prevented it.

So what on earth can we do? How can we get the message across?

Well, not by sitting here on the internet bleating about it- that's for sure. We all know that the people we need to talk to aren't reading this.

To get the message across, we also have to take some risks. As advocates for risky play, we have to risk telling uncomfortable truths about risky play to parents who don't want to hear them. Who may see our comments as a negative judgment on their parenting style. Who may think us lazy or uncaring for wanting their children to engage in play that might hurt them.

And there is no easy way to change human behaviour. There is no quick way to change human behaviour. To achieve change we must be patient, be committed, and above all be brave.

Are you brave enough to try to change parents' thinking about risky play?

Here's a radical plan.

First, you put a large notice in a prominent place. Somewhere the parents can't miss it.

THIS CENTRE SUPPORTS RISKY PLAY

Be prepared to explain yourself when parents comment.

Next you start changing what you display in your daily photos. Parents love to look at photos of their children's daily activities, don't they? And come on, be honest: you censor what you take pictures of, don't you? You only photograph things that make you look like a 'good carer'. A safe carer.

A risk-free carer.

I dare you to decorate a prominent part of your centre with photos of children doing risky things. You know they do those things every day, whether you forbid it or not.

"Why on earth would I do that?! The parents will scream," you cry!

Yes they will. (Many of them will- not all. You may be surprised who supports you.) Some will be up in arms. And that is your moment to talk about the benefits of risk, because you have their attention.


What are you going to say when the parents start objecting to this unsafe environment?

Here's an uncomfortable truth about risky play: children who want to take a risk will frequently do it behind your back if you forbid it in your presence. Share that fact with these parents.


Make a poster of that fact, and display it with the photos of your centre's children sneaking around the corner and playing with sticks. Or shimmying up the shade cloth supports, to the very top. Or standing up on the roof of the fort. When the parents ask awkward questions about what these children are doing, that's your cue to explain human nature. Children are programmed to teach themselves risk assessment. We are getting in their way by stopping them, and there are life-long consequences if we succeed.

Truth is very uncomfortable, isn't it? Are you tearing your hair out and screaming "I CAN'T DO THAT!!!!"?

Yes, you can. You have to start a conversation with even the most resistant parents. You have to make them see that controlled risk is desirable, because otherwise you either get uncontrolled risk or no risk. BOTH ARE DANGEROUS FOR CHILDREN. You're an advocate for children, aren't you? Aren't you?

When I was doing my uni assignment on risky play, I became invisible behind my camera. I wasn't working that day; I was just taking pictures and observing. I'd read the research that found that children take risks out of the adults' sight if they're not allowed to do it in an adult's presence. I simply stopped intervening, until the kids forgot I was an adult. Then this was what I saw.


I saw kids having fist fights.


I saw kids playing with sticks- in this case while running around on the balance beams.


I saw kids piling blocks into wobbly towers, climbing onto them and leaping off...


...and sometimes falling off. And crying. And then pretending they weren't crying, because then I might say "I told you not to do that." (I didn't.)


I saw kids 'misusing' the play equipment.

Go on. Tell me that doesn't happen in your playground. Of course it does.

And yes, of course it's a risk to just admit that children get up to this stuff regardless of our attempts to supervise them and make rules... unless we also made it very clear that this is normal, and necessary for their development, and we are scaffolding it and allowing it because we are good teachers who care about the children's future. We have to make it clear that the children are learning vital things when they do this. We have to make clear to the parents the consequences of a risk-free childhood.

We have to make it clear that we are failing in our duty as educators if we stifle risk.

And so you need a sustained campaign- Rome was definitely not built in a day. Also, Rome was not built by the faint-hearted. (How fair dinkum are you about this? Hmmm?)

(Building Rome may require you to educate your educators, too. If you have dissent in the ranks you'll never win the parents over. It's called 'professional development'- do it. Do it first, if this is an issue.)

The long haul means keeping attention on the issue. Toss a few bombs into each newsletter; make posters of these 'bombs' and stick them on the parents' noticeboard. Referenced, factual, clearly expressed bombs are what you need. Like these:

Children who aren't allowed to take risks are more prone to anxiety conditions later in life. No risk = fear, insecurity, anxiety, lack of self-esteem.
         -Sandseter & Kennair, 2011


Without risky play, children don't learn risk management. (This is not something you want your child to learn behind the wheel of his first car.) 
           -Little & Wyver, 2008; Curtis and Carter, 2000


Risky play teaches analysis skills. (They're vital for academic learning.)
           -The Plowden Report, 1967


Children learn by experience, not by being told. No risk = no experience of risk = no learning about risk = inappropriate risk-taking later.


Are you getting the idea? You have to be strong, persuasive and succinct. Nobody is going to read a whole paragraph- parents are busy people. You need sound bites. In bold. In a box.

Let's go back to those photos. Across the top of your pictures of risky play, put appropriate sound bites about risky play. Underneath, you need a succinct analysis of what the children are learning by playing that way. (You might also want to add how you helped to scaffold their risky play, if you have the sort of parents who do stand and read the noticeboard.)

Fist-fights? Superhero play? This teaches concepts of power, self-control and empathy. You are scaffolding this by talking about it at mat time and encouraging the children to make their own rules around it. (Well, you are, aren't you?)

Playing with sticks? That child was showing an important marker of mental development by using a stick as a symbol of a sword. And of course you guided the play by replacing the sticks with pool noodles, didn't you, and discussing cause and effect? Did you poke holes in the mud with sticks, to see how easily they penetrate soft surfaces? Did you discuss what happens if sticks go in eyes? Did the children make rules for using sticks? Did the need to use sticks as swords diminish once it wasn't a way of rebelling?

As for those wobbly blocks- the children are learning vital lessons about balance, control, building rigid structures, risk factors, cause and effect... and you'll discuss that too, won't you? I found the children were so keen to talk about what they'd been doing in the playground and do their own risk assessment, as long as they could see the photo of themselves doing it.

Look, it's not going to happen immediately. You can't walk into your centre with a different attitude to risky play next week and expect that everyone there will go along with you. But you can't sneak it in, either- you have to make it an event.

Have you got the guts to do it?