This week’s guest blog is from Jill:

I’m happy to be back at AwakeParent.com as a guest blogger today. I wanted to share with you some thoughts on dealing with other adults in your life who interact with your children. As parents striving for greater consciousness, I have found it can sometimes be painful when other adults interact with our precious children in ways that don’t support the experience we’re trying so hard to create.

At times, I have both asked and been asked by other adults to treat a child differently.  This hasn’t gone very well!  The time I was asked not to interact with a child in the way I wanted to I felt a sense of shame, even though intellectually I agreed with the parent’s boundary. What happened? I touched a child’s hair without permission. Not a big deal, in the grand scheme of things, perhaps, but really, how would I feel if someone I didn’t know reach out and started fondling my tresses, rather than ask? I could see in the parent’s eyes that that was exactly what he was tuned into. I got it; still, I felt small.

I have also not found a way to make such a request of another adult that feels both compassionate and authentic. When I have made such requests, it’s also felt alienating, rather than connecting. It seems no one likes to hear, “Please don’t do that to my child.”

Here’s what I think is going on, and what we can do about it.  One, I think a vulnerable part of us comes forth when we connect with a child.  I want to treat this part of myself and others with gentleness and compassion, so I want to honor all good faith attempts to connect with children.  Two, if I intervene on his behalf, I do my own child a bit of a disservice. I exercise my autonomy instead of allowing him to exercise his.  At the same time, I want to intervene if it looks like my child would rather not be experiencing what’s happening.

So, if my son looks uncomfortable though not in danger (or being tickled), or like he’s just tolerating something an adult is doing, I ask him, within the other person’s earshot, and with a lighthearted attitude, “Is that okay with you?”  Often he says “no,” and almost always the adult apologizes to him, and does not seem offended. This way, I’m also training my son to check in with himself, and ask “Is this OK with me?”

I think most adults genuinely want to connect with children in mutually consensual ways, but we feel awkward because we so seldom see this kind of behavior modeled for us. I still feel slightly embarrassed sometimes when I do manage to treat my child with complete respect, because it’s not what I’ve seen modeled. However, occasionally someone will say they were touched or moved by how I interacted with my son. Maybe we can all help to awaken in each other our deep yearning for all beings, large and small, to be treated with complete respect.

Back in real life, our beloved friends and relatives may not follow our lead as quickly as we would like—or at all, for that matter—people generally default to what they’re familiar with. However, what I’ve noticed is that the more we can respect and embrace the adults’ loving intentions at the same time as we model respect for our children (by lightheartedly asking the child if what’s happening is OK with them), the less likely we will be to trigger shame in the other adult, and to feel triggered ourselves. I want to remind myself and others that we adults are always doing the best we can with the young people in their lives. I want us all to try to support each other where we are, even as we hold out possibilities for where we might be.

I’d love to know your thoughts on this.

Warmly,

Jill

Jill Nagle is the cofounder of Awakeparent.com, and former regular blogger. Currently, she blogs at Zendesk.com, works as a freelance writer and content strategist, and does family mediation with a focus on creative family structures. She works over the phone as well as in person. Learn more here: http://tinyurl.com/thirdsidemediation

What’s it like to be a 2-4 year old? (an excerpt from my soon to be released ebook!)

As an infant and young toddler your child saw himself as an extension of you.  He had very little sense of distinction between himself and his parents.  In fact, if you think about it you can understand why this would be so.  Just as we lift our own hand to our mouth if we want to put some food in it- your hand has automatically put food in your baby’s mouth every time he’s been hungry since his birth!  When he needs something, you provide it, so in a way, and in his mind, you’re an extension of him.

Now that he’s older he’s developing more complex language.  He’s learning to distinguish between “yours” and “mine”.  Well if there’s a “yours” and a “mine” there must be a “you” and a “me”.  Now your child begins to see himself as a separate entity with desires, hopes, dreams, and thoughts all his own!  Wow, what an exciting discovery.

A Stronger Will: Unmet needs for choice

Along with the discovery of self, your child is feeling stronger desires than ever before and she’s discovering her personal power.  She’s realizing for the first time that she can affect the outcome of a given situation.  Sure, when she was a baby, she realized that she could move a ball from here to there- but now she’s discovered that she can affect your behavior and have some control over the social dynamics in your home.  This is a huge step in social development.  She’s gone from a helpless being, who is happy to do whatever you want- to a willful child with a mind of her own.  And this is ultimately a good thing- although the transition can be extremely difficult for us.  Sometimes we just want that sweet little baby back (and that’s completely normal)!

If you consider your job as a parent to be raising a capable, independent, and contributing adult, then you can see this phase as a milestone toward that goal.  Now that your child has an ego, strong desires, and a stronger will she can really get things accomplished that she never could before.  Now is a wonderful time to help her develop a sense of responsibility by giving her more freedom coupled with, you guessed it, responsibility.

Easier said than done, right?  But you can do it, with some support, clear goals, and very rigid consistency (just for now) you’ll have a little helper around the house before you know it.  This will end up meeting your own needs for contribution and order while meeting her needs for autonomy and responsibility.  (end of excerpt)

As you can imagine, it’s incredibly frustrating for your child to be developing such a strong will at the same time as he is unable to verbalize what’s happening for him.  So, as a parent of a child in this age group, your biggest challenge is to meet your child with compassion, understanding, and lots and lots of patience.

Because although your child is understanding a whole new level of complexity of social dynamics, any time we learn any new skill, we can understand lots more than we can effectively express.  Hence the tantrums you are bound to experience with this age group.  You can see some ideas about how to handle tantrums lovingly at my blog on that topic: http://www.awakeparent.com/Shelly/how-to-handle-tantrums/

Please share a story or comment about your own experiences you’re your child’s development of will and what happened in your family as a result.

Have a fantastic week!

It’s easy to become overprotective of kids, especially our own.  It’s as if we can suddenly see 10 steps ahead and we KNOW that something horrible is about to happen.  But what if our children don’t actually need our warnings, fears, and concerns in order to keep themselves safe?

When I was in college I learned about this incredible study that was done with babies who had recently learned to crawl.  They were placed on a piece of inch thick Plexiglas with a checkerboard pattern underneath.  Babies crawled around easily on the surface and came to their moms who were encouraging them from the other side of the surface.

Then, babies were put on another Plexiglas surface with the same checkerboard pattern just beneath the Plexiglas for about 3 feet and then a visual drop-off; the checkerboard pattern was a few feet below the Plexiglas. All the babies were completely safe from falling because the Plexiglas was strong and supporting them, however, even with their moms encouraging them and calling them from the other side of the room, babies refused to cross onto the area where it appeared there was a 3-foot drop.  They believed it wasn’t safe, and so they stayed where they were certain not to fall.   Amazing, right?!

I mean we’ve all been there when a one year old launched herself off of the couch straight into the coffee table, hurting herself, crying loudly, and needing consolation.  But, how hurt was she really?  And is that something that our repeated refrain of, “Be careful!” will actually prevent?

I think that there’s a reason that childhood comes with some bumps and bruises.  We’re learning our boundaries, our physical skills, and how to use our bodies.  The thing I find fascinating is that young children learn from these experiences and know how to keep themselves safe in the future!

In the book “the Continuum Concept” by Jean Liedloff she talks about how amazed she was that the people in the native tribe she was observing never told their children to be careful or watch out.  Instead, they trusted their kids to keep themselves safe even while hiking up a steep mountain or playing near a huge pit.  They allowed older children to care for younger children, comforted kids when THEY initiated contact, and in general, kept to their adult tasks, allowing kids to direct themselves.

In our generation of “helicopter parenting” I think we can learn a lot from the tribe Liedloff observed.  Trusting kids to know their own limits is often the best way to encourage self-directed, confident, assured young people to learn and grow at their own pace.

So, this week, notice any tendencies you might have to hover, give extra direction or advice, or warn your kids about dangers that they’re already well aware of.  Try taking a step back and observe how skilled your children really are at taking care of themselves and each other.  And then, let them know how much you enjoy and appreciate how much you can trust them.

And don’t forget to have a fabulous week!  Warmly, Shelly

Learning doesn’t just happen at school. You can stimulate your child’s mind at home with these simple activities:

Sometimes when kids seem to need a lot of extra attention, are bugging you constantly to watch TV and movies, or are generally in your face 24/7, they might actually be asking for more intellectual stimulation.   When kids get bored, they turn to you for help, but they might not know exactly what they’re wanting.

If you think this might be what’s happening in your household, I’ll give you some ideas and examples of simple things you can do to stimulate your child’s mind, support more independence, and encourage self-directed activities.

First, consider your child’s favorite things.  Does she love dinosaurs, dolls, horses, or art?  Does he enjoy cooking or playing in the sandbox?  These preferences can inform which kinds of activities your child will enjoy right now.  Let’s say she’s into dinosaurs.  She loves to play with her dinosaurs and sometimes corrects you when you call them by the wrong name.

So, how can you create an engaging, self-directed activity that will build on your child’s knowledge and encourage her to learn even more about dinosaurs?  If you have a book in which dinosaurs are classified into carnivores and herbivores, you can create a fun activity that she can do on her own.  If you combine her basket of dinosaurs and the book about carnivores/herbivores, add a green piece of construction paper on which you will write “Herbivores” and a red piece of paper on which you will write, “Carnivores” you have a fun game!  Just show her how to set out each piece of paper, choose a dinosaur from the basket, look in the book to check whether this dinosaur is a carnivore or a herbivore, put the dinosaur on the appropriate piece of paper and then choose another dinosaur!

When she has classified all of her dinosaurs she can come get you and you can discuss her reasoning.  Be careful not to correct your child’s work at this point.  The idea is to encourage self directed activity that is intellectually stimulating and if she thinks she’s going to get a “bad grade” at the end, there’s no motivation to do the activity again.  However, if you sit with her and ask questions like, “Wow, I’m confused, I thought a stegosaurus was a carnivore, how did you know it’s an herbivore?” then she gets to teach you, and teaching is an even more stimulating way to learn something.

Another idea for a pre-reader is to make small paper signs that say things like door, mop, sink, book, ball, table.  Put tape on the back of each and then invite your child to find the items and tape the signs on.  Pretty soon, your child will begin to recognize words even before he’s able to read!

You can also adapt this activity by using a basket of miniature items and laminated cards with words on them for beginner readers.  Easy words like dog, cat, and hat can be matched up with a tiny toy dog, cat, or hat.  Kids love these types of matching games and they learn while they play!

To make this game easier for a child who’s not reading yet, create sets of cards.  First, create two matching cards each with a sticker, picture or drawing of a cat and write the word cat below.  Now cut the word off of the second set of cards.  Now you have three sets of cards- a control set with pictures and words, a set with pictures only and a set with words.  Show your child how to match up the control set with the other sets.  Again, remember, it’s not important that they get it right, it’s just important that they’re engaged and having fun with it!  I find that it helps to do this activity at a table or on a small rug on the floor so that their workspace is contained.

I hope that some of these ideas have sparked your creativity and your desire to stimulate your child’s mind.  Please write to me with your thoughts, other ideas, questions, and stories about how these activities work for you!

Big hugs, Shelly

When I worked in Montessori schools I was consistently amazed at how happy, engaged, and capable the kids in my class were.  This got me thinking, “If kids can be this self-sufficient and joyful in a classroom, then why not at home too?!”  I’ve noticed that young people often feel frustration at living in a an adult-centered world. I can remember feeling irritated about not being able to see over the counter, or out the car window (before the advent of booster seats).

Although young people make up a significant portion of our population, they don’t pay the bills, so they usually aren’t catered to in the way that adults are. Most furniture is not built to accommodate them. There are often no stools provided where needed, especially in public.

Even going to the bathroom in a public restroom and washing one’s hands can be quite difficult for a person with a small body. Doors are large and too heavy; tools are too big for their hands… I think you get the idea.

So if there’s a place where a child can find solace from these frustrations, I hope it will be their home.  I would be inspired to live in a world where a child’s home is a place where she can reach the counter top, make herself a snack, and take care of her personal hygiene easily. I’ve found that when young people are given the tools they need to be able to have these freedoms, they are more peaceful and often much more responsible. Trusting young people to care for themselves and giving them the necessary tools to do so, fosters a sense of self-care, self approval and healthy pride.

Consider the daily activities of the child in your home. What does he do and what would make his tasks easy to accomplish without asking for adult intervention? Is there a convenient place for him to hang his coat when he enters his home? (Tip: for very young children, a low hook is the easiest place for a jacket) Can he reach the sink easily for hand washing? Are there art activities, games, puzzles and books that are within easy reach?  Does your child have comfortable furniture that fits his body?

Ask your kids what changes they’d like to see in their home environment. And consider what changes would ultimately make things easier for all family members. For instance, if children’s dishes are where they can reach them and they know where the carrot sticks are and that carrots are an acceptable snack, they can simply let you know what they’re doing (or not, depending on your house rules),  without needing you to stop what you’re doing and fix them a snack. Also, consider asking older children to help younger children. Requesting the help of your older child (without demanding) can foster teamwork and interdependence between siblings.

Ultimately, your children want to feel capable and supported in their home, and although that might require some rearranging and consideration, it’s not much work to provide possibilities for autonomy and it’s almost no work for you once they know how to care for themselves! So, take a look around your home this week to be sure that everyone in your family has access to:

Water (for drinking and washing)
Food
Clean clothing
Warm clothing
Books/toys/art supplies
Towels and cleaning supplies
Art at eye level
Full-length mirror in bedroom
Things to nurture like a plant or a pet

So, I hope you’ll use this list as a guide, and talk with your child about what sort of changes would make life at home easier, more fun, and more equitable.  When we honor children by taking the time and making the effort to accommodate their needs, they feel treasured in ways they can’t even express.  But I’m sure you’ll notice the difference!  I’d love to hear about how simple changes around the house have made a difference in your kids lives.  Please leave us a comment below.

The other day I was chatting with a friend and she was complaining that whenever she sees her niece all she remembers from the experience is lack of cooperation and a seeming mantra of “No! No! No!”  Her sister follows her niece around asking questions like “how about this?” or “what about that?”  And the constant refrain is, “no, no, no.”

Wow, can I relate.  I do not enjoy hearing “no” so in my work with kids I’ve learned some great strategies to avoid and get around the “no.”  And then at other times, I’ve chosen to accept the no by tuning in to the yes behind the no.  If you think about it, there’s always something we’re saying yes to, and often it’s related to the thing we’re saying no to.  For instance, when I say no to a candy bar, I’m saying yes to my health and well-being.

On the other side of the spectrum I just visited some friends who do their best to say yes as much as possible and refuse to even use the word “no” with their son.  I think that’s a fantastic practice since “yes!” often produces much more connection and excitement than “no.”  How can you translate your no’s into yeses this week?

When I remember that kids are constantly trying to figure out the rules of life, the boundaries of those around them, and their own sense of autonomy and power I can understand why they would start using a powerful “no” just about as soon as they turn 2 years old.  By remembering what kids are up to developmentally, I’m able to connect with those underlying needs, and I immediately have more compassion for the little one crying “NO!” with all her might.

So let’s start with what to do when you have the most capacity for compassion and we’ll move toward situations that are more challenging.  When you’re well rested, well fed and feeling great, you can actually enjoy your child’s “no.”  You might offer some empathy, “Wow, you feel really strongly about that, huh?” Or provide a new perspective, “I see, so you’re saying ‘no’ to getting in the car because you’re saying ‘yes’ to playing with your toys.  What else can we say yes to right now?”

By pointing out the yes behind the no, you can help your child recognize what he’s saying yes to in a given moment.  And that’s a great skill because it encourages a positive outlook and the ability to focus on what he’s enjoying rather than ruminating about what he doesn’t want.

Then again, sometimes you’ve got to get to the grocery store or to her sister’s soccer game.  So in cases where there’s really no choice and you want your child to comply, try a more directive phrase rather than asking a question.  “It’s time to get in the car now.  Let’s go.” Works better than, “Are you ready to go?”  This is especially effective with younger kids, but it works with older kids too, and here’s why.

When you ask a question, you’re implying that there’s a choice.  But when it’s just a habitual way of reminding your child to comply with your implicit demand, it comes off as false and kids end up feeling frustrated and forced.

Here’s a challenge for the coming week:  Every time you want your child to do something consider whether it’s a demand or a request.  If it’s a request, then ask and accept your child’s answer even if it’s “no.”   A great phrase to use for a true request is, “Would you be willing to…?” If on the other hand it’s actually a demand, use more directive language without asking a question.

If you practice this over time, your children will begin to recognize that sometimes there are true requests and it’s OK to say no, and the no will be respected.  Other times there are demands and even if they protest you’ll follow through because you’re in charge and this is what’s best for your family. By having a balance of the two, you’ll help create feelings of satisfaction and autonomy through your true requests and a deep sense of safety at the times when they know it’s best to defer to your decision.

Try to remember to be engaging and inviting, even when you’re making a demand though.  Children ultimately want peace and safety in the parent-child relationship.  So making lots of demands and having little compassion for your child’s protests will not build the trusting connection you most want.  But tuning in to their needs and desires can go a long way to building that trust and connection.  “I see that you really want to stay at the park and play and I wish we could stay longer, but it’s time to go now.  Wanna race me to the car?”

Another great way to handle a “no” is to bring your sense of humor to the interaction.  You can pretend that you’re devastated or inept, “Oh no!  What will I do without your help?  I’m not sure I’ll be able to do it all by myself.”  Or pretend to be a servant, “May I take your plate to the sink my liege?”

Now for the yeses, in order to create a new habit of “yes” to replace the habit of saying “no” to everything, it’ll take some practice.  I recommend taking some time every day to ask your child questions that she’s bound to say yes to.  “Is your favorite color yellow?” or “Do you love it when Buster licks your face?” and even, “Want some ice cream for desert?”

Even more important than asking questions that will produce a yes, modeling an enthusiastic “YES!” to life whenever you can will change the culture of your home.  After all, there’s always something to say yes to, don’t you think? …I thought so

Did you hear about my tele-seminar with Shera Davis on September
2nd?  It was so much fun and we got to answer some specific
questions from parents like you about how to handle tantrums
lovingly.  Shera’s insights and suggestions were fantastic!

Because I appreciate you and enjoy having you as a member of Awake
Parent Perspectives I’d like to offer you free access to the
recording of the tele-seminar.  Take some time out today to listen
and discover:

-The two biggest unmet needs your child desperately starves for
-A lesson Mary Poppins would be proud of — and how you can use it
-How you can prevent melt-downs before they happen. (It takes only
five minutes a day
-Three strategies for handling the non-stop “why” questions – get
the relief you need
-The most powerful way of showing your child you love them
unconditionally – an invaluable bonding experience
-What’s really ticking you off in heated situations? Use the
H.A.L.T. formula to find out.

Check out the recording of the tele-seminar here:
Listen here

To download a copy, right-click and choose ‘save as’:
Shera & Shelly Tele-seminar

And if you want even more in-depth information on these topics
including support materials that will help you integrate these new
tools into your life, check out the Perspectives on Feelings Audio
Program.  It comes with a workbook, transcript, and an 11 week
email course that will walk you through the exercises and help you
relate to your child’s big feelings in a whole new way.

Thanks for being with us!  Warmly, Shelly

As part of launching our Perspectives on Feelings audio program, Shelly and I asked for your questions related to feelings, so we could get a discussion going around the topic. You might have seen our video blogs the last few weeks.

I’m giving the camera a rest and going back to the old familiar keyboard this week. One of you asked, “My son’s a wiggler. Sometimes I need to use force to put him in diapers, into a car seat, or other places. What do you recommend?”

 Here are some things to keep in mind:

 As the parent, you are in charge. As much as we try to create opportunities for autonomy, ultimately, you need to get the family from Point A to Point B. Your child relies on knowing this, and even if they fight you, they get a sense of comfort from you knowing that you’re in charge—this is probably even part of why it seems they’re testing you—to find out if they’re really in a stable container.

 There are many ways to be in charge.  What happens before, during and after you exert force to make something happen, makes all the difference in how your child experiences it, and how your connection is impacted.

 Before:
If you can think of it and remember to do so, giving your child two or three heads-ups before something happens will help them shift internally to prepare for it, so it’s not as much of a surprise. For example, “In five minutes, we’re going to get in the car to go to Grandpa’s, and I’m going to need to put you in the carseat.”

 If you encounter resistance when it’s time to make the transition, here’s one trick that even works with my especially willful child:

 “Do you want to go now, or in two minutes?”
(They’ll probably answer “in two minutes!”)
“Okay, we agree–yay! I’ll be back in two minutes to collect you”

 This gives them a measure of autonomy. Remember, when they fight you, it’s not you they’re fighting—they’re fighting for their sense of autonomy, and to test the boundaries. It’s through this back-and-forth that they develop a feeling for who they are, and a sense of self-confidence. The more you can weave contained opportunities for autonomy into your everyday activities, the more cooperation you’ll get, because your child will pick up on your respect of him, and respond accordingly.

 Okay, but what about when they’re all out, full-on fighting you? And you need to get out the door? Here are some more ideas:

 During:

Here’s how to make the most of a situation where you need to exercise your will over theirs:

1)      Give the heads-ups, as above.

2)      Say what you need, what exactly what you’re going to do, and offer one last out: “I really need to get out the door because…I’m going to give you until three to come with me, then I’m going to pick you up and take you.

3)      DO IT LOVINGLY!!!  This is the most important. I understand you might feel frustrated and powerless—I often do! And we’ll address expressing your own big feelings to your kids soon. There are times when you might need to sound authoritative to get a response—just try to remember the love if you can.

4)       

As you begin to interact, however, pay attention to your tone. There’s a huge difference between, Get in this car or I’ll haul you away with a crane! And Okay, sweetie, here we go, up, up and away, my little airplane! With the latter, you might even get a giggle.

After

Once you’ve decided on a course of action and enforced it, your child may have a lot of feelings: frustration, fear, anger, relief. If you can at least acknowledge and reflect back those feelings, you’ll add to the trust and connection between you.

Here’s the secret: You can listen to your child’s feelings without giving in. Conversely, you can be in charge and set the limits you feel comfortable setting, and still lovingly allow your child to have their feelings about how things are.

Let us know how it goes!
Warmly,

Jill

Working in a Montessori Preschool classroom wasn’t easy, but I love kids and I found a way to enjoy myself in the midst of 25 3-5 year olds. One of the most useful tools I had was the power of my attention. I noticed everything–and the kids respected me for it. And, I didn’t just offer up copious praise at the drop of a hat either. When I gave appreciation for something, the kids knew I really meant it.

I required levels of cooperation, consideration, and polite manners in the classroom out of necessity. If I let things go too far in a certain direction, I could have a room full of upset kids and no way to console them all. I was there to help the kids maintain order, and have a constructive day of fun and learning.

As a teacher, a lot of my job was to be a leader, an example, and a director for the kids in my charge. Directing can seem forced or authoritarian, if you feel anxious about it, but I’ve found that when I’m calm, centered, and clear about my direction, children often seem relieved and excited to contribute in the ways I’ve suggested. Structure can actually provide freedom, knowing someone else is providing direction and containment.

When it’s time to clean up I feel open and unconcerned as I let the kids know that there are several things that I’d like to see happen in the next hour: First, I’d like all the tables to be scrubbed, then I’d like the floor to be swept, and finally I’d like every child to look around the room for three things that are out of place and replace them to their “homes.” I ask for volunteers, get them easily and the children quietly go to work. Now I observe the children, and without interrupting their fun, insert helpful comments or warnings about possible spills or dangers. But I trust them to complete the tasks easily and independently.

Now, suppose a child is resisting, and I REALLY want this specific child to help. My most successful strategy is to clearly explain what I’d like to have happen, make a clear request and then put my attention on something else–that way the child doesn’t feel pressured, but is able to go about starting the task, without being stared down (sometimes your attention can be overwhelming for kids!).

Maybe she’s not quite ready to start the work, she’s still feeling resistant. So in five minutes I might go up to her and say quietly, “Hey, I just want to remind you about the sweeping- I’d really like that to happen before story time, do you think you’ll be able to get to it? Is there any help or support you need to accomplish the task?” By offering our help, sometimes we can get to the heart of the resistance. I’ve heard, “I can’t do it!” a LOT of times, which to me sounds like, “I need some help and reassurance!” So, remember to be patient and tune in to the underlying reasons why Julie might not want to clean up her mess.

The most visceral experience I’ve had of the power of my attention was one day at circle time. I was sitting at the front of the room and waiting patiently for the children to sit down and quietly fold their hands in their laps for circle. As I looked around the room I saw a few children who weren’t sitting and were instead bothering their neighbors, talking loudly, and moving around the room. I felt flustered, frustrated, and out of control and I began to ask them each to sit down.
       “Frank, please sit down, I really want to read the story!”
       “George, can you please stop bothering Nate?”
       “Lucy, please put down the pencil.”
But the more I focused on the kids who were contributing to chaos, the more chaos ensued. Pretty soon half the kids in the class were running around the room talking loudly.

And then I had an “Aha!” moment. I realized that I had been focusing on what I didn’t want! I looked at the children again, but this time I only paid attention to the kids who were sitting quietly and ready for circle time. I offered my heartfelt appreciation to them. 

“Jose! Thank you SO much for sitting so nicely on the line! I really like the way your legs are folded and your hands are placed in your lap. Thank you for showing me that you’re ready for the story.” And, “Sophia, it looks like you’re ready for story time too, I’m especially appreciating how careful you’re being to keep your hands to yourself, thank you!” As soon as I shifted my attention to what I wanted, the energy of the room changed. And within a minute I had all 25 kids sitting quietly on the line, ready for circle time.

I’ve never forgotten the lesson those kids taught me. When I pay attention to what I’m enjoying, I get more of it! But the reverse is true too–when I pay attention to what frustrates and annoys me, I get more of that.

So, this week, I invite you to focus on the positive, pay attention to what you appreciate and let the other stuff slide by–if only for one week. But most of all ENJOY yourself!

I’d love to hear about your experiences of the power of your attention, please leave your comments in the box below.

In the Montessori classroom we have a LOT going on. Twenty-four kids are doing individual and group activities, the head teacher is demonstrating activities, and the assistant teacher is available to help kids when they need a hand.

So, when it comes to serving snack, the more the kids can help themselves, the better. This is true at home too. I mean, how many times have you been happily folding a load of laundry when your three year old whines, “Mommy, I’m huuuunnggrryyy.”

Here’s the solution! If you put out the necessary ingredients for a healthy snack on a child-sized table at say 9am every morning (or at 3pm if your kids are more hungry in the afternoon) your children can serve themselves whenever they’re hungry. This promotes independence while ensuring that your kids are eating a nutritious snack AND you don’t have to get up from your own work to serve them.

Here are some snacks that I’ve seen work well for 3, 4, and 5 year olds:

1. Cheese and crackers
2. Peanut or other nut butters with crackers
3. “Ants on a log” Celery with peanut butter and raisins
4. Carrot sticks with dip
5. Apples- you can provide a whole apple with an apple slicer or slice the apple for your child.
6. Granola
7. Rice and beans w/ salsa
8. Rice with soy sauce
9. Cucumber slices
10. Fruit salad
11. Strawberries and shortcake

The trick is to set up the snack in a pleasing way providing everything they’ll need to grab a plate and napkin, serve themselves, sit down an eat, and then clean up after themselves. You may also want to include cups and a small pitcher of water, milk, or juice.

So, for granola for instance, I would put a few cups of granola in a bowl and provide a spoon or measuring cup to scoop the granola into their own bowl. I might even provide a small pitcher of milk and some spoons so they can eat it like cereal.

If you have a few children and you don’t want one kid to eat all of the snack you’ve provided, make a sign with words (for readers) or pictures (for pre-readers) indicating how much to take. So for apple slices you might draw three apple slices and 3 crackers and ask each child to take just three slices and three crackers. This not only ensures that everyone gets their share, it also promotes responsibility and community mindedness. And if anyone takes more than their allotted snack, you’re sure to hear about it.

The other benefit to choosing a single snack for the day and making it accessible is that you don’t have to make a different snack for each child. I know you’ve been there. You’ve just finished cutting a pear for your 18 month old and your 3 year old comes running in saying- “Mommy, can I have pizza for snack?” If there’s just one snack each day, kids can easily fall into the routine of accepting what’s offered.

I would love to hear about how you do snack time at your house and whether you think providing snacks in this way would free you up to do other things. Post your thoughts here.