June 28th, 2020

Blitzing Boredom

Ordinarily you may really look forward to the school holidays –ditching the routine, sleeping in a bit later, no home schooling hassles for a while, and dreaming about getting away to warmer climes.

However for many of us, the thought of a summer holiday by the beach is a mere pipe dream. This is no ordinary summer. As many countries transition out of Lockdown, parents are left pondering exactly how we play entertainment director; driving kids to some sort of activity, organising play dates whilst maintaining social distancing, and how we devise things for them to do at home while working ourselves is anyone’s guess. The thought of it may fill you with panic and dread. Do you end up abandoning your good intentions and let them have even more iPad time and wonder how on earth are you are  going to get them detoxed from screens?  Of course many of us have let our kids have more time on a device over this lockdown period, recognising this is a short term solution to save our sanity which may cause a long term problem.

Of course there is much that is good about modern technology - we’ve all been using it for educational purposes, for entertainment and for socialising, but we also need to limit the time kids spend in front of a screen because there are many other things they need to be doing, most importantly interacting with other human beings, discovering themselves and using their brains. Many video games encourage children to seek ever greater levels of stimulation with their hits of dopamine and their fast-paced action discouraging the development of sustained thought. All of this makes it less likely our children can focus for any length of time and solve problems in creative ways. And constant engagement with a screen makes for less engagement with parents which reduces the influence we have with them.

But our children don’t just need less screens, they need less adult organisation generally if they are to be able to think for themselves. Your solution to holiday ennui may be to enrol them in day camps, and indeed there are some very  creative offerings out there. These can provide great opportunities to be physical and social and learn new skills, but if your child is always being directed by someone else, they can lose the ability to think for themselves. It is only in moments of quiet when they are not engaged in structured play, whether on a screen or not, that children learn to think for themselves and be creative.

Get your children used to thinking for themselves in these 5 ways:

  • Don’t answer all their questions. Instead turn the enquiry back to them and ask them what they think. Often a question is not really a genuine request for information but a bid to connect with you. Smile and engage with them. Get them to really think about it before turning to Prof Google.
  • Don’t tell them what to do all the time. Instead have written routines and charts that record what they need to do. These should be created with input from the children. Direct them to those. This reduces the amount of nagging you’ll do. Yes, I know you mean to remind them, not nag, but that’s how they hear it.
  • Provide them with creative playthings. Ideally kids should have toys which allow them to create their own narrative or build their own structures or devise their own games. Obviously pencils, paints, beads, fabric and modelling clay encourage free expression but so do building blocks without a designated outcome of a specific vehicle or structure. (Consider Lego Mixels)
  • Develop a culture of tolerance for mistakes. There are no wrong answers and not just one way of doing things.
  • Value their ideas. Ask them for their opinions and acknowledge their feelings.

So if you hear the dreaded words ‘I’m bored’ what should you do? Despite the look on your child's face nobody ever died of boredom. It's only when the outside stimulation slows that children can reach inwards to find their own creativity and initiative. Do empathise with them but don’t take over. Instead before the holidays arrive or as soon as possible have a family meeting to brainstorm some ‘blitz the boredom’ ideas.

Develop some rules about electronic usage in holiday time. But it’s not enough to limit your child’s time on a screen – you have to have alternatives.

We recommend you have a Boredom Buster jar filled with ice cream sticks. On each one you write down one idea for things to do, generated by the kids. Then when they say they are bored these ideas will jog their thinking. Here are a few suggestions: 

  1. Make a kite or paper airplanes and fly them
  2. Go round the family/neighbourhood and ask each person for one joke to put in a joke book
  3. Create an obstacle course in the garden and have family Olympics
  4. Build a pillow fort or den
  5. Establish a regular board game night – check out https://www.thedarkimp.com for a free game download
  6. Make parachutes out of hankies tied to pegs or little figures and drop them over the stairs
  7. Make a house out of a cardboard box
  8. Write a short story or comic book
  9. Indoor gardening - plant a herb garden
  10. Go on a nature scavenger hunt in the garden
  11. Decorate a tee shirt
  12. Make glass lanterns out of jam jars, food colouring or glass paint
  13. Have a water pistol or balloon fight outside
  14. Make a healthy smoothie or pizzas
  15. Do some fun free downloadable activity sheets
  16. Put on a play or make a film
  17. Collect rocks and paint them-distribute them around the neighbourhood for others to find
  18. Create a family journal with items for each family member like dates and place of birth, pet names, favourite colours, songs, foods and activities, best skill and any funny of meaningful stories.

You are only limited by your imagination, so get the kids thinking!

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June 22nd, 2020

Celebrating Fathers

As I am writing this it is Fathers’ day in the UK and in the USA and in the midst of the Covid-19 pandemic it feels like a particularly good time to acknowledge fathers. All of us have had our worlds turned upside down by Covid-generated restrictions on our way of life. Some dads have lost their jobs, some have been furloughed and some have been working from home. Across the world many fathers have been in isolation at home with their families and spending much more time with their kids than usual.

And dads have stepped up.

50 years ago the role of a dad was to support his family financially. When a child was born he was waiting in the wings and his role in the life of the baby was from the sidelines. He did not go to ante-natal classes and was not expected to participate in labour or care for the newborn. He was not directly involved in feeding, bathing or changing the infant (and so did not have the opportunities for bonding provided by those activities), but he could put together the cot and the child seat, and he could go to work. As the child got older he might be involved in discipline and weekend activities. He would teach a child to throw and catch a ball but pretty much everything else was down to mum.

In the half century that followed women gradually got involved more in the paid workforce and in the 21st century the two parent working family is much more the norm. But still mostly it was the women who were taking on responsibility for the childcare. It would generally be mum who’d stay home if a child was sick. Mums would more often take care of homework supervision and organise playdates and birthday parties.

All families are different but there has been a steady rise in the involvement of dads in their children’s everyday lives. Until the pandemic forced fathers out of delivery rooms it had become much more the norm that dads were present and playing a crucial supporting role in the birth and were encouraged to bond with the baby from birth. There is evidence that dads who are actively involved and invested in the baby before they are born remain involved throughout the child’s life. I interviewed for our podcast a dad of a 4 year old and 10 month old who was already working from home before isolation was thrust upon his family and he thought that surely it was the norm these days that parents would share the childcare responsibilities equally. Whether or not that is the rule in all families with young children today there is much evidence that when dads get into the grunt work their relationship with their kids is much enhanced (to say nothing of what it does for their relationship with their partners).

At The Parent Practice we have noticed a marked increase in the number of dads actively engaged in our online positive parenting courses during isolation and families report that dads are taking responsibility for their children in unprecedented ways. Most report that they are loving the amount of time they have had with their families.

Since there is so much to be concerned about regarding isolation it is good to reflect upon this massive silver lining to the Covid cloud. Pre-pandemic it had been reported that younger fathers particularly were keen to spend more time with their families but that their work culture didn’t always allow it or they feared that their career prospects would be jeopardised by taking time off for childcare. Perhaps in the post-Covid era there will be a shift toward more flexible work practices for dads.

Because dads’ involvement matters.

It is well documented that having an active, engaged, involved father in their life really makes a difference to outcomes for a child.

Showing up is half the battle, whether a father lives full time with his children or not. A father living apart from his children needs to be more creative but as isolation has shown we can be resourceful  when  it comes to the vital task of staying in touch. We can write, send pictures or photographs, use video calling platforms (who isn’t an expert in Zoom now?) and phone. “Even if you’re not in physical proximity, knowing your dad cares and wants to be involved to the extent that they can is really important,” says Marcy Carlson, a sociologist at the University of Wisconsin. (Quoted in Fatherly) And she reminds dads that providing for their kids also goes a long way.

When dads are positively engaged in everyday activities with their kids and warm and emotionally involved, feeding them, playing with them, putting them to bed, reading to them, supervising homework and attending school events, having conversations with them, providing emotional support and positive discipline, etc the following outcomes can be predicted:

  • Better social competence and emotional intelligence
  • Better physical and mental health
  • Better academic results
  • Less involvement in drink and drugs
  • Better self-control and behaviour
  • Stronger self-esteem and lower incidence of depression 

If you’re physically present with your kids the next level up is being engaged and warm and this is what matters if dads are to impact the above areas. Playing with kids is good for building relationship but also for teaching them social skills and for cognitive development. Dads are particularly good at allowing children to take risks; their play tends to be of a more physical variety which allows the child to develop physically, to learn where the boundaries are and to trust themselves and dads communicate the value of exploring which builds creativity. When dads give the message that the child is capable of a task, the child believes that he is capable and also enjoys and values the task.

Children are watching their dads all the time. Boys model themselves on their dads and girls form their expectations of how men should be by watching their dads. So be sure you are that man for them.

Remember that dads matter and keep up the good work.

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June 15th, 2020

Raising anti-racist children

3 weeks ago George Floyd, an unarmed black man, was killed in Minneapolis, Minnesota, by a white police officer during an arrest, by kneeling on his neck. His death triggered demonstrations and protests in citiies around the world against police brutality, racism, and lack of police accountability. This week another black man, Rayshard Brooks, was shot dead by police officers in Atlanta. Now, if never before, parents are faced with explaining to their children the issues raised by these events. 

In other countries there have also been repeated incidents of police brutality towards people of colour and deaths in custody. During the Covid-19 pandemic people of Chinese descent have been faced with racist taunts. Racism is rife across the world. If you are a person who has experienced racism, if you have been afraid of the police or anyone else because of the colour of your skin, if you have had to explain to your child why they should not run from the police or that they are likely to be stopped and searched just because of how they look, if you have had to endure taunts or discrimination or been denied opportunities or been made to feel that you don’t belong then this may be sadly familiar ground. If you are from an ethnic minority your children may feel afraid and angry and that life is unfair. I don’t presume to know what that is like but I know it will be important to validate these feelings and allow them to vent. Racism is unjust and hurtful but we can also teach our children that they have a voice and can change things. 

None of those things may have happened to you but you may want to ensure that it no longer happens to anyone else. Caucasian parents need to not let guilt about what’s happened in the past, or discomfort about what is still happening, stop them from raising children with better attitudes for the future. If the protests across the world are anything to go by many people, white or black or Asian, have had enough. If you share that view you may want to teach your children to be anti-racist. How do you do it? 

Your approach will vary according to your child’s age and your lived experience, including your current neighbourhood. I am a Caucasian who grew up in Singapore in a multi-cultural community where my friends were mainly Chinese, Malaysian and Indian and one or two Europeans.  I saw difference all around me but was only interested in whether or not my friends wanted to play. The more your child is exposed to people from different backgrounds, the more they’ll get used to the idea of different races, and the more comfortable they’ll become with people from other ethnicities. This was an important factor to us when my husband and I were choosing what schools we wanted our children to go to in the UK. Surrounding yourself with diversity is a strong step toward breaking down the ignorance behind the fears that feed racism. 

We can also be thinking carefully about what books our children read and films they see and toys they play with –are they seeing people of different races portrayed in familiar situations? What ideas are they picking up about who occupy positions of power? Eg are the princesses or the heroes in the films your children watch all white?

Children are aware of race from an early age –from as young as 3 months old babies show a preference for people from the same race as their primary carers. Quite young children pick up attitudes and behaviours toward people of different races from those around them even if they don’t hear overtly racist comments. Most people don’t intend to be racist but may unconsciously model beliefs about a person’s capacities or their place in the world on the basis of race. It’s not racist for a child to notice differences such as skin colour but what we want to be careful of is any value judgments that are being attached to those differences. We need to challenge these, not with criticism, but by gently helping the child to see that stereotypes aren’t true. At any age we can have conversations with children about fairness and hurt. By primary school age children have a well-developed sense of fairness so we can tap into this. We can be talking to them about racism and white advantage as part of a wider conversation about fairness and teaching empathy.

As well as celebrating differences eg by taking part in festivals and sharing food, music and dance we want to be pointing out to our children the many things we have in common as human beings. 

Very young children take their cues from their parents about how to react to people so if they see that you welcome someone they will too. Ideally young children would not be exposed to the news but if they have heard something about recent events you will need to explain in very simple terms what has happened. “A police officer killed a man who had black skin. That was not ok. The police have to follow the law, the same as anyone else. A lot of people are very angry about it. We should be angry when something is wrong. It is wrong to treat people differently because of their skin colour. People are marching to let the government know they want things to change. That’s what we can do when we’re not happy about something in our country.” 

If your older child asks why the police officer killed this man this is a good opportunity to talk about how people handle anger and how important it is to use words. From the age of 7 we can be talking to our kids about how they feel about fairness. Relate it to their experience. Would it be fair if everyone except you could have ice cream? What if only people with red hair were allowed to play football? You can ask questions to engage them in ideas including about what they can do when they see unfairness to themselves or their friends or in the wider community. 

Don’t feel you have to have this conversation in one go and don’t feel you have to know all the answers before you begin. The fact that you are engaging in this conversation with your children will be raising their awareness and taking some important steps toward raising an anti-racist generation.

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June 09th, 2020

Managing sibling relationships while stuck under one roof

It’s June and restrictions may be easing in the UK but families have been cooped up under one roof without the respite offered by schools for 11 weeks now. Siblings have had to endure each other’s company, have had to put up with each other’s annoying habits and have had to compete with each other for scarce resources, whether that’s a laptop, the kitchen table space or a parent’s attention. There may have been more fighting in your household as brothers and sisters have vented their emotions on a convenient scapegoat. Tensions have been running high as children have their own anxieties and frustrations and pick up on adult stress in the atmosphere. Children with immature brains and lack of experience at self-analysis won’t understand that it is actually the fact that they are missing their friends or playing sport or worrying about getting into university or being bored or even missing the routine of school that is irritating them rather than the really ANNOYING way their brother is slurping his drink! Although does he really have to be so gross?

You may have found yourself shouting at the kids more than usual, stepping in to sort out conflicts, separating them, banning the TV/iPad/games console. It’s not surprising that we’re focused on the fighting because it really demands our attention. We want it to stop. We definitely do not want to be going into A&E right now with a head needing stitches. But in fact we need to invest our time in laying the foundations for siblings to get on better with each other rather than putting all our energies into reacting when things go pear-shaped.

If the lifting of some restrictions is the light at the end of the tunnel for you perhaps it will give you the energy to have a fresh look at how your children interact and what you can do to help them get along.

Here are 7 ways you can help your children to get on better:

  1. Build up each child’s self-esteem with descriptive praise. So much unkind and aggressive behaviour comes about because of how the child is feeling about himself, from feelings of inadequacy and powerlessness. When adults help children feel valued and appreciated they are much nicer to others. Some sibling conflict comes about because a child feels that his parents prefer his sibling. This is less likely if parents can give him lots of messages about how uniquely he is valued.
  2. Notice and comment favourably when siblings are getting along together. In busy families if children are playing nicely together parents don’t usually pay much attention but just get on with their to-do list, but if siblings start fighting that attracts a great deal of attention. Since children have evolved to do whatever gets more of their parents’ attention we need to be careful that we’re not making too much of spats and ignoring collaboration.
  3. Provide for time alone and time together. Even it were possible to always keep warring siblings apart to prevent battles that would not teach them how to get on. Providing one to one time alone with each parent reassures the individual child that they have a special place in their parents’ affections and that there is a Special Time reserved for them when they get undivided attention. This takes away one of the reasons for sibling rivalry. But we also need to engineer fun time together so that siblings see the point of each other –to be playmates and provide support for each other. Set it up so that you all play a fun game together with clear ground rules and lots of encouragement for pro-social behaviours. Comment on how much more fun it is when everyone is involved. Maybe point to particular attributes individual children bring to the game.
  4. Use emotion coaching to help the children manage their own emotions and develop empathy. This means naming the feelings you can see in your child and help them to use words to describe their emotions. Also use books and films to discuss how people are feeling; How do we know? What are they likely to do? What will help with challenging emotions? Talk about your own feelings and what strategies you’re using to deal with them. “I’m really fed up right now so I’m going to take a bath and listen to my music. I need some space for half an hour.” Children can’t sort out disputes until the feelings have been aired. It’s our job to help our children to resolve disputes themselves. We can help them, not by judging or by imposing solutions, but by clearing the air by describing how each child feels.
  5. Teach your children social skills. Some kids will pick these up easily and some will need more specific instruction such as through role play. Kids need to know how to ask for things without annoying others, to negotiate, to compromise, to take turns, and how to apologise and make amends.
  6. You will need some rules. Many families find they need rules about the sharing of common resources like electronic devices or even favoured seats in the car! You may need rules about which things need to be shared and what can be kept private. You may need rules about speaking respectfully. Rules will be specific to each family and will reflect individual families’ values Be clear what your values are before talking to the kids about what rules you need. Getting their input makes it far more likely that they will follow them. Notice and comment when the kids are following the rules.
  7. Lastly, model relationship skills. How do you talk to the children and to your partner? How do you resolve disputes? Are you using coercion and put downs or are you discussing things, considering the other’s perspective and compromising? You can be sure that the children will pay more attention to what you do than to what you say to do.

During this time families have been together far more than normal and if you’re finding it’s fraying a bit around the edges try some of these 7 steps for sibling harmony and enjoy being together.

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June 01st, 2020

Are you ready for The Big Return?

The next return to school will be like none other. Most children have been learning from home for about 10 weeks in the UK. Some parents have loved the opportunity to individualise their child’s learning and to spend some real quality time with their kids. Others have found it incredibly difficult to supervise home learning while working themselves or caring for younger children. This is not a moment to compare your parenting with others’ and feel bad if you are longing to send your kids back to school. Each family has different circumstances and how home learning has impacted you will have depended on multiple factors like your children’s ages, educational needs and abilities, their temperament, your work and childcare commitments, your own wellbeing and your support structures.

On the 24th May the UK government announced phased returns to school starting on 1st June with Reception, Year 1 and Year 6 and for years 10 and 12. Schools have had to adjust quickly and put a range of measures in place with extra cleaning protocols and to try to ensure social distancing by reducing the size of classes and having staggered break times as well as reducing parent contact at drop offs. Many parents are concerned about how social distancing can work for younger children and there is confusion resulting from conflicting scientific advice.

I have no medical expertise and don’t purport to offer opinions on that but I know in each country with easing of restrictions we are constantly making assessments about balancing risks. In this case the risks we’re weighing up are the damage to education and social learnings from remaining out of school versus the risk of contracting or transmitting the virus. The science seems to suggest that healthy children are much less likely to contract or pass on the disease than adults and they experience less severe symptoms if they do fall ill. In other countries they have even taken the view (based on differing amounts of virus in the community) that social distancing measures for young children are unwarranted.

Of course there are many different views circulating and a high degree of confusion and anxiety about children returning to school. One of the things we have all had to get used to in the era of Covid-19 is a much higher degree of uncertainty and for many this is very hard to cope with. There are reports of disturbed sleep, higher rates of intense dreaming and more dependence on alcohol.

You may decide that you are not sending your eligible child back to school for reasons of logistics (transport issues, siblings not eligible to return) or health (either theirs or that of another member of your household). But if your child is going back to school this week or later there will be some things you can do to help them settle back in happily:

  1. Manage stress. Your child may well be both excited and nervous at the same time. You may be anxious too. That is a normal response to what’s happening but stress releases the chemical cortisol which turns off the thinking brain so we need to get anxiety levels in check. Do whatever you can to manage your own anxiety as this will transmit to your children. Notice the feelings in your body that arise and thank your body for priming you to deal with what it perceives as a threat. If you’ve decided to send your child in to school your thinking brain has done its risk-assessment. Acknowledge your fears (my child might contract the virus), remind yourself of the probability of those fears arising (low in healthy children) and tell yourself that you will be able to cope if what you’re afraid of eventuates. Remind yourself of other times when you’ve been resourceful. How many unexpected circumstances have you dealt with in the course of this pandemic so far? You are adaptable.
  2. If your child is anxious have that same conversation with them, starting with acknowledging their fears and ending with focusing on their resourcefulness. Empathy is the antidote to stress. It is an important step in the maturation of a human being that they can hold two feelings at the same time. The anxiety they may have on returning to school is tempered by the excitement of being with friends again. The worries they may have about having fallen behind are balanced with knowing they can ask their teachers for help and that they may be more stimulated by working in a group setting. We can help our children accept these conflicting emotions just by naming them. “You probably feel a bit nervous about going back to school and excited at the same time.” Your child might have worries about friendships after long gaps of not seeing anyone. Acknowledge it if you’re aware that this is a concern even if they don’t voice it. “You might be worried about seeing your friends again after such a long gap. Maybe you’re wondering if they will still want to be your friend.”
  3. Let your child know what has been done to keep them safe at school and that their teachers are aware that there might be some gaps in their learning and will help them all to catch up.
  4. Find their inner resources. Feeling like you can do something alleviates anxiety. Virus related concerns can be met with hygiene and social distancing measures. Educational gaps can be dealt with through discussions with teachers. Friendship issues can be prepared for at home. This is a great opportunity to talk to your child about what it means to be a good friend. You might consider sitting down with your child to make an advertisement for a ‘good friend’. What qualities would they need? Get your child to identify those characteristics like sharing interests, loyalty, fun, accepting you as you are etc. Use role play to build on social skills like reading social cues, taking turns, asking for things and saying no appropriately, responding to teasing etc. Point to moments where your child has demonstrated resourcefulness previously.

Of course point to the good things about going back to school and smile! Let your child know you will miss them and look forward to hearing all about their day at home time.

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May 25th, 2020

Catching kindness

You may be aware that last week was Mental Health Awareness week in the UK and the theme for this year is kindness. Kindness is obviously not something we just want to look at in one particular week but something to encourage in our children throughout their lives.

Dictionaries define kindness as the quality of being friendly, generous, considerate and caring. I would also include empathy, since the ability to recognise how others feel is a prerequisite to caring, concern and consideration. These are qualities that are not necessarily innate in a person. Parents can encourage kindness in children. We can build the skill of empathy.

So why do we need to encourage kindness and empathy? Well one of the lessons from the coronavirus pandemic is a reminder that human beings are inherently social creatures. We need to connect to each other. We rely on cooperation to survive and thrive. There is much research which shows that cooperation, rather than competition, produces better strategies faster to deal with problems. It will be interesting to see what approaches affect the development of Covid-19 vaccines. There are many examples that have emerged from this health crisis of kindnesses from one person to another. I have loved the feeling of togetherness in my neighbourhood as people have greeted and looked out for one another. Many apps and online groups have sprung up offering to help those in need at this time and there have been many heart-warming stories of support.

We know that mental health is very much improved by small acts of kindness or connections, whether as the recipient or the person doing that act of giving. Research shows that kindness is the antidote to stress and it can increase happiness and self-esteem. There is evidence that small acts of altruism improve our self-image, and our behaviour. There is also evidence that kindness can improve our physical health and academic performance as well as prolonging our lives! 

We want our children to learn to be kind of course so that they will enjoy good and meaningful friendships. By encouraging kindness in our children we can reduce the epidemic of bullying that is causing so much anxiety and depression in our kids. We also hope for a future where adults brought up on a diet of considering other’s perspectives may actually be able to solve the world’s problems better than those focused primarily on their own needs. 

So how do we encourage kindness in our children? Michele Borba, in her book ‘Unselfie’, addresses just this and she offers hope when she says that “Kindness is contagious”. In her research she found that when children practiced simple acts of kindness it started a ‘kindness revolution’ in their community, changing behaviour and attitudes. 

To teach children kindness the adults in their lives need to:

  1. Model it. (You knew I was going to say that, didn’t you?)
  2. Expect it and
  3. Encourage it. 

What this means is that adults need to demonstrate in their daily interactions with the children and others that they think about how the other thinks and feels. Don’t make this be something to beat yourself up about for not doing but tune in and notice the small kind things you do all the time like giving your upset child a hug. We do this on a daily basis in simple ways: 

  • Consider how your child feels and describe that feeling to them. Sometimes we worry about doing this if, for instance, our child is showing signs of anxiety. We think that talking about it will make it worse. In fact research shows that when we talk about the feelings it gives the child permission to express themselves which actually allows the feeling to dissipate, it lets them know the emotions are normal and it shows that we are not afraid of challenging emotions. This means that kids grow up with more familiarity with emotions and a greater level of tolerance for uncomfortable feelings which makes it less likely that they will seek to numb or distract from those feelings in adulthood. If, rather than having knee-jerk reactions to challenging behaviour, we consider what feeling prompted it we are not only likely to be more effective in guiding our child to more appropriate behaviours but we are also teaching them to take a more nuanced perspective of other people’s behaviours towards them.
  • Expect kindness of them in their interactions with others. Reiterate your values-“In this family we believe that all people deserve to be treated with respect. That means we don’t use unkind words.”
  • Invite their views and opinions to show that they have valid contributions to make, and that there are different ways of looking at things.
  • Small acts of thoughtfulness and care within the family and outside. Just stopping to talk to people on the street or in shops are the kind of connections that build community as well as acts of care such as helping someone with their shopping or with a lift somewhere. Talking to a homeless person rather than just walking past them teaches a child that they are not invisible but are people with feelings and stories too.
  • Prioritise kindness over achievements. Don’t only focus on your child’s achievements, the result of the football match or the maths test, but also on acts of generosity and caring. When you see examples of sticking up for a friend or sharing with a sibling or asking a grandparent about their day comment on these.
  • Notice kindness in the world and comment on it. Explain how a particular act affected the recipient. “Did you see how the man in the queue let the woman with the crying baby go in front of him? I think he could see that her need was greater than his. That was kind. I’ll bet that lady was happy to be able to get her shopping finished quickly.”
  • Build your child’s kindness muscles by creating rituals around acts of kindness. Maybe start a kindness jar where a token is inserted by the recipient of an act of kindness. Eg “Sam helped me make my bed when I was a in a rush this morning.”

 

Let’s make kindness more contagious than Covid-19!

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