How To Raise Helpful Kids!

How To Raise Helpful Kids!

We all want our kids to be helpful and kind. Children and even babies can naturally be that way. Studies with babies under 12 months show that they notice when others are frustrated and can respond with help. Check out this video!

So, if our little ones do this naturally, what happens when we try and encourage kids to be helpful with some kind of coercion or reward?

Many studies starting from toddlers into school age children show that giving rewards or some kind of manipulation in behavior are rarely successful at producing children that are 'more helpful'. Instead it tends to produce the opposite effect.  They tend to lose interest and motivation.

So, what can we do to support our kids natural intrinsic motivation to be helpful and kind?

• model, model, model: the behaviors we would like to see in our children. Kids don’t learn things by what we tell them, instead they learn by watching us, how we interact with others, and how we engage in the world.
• secure emotional attachment: supporting responsive, consistent care giving with warmth, trust and connection.
• emotional coaching: helps kids learn what is appropriate, how to care for others, and how to regulate their own more challenging emotions. This naturally translates to an intrinsic capacity to be helpful with others.
   

Good values in our children have to be grown from the inside out. When we model those values in our home in combination with safety, warmth and connection, we support them to become helpful, empathetic, caring children that springs from inside their naturally kind hearts.

3 Ways to support true independence in your child

3 Ways to support true independence in your child

1.     Encourage their dependence early on. While this may seem counter intuitive, it is the paradox of parenting. We are born extremely dependent on our caregivers to take care of us and fill our needs. The fact is that caregivers who habitually respond to the needs of the baby before the baby gets distressed, preventing crying, are more likely to have children who are independent than the opposite (e.g., Stein & Newcomb, 1994).

Once we have allowed them to depend on us in every way, and filled their cup over and over and over, they will very naturally start to want to do things on their own. “Me do it myself!” is inevitable and it is nature’s way. It’s built into our biology. But first they must be able to rest in our love, rest in being taken fully taken care of.

2.     Trust them: We need to trust our children in their entirety. Trust that they will find their way given the right conditions. When we grow lettuce in our garden from seed, we trust that if we give it the proper soil conditions, the right placement of sun, enough water and love, it will grow into its fullness. We need to learn to trust their failures and successes, their weaknesses and their strengths, their “ugly” emotions and their beautiful ones. We trust they will find their way through it all with support and guidance from us. We can’t “teach” independence, only provide the proper conditions for it to unfold at the right time developmentally.

3.     Know when to back off: It is our job to keep our children safe and protected, but as your child gets older we can invite healthy risk taking. Maybe you refrain from swooping in every time they hurt themselves. Hang back a bit and wait. They might get up on their own and brush themselves off. When we rescue too quickly we deny them the opportunity to see if they can navigate a situation that has some challenge. Let them take risks, how else do they learn what they are capable of, and what the edges are for them? When they do something risky like climb a tree for the first time without us hovering; "I just did that all by myself!",  it builds a sense of confidence and healthy esteem.

When we can do our best to meet their needs, we create an environment of dependence. This creates a feeling of safety, trust and security. This is the secure base from which dependence is outgrown. We need to trust our children and nature's plan. They are developmentally hardwired to naturally move into independence in their own time, in their own way.

Redefining Discipline

We are on the cusp of a paradigm shift in parenting, to switch from power over to power with.

Much of how we were parented and certainly how our parents were raised to be "seen and not heard" is now starting to change. The traditional approach to discipline has been trying to control our child's 'bad' behaviour and simply make it stop at whatever cost. This is where time-outs, rewards, punishments, and consequences come in. Unfortunately these outdated methods often cause more upset and disconnection. There are 2 reasons why children act out: one is normal child development, and the other is disconnect. Knowing this can be helpful in times of distress. For example, your 2 year old may not be deliberately disobeying you, he may just be doing what a 2 year old is wired to do, explore his environment even though you have told him specifically not to touch something.
Time-outs and punishments may temporarily stop the 'bad behaviour', but have we done anything to help them learn, regulate or do better next time? The answer is no.

What we have done is used fear, emotional and social isolation, and created more disconnection with our children. This will undoubtedly ramp up the undesirable behaviour.

So, if discipline isn't about stopping the behaviour, what is it about? It is about connecting with your child in their time of need.  It's about supporting them by helping them regulate and calm, and then perhaps later seeking a 'teachable moment'  where we can talk about suitable behaviour when their brain is actually able to hear us and take it in.

What we now know through the latest in developmental science is that children aren't capable of much self control (especially in the early years up to 5) because their prefrontal cortex is very immature. They may intend to do better, but the reality is that they are still impulsive and can't self regulate.

Discipline with Connection
As you know, your baby, toddler, child is completely dependent on you for their health and well being. They are also dependent on you for their emotional well being. As their brain grows from the bottom up, their emotional safety is paramount to their development. Your child's greatest fear is loss of connectedness with you.

All challenging behaviors arise from a state of stress, so helping them to cycle into a calm when they are acting out, emotionally upset or physically hurt is key. This helps their brain and nervous system mature, and their stress response centers in their brains become increasingly capable of "self regulation". Over time, with lots of repetition and modelling, these behaviors will lessen as they develop.

3 ways you can support your child when they are presenting a challenging behaviour:
1. Acknowledge the feelings: "I see you are having a really hard time with this, you seem angry with mommy because I took your toy away".
2. Be present with them: and stay connected to yourself, your breath, feel your own feet on the ground
3. Be kind but firm: state the limit, but stay connected. " I can't let you hit the cat sweetheart", and inside yourself you are saying and I'm still here with you.

If you are looking for extra parenting support, don't hesitate to email me for a private consult
Email: bonnie@familycontinuum.com