MeAIMH

A POTTY-TRAINING DISSENTER, AND A GRABBY GRANDDAUGHTER

by

NEW YORK TIMES COLUMN: FAMILIES TODAY:
A POTTY-TRAINING DISSENTER, AND A GRABBY GRANDDAUGHTER
By: T. Berry Brazelton, M.D., and Joshua Sparrow, M.D.

A reader dissented from our toilet-training advice in a previous column:

Q. Are you serious? A 4-year-old who resists potty-training! Give me a break.
Children need someone to set boundaries and say, “Get your butt in there and use the potty or you are gonna be in trouble. I know you can do it. You know you can do it
Now go!”

How hard is that? The child won’t have to undergo therapy simply because you put your foot down and say, “Your behavior is unacceptable at this juncture of your life.”
In other words,”You’re too big to still be wearing a diaper. It’s over. And it’s time to be a big girl now.”

A. Good luck! And let us – and the many parents who have unsuccessfully tried this – know how it goes!

Way back in the early 1960s I learned that pressing a child to become toilet trained was too often unsuccessful (15 to 18 percent failure rate). Too many children would respond by withholding their bowel movements, causing chronic constipation and enlarged colons. Some would smear their feces in their clothing, or wet the bed long into later childhood.

The incidence of these failures can be reduced by leaving it up to the child in steps that I have outlined in “Toilet Training: The Brazelton Way” ((Da Capo 2004).
Most of the world carries their infants almost nonstop until they are ready to walk. In these places, parents help their babies learn early when and where to go because they can pick up on their bodies’ cues.

But in our culture we are asking children to adapt to our busy lives. Since most of us don’t hold them close in the first year to help condition a physical response to their bladders and bowels (“elimination communication”), we must respect their own timing and wait until they are cognitively ready – which won’t come until at least two years of age.

In the 1960s, when we learned to leave toilet training to the child’s timing, these problems were significantly reduced (2 to 5 percent failure rate). I would be concerned to recommend that we return to the practice you suggest without considering its negative consequences for far too many children.

Q. My 1-year-old granddaughter has some habits I don’t understand! Anything she gets a hold of, she puts behind and around her neck, which is worrisome when
it is something like a cord. She’ll hang a camera by the strap around her neck, and she continuously tugs at her little shirts or tops. What might we do to help?

A. What a fascinating observation – I am not sure I understand your child’s behavior either!

Perhaps she is imitating adults around her as they dress, putting on a scarf or a tie, or as they shoulder a pocket book. Perhaps she tugs on her shirts and tops when the labels at the back of her neck scratch her. Children who are hypersensitive to touch are often bothered by these labels, and even when they are able to speak, they don’t necessarily let anyone know.

Don’t try to stop her in either of these behaviors for your attention to her at these times might just reinforce them. But be sure that she doesn’t have access to anything that she could strangle herself with, especially when in her crib.

Can you offer her a lovey (a special doll or teddy bear) when she begins this behavior, so she can turn to the lovey instead of straps or cords? Or try making a big, loose, paper chain with strips of paper attached at the ends and linked to each other. She can ceremoniously put this special necklace around her neck to replace the dangerous ones she comes across. Make sure that it is easily breakable. She’ll be safe and you’ll be busily employed until she gets wise to your tricks!

Responses to questions are not intended to constitute or to take the place of medical or psychiatric evaluation, diagnosis or treatment. If you have a question about your child’s health or well-being, consult your child’s health-care provider.

Before Dr. Brazelton’s passing in 2018, he was the founder and director of the Brazelton Touchpoints Project, which promotes and supports community initiatives that are collaborative, strength-based, prevention-focused sources of support for families raising children in our increasingly stressful world. Dr. Sparrow, a child psychiatrist, is now the director of the Brazelton Touchpoints Center. Learn more about the Center at www.touchpoints.org.
www.touchpoints.org.

Reprinted with permission from the authors.

TEACHING IMPULSE CONTROL TO A TODDLER

by

NEW YORK TIMES COLUMN: FAMILIES TODAY:
TEACHING IMPULSE CONTROL TO A TODDLER
By: T. Berry Brazelton, M.D., and Joshua Sparrow, M.D.

The toddler grabs the glass paperweight.

“Put it back on the desk.”

Entranced with the object, the child appears oblivious to his father’s words. Wisely, the father extracts the paperweight from the small fingers. The child falls in a heap on the floor.

“You can’t have it. It might break.” More sobs. “I’m sorry I had to take it away from you. But when you can’t stop yourself, I need to help you.”

After a violent heave of the child’s chest, the sobs begin to space out.

“It could break so easily. That would make you sad too.” The child looks up at his father through his tears. “Would you like a hug?” The child holds out both arms. He’s forgotten about the paperweight.

Sometime during his second year, a toddler discovers cause and effect. I drop the paperweight. It breaks. I climb on the coffee table. I fall down and hurt myself.

Until this understanding is achieved, a parent must always be present to counteract the toddler’s lack of judgment. Even then, the child will have trouble using his knowledge of cause and effect to guide his behavior when his impulses hold sway.

Discipline at this age is the gradual teaching of control to this young bundle of impulses. Impulse control is not learned instantly. Parents of toddlers know that such episodes are bound to repeat themselves countless times every day.

The parent with the paperweight tested the child’s response to words alone and quickly realized that words were not enough. Had he repeated the request several times, it would have been increasingly unclear to the child that his father meant it. The words would have lost their potential to stand alone, as they will more often in the next year or so. As soon as the spoken instructions went unheeded, the father moved in and retrieved the paperweight.

Had he stopped there, he would simply have demonstrated that he had more control over the situation than his son did. Instead, he explained why he had to take over. Then he gave his son a moment to relax before helping him to imagine his own feelings had the precious object been damaged. Most important, he left his son with the feeling that one day he would be able to control himself.

Self-discipline means that a child is motivated to control himself because it matters to him, not just to others. Having learned self-discipline, a child can then balance his own and others’ needs. You are laying the groundwork for learning for years to come.

Guidelines for Impulse Control:

  • First get your child’s attention. Look him in the eye to be sure he is focusing on your message.
  • Make clear that he can’t act on the impulse.
  • If necessary, physically stop him from doing what you have forbidden.
  • When possible, offer the child an alternative. “You can have this instead.” This is one way to teach problem-solving. Make the alternative a take-it-or-leave-it offer, not a negotiation.
  • Sympathize with the child’s frustration or disappointment. “It feels terrible when you can’t have what you want.” You’re not teaching the child to give up all his wishes and dreams, only to hold back on those that can’t be acted on. You are not trying to teach him to like all the rules, just to manage his negative feelings about them so they don’t overwhelm him.
  • Help him understand why – in simple terms – his wish can’t come true.
  • Comfort him, and offer him your faith that he can learn, little by little, to control himself.
  • When a day is filled with “no’s,” find something to which you can say “yes.” This helps a child to see discipline as an act of love, not as a response to something “bad” in him.
  • Don’t take your child’s misbehavior personally, especially the repeated testings. If you see them as a personal attack, you are bound to respond in kind. Instead, look for what he is trying to learn with his misbehavior, so that you can respond with the teaching he needs.
  • Share this responsibility for discipline, and for teaching, with the other adults in your child’s life.

Responses to questions are not intended to constitute or to take the place of medical or psychiatric evaluation, diagnosis or treatment. If you have a question about your child’s health or well-being, consult your child’s health-care provider.

Prior to his passing, Dr. Brazelton was the founder and head of the Brazelton Touchpoints Center, which promotes and supports community initiatives that are collaborative, strength-based, prevention-focused sources of support for families raising children in our increasingly stressful world. Dr. Sparrow, a child psychiatrist, is currently the Director of the Brazelton Touchpoints Center. Learn more about the Center at www.touchpoints.org.

Reprinted with permission from the authors.

DEATH OF A BELOVED CAT

by

NEW YORK TIMES COLUMN: FAMILIES TODAY:
DEATH OF A BELOVED CAT
By: T. Berry Brazelton, M.D., and Joshua Sparrow, M.D.

Q. I am a grandparent of a very verbal and intelligent 26-month-old. He seems to remember everything told to him. He also loves my cat when he visits. I recently lost this cat to illness. How does a 2-year-old comprehend death? How can I explain my pet’s absence in a healthy manner that he can comprehend and that doesn’t scare him about losing another loved one?

A. The death of a pet is often a child’s first opportunity to learn about mortality, so hard for any of us to understand.

It’s up to us to honor children’s natural curiosity. Yet often we avoid such questions – either because we’re struggling with our own feelings about death, or because we don’t even know where to begin to help children think about it.

You’re right that children this age seem to remember everything. That’s a good way for them to learn about the world. They don’t yet know how to judge the relative importance of their experiences, all of which are stored as equally important: their dessert last night, the time they stubbed a toe, or a big brother’s favorite book.

Later, when they can tell what’s important and what isn’t, they won’t need to remember as much. Yet many adults like to think that children are too young to be affected by events such as death. Our supposition may comfort us, but it’s just not true.

Two-year-olds aren’t able to fathom the permanence of death. Instead, they expect it to be reversible. The cat will “wake up” or “come back.” This is one reason why it’s very important for you to explain as clearly as possible that when an animal or a person dies, their life stops. And it won’t start again.

This may seem like horrible news to break to a child, and may not seem necessary since the child can’t grasp big concepts like “forever.” But it’s far worse to tell a child that the pet just “went to sleep.” Bedtime fears may be the result.

Who would want to take the risk of going to sleep if it meant not waking up for days or weeks, or however long it’s been since the cat died – never mind not waking up forever?

By the same token, if you tell the child that the “angels came” to take the poor cat, the child may be terrified that the same thing will happen to him.

How can you protect a young child from fearing that other important beings will die? By explaining clearly and simply what happened to the cat. Whatever happened is probably not going to happen imminently to the child’s closest relatives, friends and pets.

“The cat died because he was very, very, very old. Much older than me. Much older than your Mommy or Daddy. Much, much, much older than you.” Or, “The cat died because he was very, very, very sick – much sicker than you or I have ever been. Most people don’t get that sick until they are very, very, very old.”

Of course there are exceptions – but you’ve been truthful and left room for them.

When a death occurs, young children worry first about whether they themselves will die, and then about the people they count on to take care of them.

Usually we can reassure children that they and their families are unlikely to succumb to whatever killed the cat. And if, for any reason, they really are at risk, then it may be time to start finding simple, honest ways to talk about what’s going on. A child’s capacity to trust is at stake.

For further reading: “Talking With Children About Loss,” by Maria Trozzi, director of the Good Grief program at the Boston Medical Center.

Responses to questions are not intended to constitute or to take the place of medical or psychiatric evaluation, diagnosis or treatment. If you have a question about your child’s health or well-being, consult your child’s health-care provider.

Prior to his passing, Dr. Brazelton was the founder and head of the Brazelton Touchpoints Center, which promotes and supports community initiatives that are collaborative, strength-based, prevention-focused sources of support for families raising children in our increasingly stressful world. Dr. Sparrow, a child psychiatrist, is currently the Director of the Brazelton Touchpoints Center. Learn more about the Center at www.touchpoints.org.

Reprinted with permission from the authors.

TOYS EXTEND A CHILD’S DREAMS

by

NEW YORK TIMES COLUMN: FAMILIES TODAY:
TOYS EXTEND A CHILD’S DREAMS
By: T. Berry Brazelton, M.D., and Joshua Sparrow, M.D.

In our culture, toys play a major role in many children’s lives. In the first few months, a child is given a “lovey” to hold and to use for transitions such as when she’s going to sleep or feeling hurt or lonely.

The lovey – often a blanket, a piece of soft material or a beloved teddy bear – becomes an extension of herself and her caregiver.

With the lovey, she feels secure and ready to face transitions. Without it, she must rely on adults who can’t always be there, no matter how reliable they are.

From the time a child looks at or reaches for objects, some parents equip the crib with the latest toys for infants. “Learning” toys soon supplement cuddly ones.

Musical, speaking and reading toys reflect parents’ concerns about providing enough “brain stimulation” to enable toddlers to excel in competitive preschools.

Computer games have become part of many 3- and 4-year-olds’ lives. Children imitate their parents, manipulating handheld electronics, just like them. But watch a child’s face when a parent looks away to a smartphone at each intruding text message.

Such sophisticated toys can cause pressure rather than stimulate exploration and play. Parents who are away all day or are leading very busy lives may feel they need to satisfy a preschooler by offering constructive, educational replacements of themselves. Toys can become surrogates by filling the isolation in which many of us live. But toys don’t have to be used this way.

When a child chooses an object as a toy, it becomes part of her world. Toys extend a child’s dreams. A parent can attend seriously to a child’s choice of toys and observe how she plays with them.

If a parent can help choose a toy as a way to learn about the child and who she’s becoming, the process can become a form of communication. (Toy stores, too stimulating for most children at this age, are rarely set up to encourage such communication.)

For a toddler, pots and pans give her an opportunity to mimic kitchen chores. At 3, 4 and 5, simple dolls and toy soldiers help children live out fantasies.

The distorted anatomies of Barbie dolls and pumped-up action figures are intriguing to some children, as is the mysterious adult sexuality they evoke. But toys like these impose adult preoccupations on child’s play and don’t encourage a child’s self-discovery and self-expression.

Many children turn to safer toys, such as toy animals and puppets, when they play out the aggressive feelings that they need to test. Simpler toys leave room for a child to try out her own dreams and wishes, her own aggressive or sexual fantasies. Toys offer the child a link for play with a peer as well as an opportunity to learn about others.

A parent must ask: Does the toy elicit her own fantasies and imagination and allow her to spin them into dreams that sustain the play? Does it challenge her, while leading her to find her own solutions? How much room does the toy leave for her – or does it take over and make her give in to it?

Other considerations include:

  • Safety. Inspect toys for parts small enough to be inhaled or swallowed. A toy shouldn’t be breakable or easily taken apart. Toy safety is regulated, but not always enforced, so parents need to be careful.
  • Durability. Will the toys withstand the experimentation that is a necessary part of their future?
  • Noise. Can you stand the repetitious music or crooning speech that accompanies some toys?
  • Interest. Can the toy hold the child’s long-term attention, or will it be forgotten?
  • Appropriateness. One child may need a quiet, solitary toy that challenges her intellectually; another might prefer an activity-based toy.

(This article is adapted from “Touchpoints: Three to Six,” by T. Berry Brazelton, M.D., and Joshua D. Sparrow, M.D., published by Da Capo Press, a member of The Perseus Books Group.)

Responses to questions are not intended to constitute or to take the place of medical or psychiatric evaluation, diagnosis or treatment. If you have a question about your child’s health or well-being, consult your child’s health-care provider.

Dr. Brazelton, prior to his passing, was the founder and head of the Brazelton Touchpoints Center, which promotes and supports community initiatives that are collaborative, strength-based, prevention-focused sources of support for families raising children in our increasingly stressful world. Dr. Sparrow, a child psychiatrist, is currently the Director of the Brazelton Touchpoints Center. Learn more about the Center at www.touchpoints.org.

Reprinted with permission from the authors.

PARENTAL RESPONSIBILITY

by

NEW YORK TIMES COLUMN: FAMILIES TODAY:
PARENTAL RESPONSIBILITY
By: T. Berry Brazelton, M.D., and Joshua Sparrow, M.D.

(ATTENTION EDITORS: A reader’s comment about “‘voluntary’ irresponsible parents” prompts further dialogue on a topic that reflects current events: teenage pregnancy. T. Berry Brazelton, M.D., and Joshua Sparrow, M.D., help define the terms of the problem – and the solution).

A recent column on why it takes a village – parents and community, including government – to raise a child prompts this reply.

Q. All the possible situations which exist where families need the assistance of the community to raise their children are valid. However, if it were not for all of the “voluntary” irresponsible parents, there would be enough money and manpower to help the children.

In New Orleans, as in many, many cities, some people have children starting at the age of 13 or 14 and go on to have many children only half-related. These parents, usually mothers, are waiting in the line to get free Christmas presents for their children, and are already pregnant with the next one that they cannot afford and do not intend being responsible for.

All the young men who are arrested for heinous crimes – murder, rape, armed robbery, etc. – began their criminal careers as young as 8, and were almost exclusively the children of these very young unwed mothers.

The only way the “village” would work is if these children were taken away from these “mothers” and raised in loving group homes where their needs would be met.
Then, make the mothers work every day like all the responsible parents do, and contribute to their children’s expenses. Also, determine by DNA or any other means who the fathers are and make them contribute to their children.

It’s pitiful watching these young children running the streets on school days and getting into so much trouble at a very young age. But, the government just making more “programs” available to the voluntarily irresponsible parents will just create more of them.

A. The reportedly unintended pregnancy of the teenage daughter of vice-presidential candidate Sarah Palin might be worth factoring into your thinking about “voluntarily irresponsible” parents. Young adolescents’ new capacity for reproduction does not suddenly endow them with the maturity to know how to use it, nor the abilities to function as responsible parents. Perhaps the “forgiveness” this family is being offered by those who presume to judge can be spread across party and other dividing lines.

You say that there are enough 13- or 14-year-old “voluntary irresponsible” parents to spend all the money for services that “responsible parents” need. We agree with you that there are far too many children born to parents too young to care for them. Yet overall teenage pregnancy rates fell from 1990 to 2004 – after which funding cuts hit harder. The number of teen parents is small compared to the number of adults raising children in poverty, and the dollars spent on them are less too. Still, we can cut costs and suffering by investing in these children’s futures before their problems begin.

You conclude that “more programs” will just create more irresponsible parents – a generalization that cannot be responsibly made without being informed about a very large number of programs. The problem is not “more” vs. “less” programs, but misguided vs. well planned and executed ones.

Political debate is crippled by slogans like “more” or “less” programs, “big” or “small” government. Those who oppose some programs label them “big” government, while at the same time pushing for big spending on the ones they want.

On either side of those empty arguments, what people really want is a government capable of doing what they believe is necessary, whether it is protecting our borders from illegal immigration and our nation from terrorism, keeping our levees and bridges strong and safe, or preventing teenage pregnancy and child abuse – these are all “big” programs, and none of them will work if they’re not done well.

What we need is not “less” or “more,” but government and programs that work. The drop in teenage pregnancy rates is at least partly due to effective programs that are successful in preventing teenage pregnancies, in stopping adolescents from becoming parents before they are ready to take on the responsibilities of parenthood. One such program is the Children’s Aid Society Carrera Adolescent Pregnancy Prevention Program (www.stopteenagepregnancy.com).

Dr. Michael Carrera’s program has been replicated around the country. We think it would be worth your while to learn about programs like his and how they work. Rather than simply blaming these children (and their parents) for their unintended pregnancies, Carrera has gotten to know some of them, to understand why they do this. Without understanding the cause of the problem, we won’t find the solution. Blame won’t help us get there.

Carrera has learned that many of these children raised in poverty are convinced that they are worthless, and that there is no future for them to live for. To many of them it seems pointless to work hard to get ahead, to wait until later to have babies, because in their world, there is no later. But Carrera has found that by helping these children discover their gifts and develop their talents in carefully designed after-school programs, he can help them begin to reach for their own future.

“Hope is a powerful contraceptive,” Carrera says. When these children discover their own potential in these programs, they are less likely to become pregnant, and more likely to stay on track in high school.

Instead of giving up on them, we can help them believe in our uniquely American Dream.

Responses to questions are not intended to constitute or to take the place of medical or psychiatric evaluation, diagnosis or treatment. If you have a question about your child’s health or well-being, consult your child’s health-care provider.

Dr. Brazelton, prior to his passing, was the founder and head of the Brazelton Touchpoints Center, which promotes and supports community initiatives that are collaborative, strength-based, prevention-focused sources of support for families raising children in our increasingly stressful world. Dr. Sparrow, a child psychiatrist, is currently the Director of the Brazelton Touchpoints Center. Learn more about the Center at www.touchpoints.org.

Reprinted with permission from the authors.

WHY IT SOMETIMES TAKES A VILLAGE TO RAISE A CHILD

by

NEW YORK TIMES COLUMN: FAMILIES TODAY:
WHY IT SOMETIMES TAKES A VILLAGE TO RAISE A CHILD
By: T. Berry Brazelton, M.D., and Joshua Sparrow, M.D.

Q. My wife has been an elementary teacher for many years, the last 20 years teaching first grade, and probably the one primary need of most of the children is responsible parents. One of the primary problems is that there often is only one parent and in many cases there is no responsible parent.

Politicians are not the answer to providing for the needs of children. Politicians and the government are the crutch. Parents who accept and meet their responsibilities are the answer to meeting the needs of their children.

A. Thank you for this important question. Of course parents should be responsible for the needs of their children, and nothing we have written would suggest otherwise. But what happens when parents are not able to be responsible? Are children simply to be left to be victims of this situation?

What if there are causes beyond parents’ control that leave them unable to provide for their children’s needs? What about our military men and women? When one parent is deployed, the other is left alone to provide for the children. The challenge is infinitely harder since the whole family is always wondering if, when and in what condition the other parent will ever return.

In some military families, both parents are deployed at the same time! When parents are giving their lives for their country, don’t you think the rest of us have a responsibility to pitch in and help out?

There are countless situations in which responsible parents cannot provide for their children – because of some misfortune that befalls them, or their child. Some parents have problems that may make it hard for them to take responsibility for their children, including serious illness or physical disabilities, but can do the job if they get the help they need.

Some children have medical problems so complex and so compromising that no set of parents could provide for their needs all alone. Parents may be competent, caring, honest and hardworking, but their jobs may not provide them with health insurance for their children. Very few parents indeed can afford to pay for the treatment of a seriously ill child.

Sometimes help beyond the immediate family is the only way. What would be wrong with that? A whole community in Indiana rallied around a family with newborn quintuplets – and the whole community shared in the family’s pride and joy! There are some challenges that families can’t possibly handle on their own – for example, a child or a parent with cancer. And what about the resources the family possesses to face their challenges?

An isolated two-parent family might be completely overwhelmed by a child’s illness that a single parent with lots of support from aunts and uncles and grandparents might more readily handle.

We recently read about two hardworking parents of a child with cancer who live in a rural community a hundred miles from medical care and can no longer afford the gas to get there? (In this case, the cancer was caused by a local uranium mine that left exposed radioactive mineral nearby.) Of course the child’s illness is not their fault, nor is the energy crisis. They cannot change either all by themselves.

Your wife was a schoolteacher for more than 20 years. For many families in your community, she must be a hero. If she taught in public schools, then her salary, health insurance, and retirement pension were paid by your neighbors’ tax dollars, while she was helping out their children. Most of them probably need to work, and couldn’t afford to home-school their children even if they’d wanted to. Don’t we need to help each other raise our families?

We agree that politicians and government have plenty of problems. But would you want families in this country to raise their children without heroes like your wife, police and firemen?

Parents’ responsibility alone cannot build the schools, and provide the national security that we need to raise our children. In most parts of the country we need to put our resources together in order to have running water and sewers for our families, and roads and bridges for the school buses that bring our children to school. Parental responsibility is, of course, absolutely necessary, we agree. But it is not enough to raise a family.

More and more parents these days are facing foreclosures, skimping on food and medical care in order to buy gas to get to work. Many AmerIcans are now demanding that our government step in and take action to bring gas prices down and help them hold on to their homes. Some of our country’s problems are too big right now for any family to take on alone.

Government makes a lot of mistakes, creates a lot of problems, and wastes a lot of our tax dollars. But we do need some way of coming together to take care of big issues – like gas prices, health insurance, and the housing crisis. Because, as Winston Churchill once said about democracy, government is the worst of all possible alternatives, except for all the others.

Responses to questions are not intended to constitute or to take the place of medical or psychiatric evaluation, diagnosis or treatment. If you have a question about your child’s health or well-being, consult your child’s health-care provider.

Dr. Brazelton, prior to his passing, was the founder and head of the Brazelton Touchpoints Center, which promotes and supports community initiatives that are collaborative, strength-based, prevention-focused sources of support for families raising children in our increasingly stressful world. Dr. Sparrow, a child psychiatrist, is currently the Director of the Brazelton Touchpoints Center. Learn more about the Center at www.touchpoints.org.

Reprinted with permission from the authors.

DAY CARE CONCERNS; AND A TEASING PROBLEM

by

NEW YORK TIMES COLUMN: FAMILIES TODAY:
DAY CARE CONCERNS; AND A TEASING PROBLEM
By: T. Berry Brazelton, M.D., and Joshua Sparrow, M.D.

DAY CARE CONCERNS

Q. I am working in Dubai. My daughter is 15 months old and living with my family in India. Day care and kindergarten aren’t available near my family. Can you give me some idea about what is taught in day care and kindergarten? Are they really important? Will they really help my child’s education?

A. How tough for all of you to have to be apart! For so many families, scarce work opportunities force a parent to leave spouse and young children for employment in a foreign country. It would mean so much for your family to know that even at such a distance you are thinking about how to make the best life you can for your baby girl. We hope they read this too!

Day care is a solution for working families where there is no community or extended family to take up the slack with the child. Since she is in India and with your family, you may be able to comfort yourself with the oft-quoted but still true statement, “It takes a village to raise a child.”

She can learn a great deal from the adults around her: about herself, her emotions and those of others, and all the complexities of language and — even before she speaks — nonverbal communication. In her interactions with those who take care of her she is already learning to pay attention, calm herself down when she gets upset, try again when she fails, and so many other basic skills that any child needs to become a successful learner.

These will give her a firm base when she does get a chance to enter a school situation, hopefully by the time she is 4, if kindergarten is available where your family lives. (In the United States we often forget how many children around the world still don’t have access to primary education!)

Children 3 and 4 years old need to have an opportunity to learn how to get along with other children, how to share and take turns, to understand themselves and care about each other. These are also important early steps for children to be ready to learn. We have a term, “emotional learning,” that expresses how important the child’s social and emotional development is as a base for cognitive learning.

Can you trust your family and the community they live in to give her these? Then she won’t miss out on these important experiences if she can’t be in day care or in preschool.

A TEASING PROBLEM

Q. I have a 3-year-old son. We carpool to his preschool with a neighborhood boy the same age. One afternoon a week, the boys have an after-school play date. My son used to look forward to seeing the other boy. Recently, however, the other boy started telling my son he doesn’t like him. It doesn’t occur during a heated exchange, but rather just in ordinary situations, like while they are eating lunch. It has gotten to the point where my son will ask him, “Do you like me today?” The boy always says, “No”.

My son’s feelings are obviously hurt, but I think he handles it fairly well. Some mornings he doesn’t want to ride to school with the other boy. I tell him that he just needs to be himself and others will like him — and that what matters is that he likes himself.

Is this normal 3-year-old behavior? Or is it a situation I should remove my son from?

A. Some teasing can be destructive, but other teasing is normal, a child’s way to work on understanding language, behavior, feelings, other people, relationships — so much to learn! This does seem like pretty normal teasing for 3 year olds — figuring out themselves and each other.

At 3, a child is working very hard to figure out what “liking someone else” even means! You might just ask your child what he thinks, and what he thinks the other boy is thinking when he says those words. If you take the teasing too seriously it may make your child feel that the boy’s statements are more powerful than they are, and may make him more vulnerable and less able to handle them.

It seems as if the other child is trying to test out the possibility of dominating him. If your boy gets upset, he accepts the domination. Instead, you could encourage him to say, “I don’t care, I don’t like you either. I want friends who like me. I don’t need friends who don’t.”

The two boys may get over this rough patch in their relationship. If they don’t, they’ll still need to put up with each other in the car! In the meantime, you can try to find other children with whom he can feel liked.

If a child can learn to stand up for himself at this age, he is less likely to be vulnerable to the more serious teasing and bullying that may lie ahead in the school years to come. Bullies look for children who give the impression that they expect to be victimized. This is an early opportunity for you to help your child learn to make it clear that he does not.

You are absolutely right in wanting him to like himself. Congratulate him on not being upset by the other child’s attempt to dominate him. So far, so good! (See our book “Mastering Anger and Aggression: the Brazelton Way” (Da Capo 2005) for more suggestions on how to handle teasing.

Responses to questions are not intended to constitute or to take the place of medical or psychiatric evaluation, diagnosis or treatment. If you have a question about your child’s health or well-being, consult your child’s health-care provider.

Dr. Brazelton, prior to his passing, was the founder and head of the Brazelton Touchpoints Center, which promotes and supports community initiatives that are collaborative, strength-based, prevention-focused sources of support for families raising children in our increasingly stressful world. Dr. Sparrow, a child psychiatrist, is currently the Director of the Brazelton Touchpoints Center. Learn more about the Center at www.touchpoints.org.

Reprinted with permission from the authors.

A 5-YEAR-OLD WHO NEEDS TO LEARN SOME LIMITS

by

NEW YORK TIMES COLUMN: FAMILIES TODAY:
A 5-YEAR-OLD WHO NEEDS TO LEARN SOME LIMITS
By: T. Berry Brazelton, M.D., and Joshua Sparrow, M.D.

Q. My son is almost 5 years old and an only child. He loves to talk and interrupts quite often. My husband and I have brought it to his attention numerous times and talked with him about taking turns when speaking, but we have yet to see much improvement. Is it just the age or is there more we should be doing?

Our other concern involves the relationship between our son and another child at school. The two of them have been in preschool together and friends for a couple of years. The other child has begun acting out in negative ways and sometimes tries soliciting others to join in the behavior. When our son has been the target, we have suggested he tell the other child that he does not like the action(s) and then walk away. He is comfortable with walking away (although the other child often persists) but doesn’t want to say anything that might hurt the other child’s feelings. I don’t want to discourage his compassion for others but don’t want him to feel unable to stand up for himself either.

We would like to know how to speak with our son better about both issues.

A. Five years old is indeed an age when children want to intrude, partly to test their new found power over others — adults and peers. The other, more subtle reason for the irresistible urge to break into parents’ conversation arises from what Freud called the “Oedipal” struggle. Children this age want to possess each of you as their own, and may have trouble putting up with the intimacy of your speaking together.

Of course, parents must insist on their need to be in close touch, and a child this age shouldn’t be allowed to interfere, for his sake as well as yours. As much as he wants to interrupt and have you all to himself, he’d feel terrified and out of control if he succeeded! An only child may have an even more difficult time learning that he doesn’t need to be the center of everyone’s attention. He can be adored but not arrogant.

You are right to want to help him, but I sense from your language that you and your husband may feel torn because you find his interruptions hard to resist — maybe even precocious? No matter how compelling he makes himself, if you can consistently insist each time that he wait his turn, you will be teaching him to value other people’s significance.

This kind of sensitivity is priceless, and sometimes seems almost like a lost art. And it sounds as if you are afraid an only child may not have the opportunities to learn to value the rights of others as one would in a larger family, but there isn’t any reason why he can’t. You can start helping him develop this valuable social asset by labeling each interruption: “You are interrupting now. It’s Daddy’s turn. After he’s finished, we will be ready to hear your idea. Meanwhile, Daddy’s idea came first.”

Don’t let a single interruption slip by without doing this, or you’ll be giving him a mixed message — sometimes it’s OK to interrupt, and sometimes it isn’t. It may seem like discipline, but it is in an important cause — learning how to value others, and to listen as well as just to talk. He does sound exciting and it must be intriguing to hear all his ideas. You can reassure him that if he waits his turn you’ll be sure to listen to what he has to say.

Second question: I am not sure what “negative ways” you refer to, but most children at this age begin to “try their wings.” It’s a way of both testing the system and of learning an important goal, how to stop themselves when their wishes are getting out of hand. They may be used to hearing parents say, “I have to stop you until you can stop yourself.”

But at this age they must find out for themselves whether or not you still will, whether or not you still can. For your boy, living vicariously through his friend’s troublemaking may be a safe and appealing way to try this out. Of course, he’s both attracted and repelled. All the other 5-year-olds are, too.

Although you may prefer to say it as all the other child’s fault, if you can face his role in the “negative ways,” you’ll stand a better chance of helping him understand what he’s up to. Let him know that all children are bound to be curious about “getting into trouble,” even though they know they shouldn’t.

You might ask him “How do you feel when you do  “bad stuff’?” With this question, you are not condoning the behavior, but helping him to realize that he feels both excited and guilty if he would go too far. Becoming aware of these guilty feelings is not unhealthy, but instead, a powerful motivation to keep himself under control. His friend may be silently asking the others to help him take this kind of perspective on his mischievous urges and to learn to stop himself.

Walking away, as you suggest, is one way to handle these situations. But as a close friend, he may be able to find other ways to help his friend that will allow him to stand up for himself. “I don’t want to get into trouble. And I don’t want you to either. Because we’re friends.” Warn him that his friend may thump his chest in response, “Scaredy cat! No one’s gonna catch me!” Your son can still stick up for himself and say, “That’s no reason to do bad stuff!”

At this age children should know that breaking rules will lead to punishment. But recognizing the reasons for obeying for rules for their own sake is a whole new world. They will both be learning together, the good and the bad. Then your son can be proud of himself — as a friend, not as a victim.

Responses to questions are not intended to constitute or to take the place of medical or psychiatric evaluation, diagnosis or treatment. If you have a question about your child’s health or well-being, consult your child’s health-care provider.

Dr. Brazelton, prior to his passing, was the founder and head of the Brazelton Touchpoints Center, which promotes and supports community initiatives that are collaborative, strength-based, prevention-focused sources of support for families raising children in our increasingly stressful world. Dr. Sparrow, a child psychiatrist, is currently the Director of the Brazelton Touchpoints Center. Learn more about the Center at www.touchpoints.org.

Reprinted with permission from the authors.

Early Language Matters

by
Early Language Matters

Early Language Matters by Louise Packness

In an undergraduate communications class I was taking at Hunter College in NYC, many years ago, we were shown videos of Washoe the chimpanzee learning American Sign Language. (ASL) I was mildly interested in attempts to determine primates’ ability to learn language. But my real focus in these videos and in this class was American Sign Language itself.

I was taken with how “expressive” I found the visual-gestural language of the Deaf community. Peoples’ facial expressions were animated. There were large and small, fast and slow gestures and body movements. Eye contact was vital. I became consumed with questions about different forms of language. Could it be that a language that was expressed visually was somehow more “honest”, more “direct”? Certainly I had experienced misuse of spoken language: twisting of phrases and words; verbal manipulation of a sort. Could ASL use by-pass abuse of speech and more easily get to the heart of an issue? I felt compelled to explore this issue. I already loved language related learning, I.e., foreign languages, the origin of language, how languages change over time – and the nitty gritty of speech sound production as well as grammar and morphology and syntax.

I went on to graduate school and became a Teacher of the Deaf. I got my answer. ASL can be used in a manipulative way just the same way a spoken language can be. A visual gestural language may look more “immediate” and “‘direct” – “honest “if you will. But ASL is a full and true language; it follows rules, has exact vocabulary, word meanings, sentences and syntax and it is entirely possible to be false and manipulative in the visual-gestural form as well as the spoken language.

In my deaf education teacher training, the question of language acquisition for deaf and hard of hearing children born in to a hearing world came to the forefront. How do deaf children learn language and how do they learn to think? I went to study language acquisition of both deaf and hearing children and speech language development has been my professional work for 35 years.

In general conversation, we often talk about communication and language interchangeably. They absolutely overlap; communication is a form of language and language is a part of communication, but they are not entirely the same.

Communication starts the moment a baby is born. It is about connecting emotionally with other living beings. We humans are hard-wired to make and find comfort in these connections and we are born with a set of innate emotional expressions and an instinctive understanding of other people’s emotions. We express joy, sadness, fear, disgust, interest, surprise anger, affection and more, and recognize them in others.

These early non-verbal connections are shared through vocalizations, facial expressions, and physical movements. Adults and babies engage in looking at each other, copying each other, taking turns on an emotional level – interactions known as “serve and return”. They are recognized by psychologists as important in shaping brain architecture in powerful ways, and helping to create a strong foundation for future learning. These interactions, conversations back and forth of sounds, gestures, facial expressions, tones of voice, eye-contact, posture and use of space give the young child a sense of belonging and are important to both partners.

Verbal communication, language, is also hard wired in the brain.
It is a rich, complex, adaptable system with rules; it is the way in which we combine sounds, create words and sentences in speech, signs and later writing to communicate our thoughts and understand others.

Verbal language provides us with the tools to know what we think and want, and understand others’ thoughts and wants. We need language to socialize and learn. Through both communication and language, we are able to learn new information, engage in rich pretend play, solve problems, ponder, invent, imagine new possibilities, and develop literacy.
Verbal language develops over time and follows universal, developmental milestones. Children learn at different rates, but there is a critical period in which a child must experience and develop language for it to develop fully.

None of us remember how we learned language. For the child with no interfering cognitive or physical challenges it seems that it simply happens. It is “caught” not “taught”. It is “caught” when a child is immersed in a world with caring adults who talk and interact and engage with this child. The particular language – or languages – a child masters is the one that the child experiences and has the opportunity to practice.

Language learning requires no tools or training – only these conversations.
When we say that early language matters it is the early, emotionally attuned engagement between adults and young children that matter.

When an interested adult is fully attending, talking and listening – making it easy for the young child time to start conversations; responding with interest to what the child is expressing with or without words, talking about those things the child is interested in at a level the child can understand, having conversations that go back and forth a number of times – these behaviors promote the natural development of language.

My work has been with children with special needs who have speech and language delays and disorders. For these children specialized early intervention is extremely important. The earlier the better to take advantage of a young child’s developing body and brain.

For the typically developing child, however, if language develops easily and naturally, what can interfere??

How strong children’s language skills are affected by their surroundings. Challenging environmental circumstance, such as food insecurity, poor housing, lack of health care, no access to books make a difference in the young child’s development; an adult, parent or caretaker who is not able to sustain attention or be attuned to the child makes a difference in the child’s development. When the adult is highly distracted – perhaps by troubling personal concerns or the ever-increasing interruptions caused by technology; i.e., needing to check Face Time, take a phone call, look at Instagram, check notifications, etc., the child is adversely impacted. The tremendous value of on-going conversations gets lost with many interruptions. Being aware of the factors that are challenging, we can begin to address them.

The early conversations are what matter. They say that a good conversation is like a good seesaw ride; it only happens when each partner keeps taking a turn.

Louise Packness,
Speech-Language Pathologist, M.A. CCC-SLP

Books and Resources for Early Language Matters

American Speech-Language Hearing Association: articles and books. Including:
– Activities to Encourage Speech and Language Development
– How Does your Child Hear and Talk?
– Apel, Ken & Masterson, Julie, J. Beyond Baby Talk: From Sounds to Sentences – A Parents Complete Guide to Language Development, 2001

Early Years Foundation Stage, (EYFS) Statutory Framework- GOV.UK
2021 Development Matters in the Early Years.

Eliot, Lise, What’s Going On in There? : Bantam Book, 1999

Galinsky, Ellen. Mind in the Making: Harper-Collins, 2010

The Hanen Centre Publications. Helping You Help Children Communicate.
– Manolson, Ayala, It Takes Two To Talk: The Hanen Early Language Program ,1992
– Parent Tips
– “Tuning In” to others: How Young Children Develop Theory of Mind

Lahey, Margaret. Language Disorders and Language Development: Macmillan Publishers, 1998

Lund, Nancy & Duchan, Judith. Assessing Children’s Language in Naturalistic Contexts: Prentice-Hall, 1988

National Association for the Education of Young Children (NYAEC)
Articles
– Reinforcing Language Skills for Our Youngest Learners by Claudine Hannon
– 12 Ways to Support Language Development for Infants and Toddlers by Julia Luckenbill
– Big Questions for Young Minds, Extending Children’s Thinking. 2017

Princeton Baby Lab. A Research Group in the Dept. of Psychology at Princeton studies how children learn, and how their incredible ability to learn support their development. 2022 babylab@princeton.edu

Pruett, Kyle,D: Me, Myself and I: Goddard Press, 1999

Ratey, John,J. A User’s Guide to the Brain, Vintage Books, 2001 : 253-335.

Rossetti, Louis,M: Communication Intervention, Singular Publishing, 1996

Siegel, Daniel J,& Hartzell, Mary. Parenting from the Inside Out: Penguin Group 2003

Presence and Perspective

by
Perspective

Presence and Perspective By Murielle DiBiase, M.D.

In the chaos of the world we are living in today I find the challenge that rises to the top of my heap across settings and interactions with others of all ages is to be present and consider the perspectives of others. We are so inundated with the stressors of everyday living complicated with all of the Covid chaos that it’s a true challenge to stay in the moment and even consider the perspectives of others.

In my work in the field of Early Care and Education, I have many opportunities to engage with families, children, professional colleagues, teachers, and a wide variety of support staff involved as educators in this phenomenal field. We know that parents/family are children’s first “teachers”. Everyone involved in the classroom dynamics has an impact on the foundation of learning for each child in their care. We are all “cognitive coaches”, incidentally as well as intentionally, for every child we connect with, even for those we come to know in utero. It’s simply amazing to consider that the first 3 years of our lives are known to be the time in our lives that we will learn at an extraordinary pace like no other time in our entire lives. This, to me, magnifies the importance of intentionally being present as much as we possibly can across settings and ages for all to truly benefit from the interaction.

As I engage in the work of coaching educators to elevate the quality of their engagement with children, there are frequent conversations about taking a child’s perspective in the moment given any number of daily situations we encounter. As adults, we often make unintentional assumptions about children’s perspectives… “When you push your chair away from the table, you’re telling me you’re all done with snack.” (said to an 18 month old) I had to wonder if that was so or was this child merely experimenting with cause and effect given the moment… Just as unintentionally, we often forget that young children are just beginning to understand their world and are learning things like self-regulation. They are truly novices at social engagement and are new to the concept of emotions. They learn what they are living with no regard to “right or wrong” ideations at such a young age. Understanding a young child’s perspective is key to quality engagement. The more we learn, the more we are able to support learning for our youngest human beings.

This is all food for thought, which might shift our perspectives a bit. We don’t know what we don’t know and we do the best we can with what we do know at any given time in our lives. Thank goodness we have a lifetime to learn and grow and there are so many opportunities for us to do so! Learning is a work in progress, not an aim for perfection…

Favorite Resources:

Ted Talks : Jun Li, Fred Rogers (Google these individuals for more resources)

ZERO TO THREE 
Brazelton Touchpoints Center
Connection Parenting, Pam Leo (Google her for more resources to her credit)

Creative Connections LLC
Murielle S. DiBiase, M.Ed.
PO Box 15
Palermo, Maine 04354
207-931-6615