A Parenting Plan

I talk a lot about planning for homeschooling on this blog, but today I would like to talk about developing a  plan for parenting.  How does one go about helping the child and the family love and have joy together?  

This is how my personal planning for parenting goes, and perhaps this outline will help you develop your own plan for your own family:

THE VISION:

Think of the four areas that are predominate in the child’s life:  the spiritual, the educational element (not just “school” but real-life common sense, etc), the element of work within the family life (and as the child is maturing perhaps the notion of work outside of the family), and relationships within and outside of the family.  This idea is from Rick Johnson’s “That’s My Son”, but I think it is applicable for all children, both genders.

Next, assess where your child is.  What seven-year-stage are they in?  What techniques can one use within this stage most effectively? 

Ask yourself, where is my child in each area right now and where are they going to be in the next six months?  This can be difficult if this is your first child since you may not have a great sense of the “big picture”, but try to think about this.  Meditate and pray on it. 

What areas are most challenging for my child right now?  What would make this better?  What needs to happen not only from my child, but from me, from other family members to help this child?

Then the plan comes in.  How could I help uplift my child to the next level, past this challenge?  How can I envision and think of this child at the next level?  How am I keeping my heart open with this child, and how I am showing this child my emotional warmth and love?  What is my plan?

Who do I need to help with my plan?  Do I need a mentor for my child?  Does my child need to learn a particular skill? 

I find this really helpful when I meditate and pray about each of my children, and then I add my notes to my Homemaking Notebook. 

Live big and love your children,

Carrie

Raising Healthy Boys

I mentioned in my last blog post (https://theparentingpassageway.com/2010/06/27/boys-boys-boys/)  the importance of a father or other positive male role models in raising boys into successful manhood.  Rick Johnson has a great quote in his book, “That’s My Son”:

Manhood and fatherhood are learned behaviors.  Boys are visual creatures and learn by observing.  By watching how men react in certain situations, what they say, and how they solve problems, boys learn to become men.  Boys need to be instructed at an early age to take on their manly responsibility.  They need to develop a leadership style that appears both noble to men and endearing to women rather than dominant or abusive.  They need to understand a masculine vision of what a real man is.  They need a code of conduct teaching them how a real man lives his life.”

I have written on this blog before about the difference between mothering and fathering, and the importance of both (see:   https://theparentingpassageway.com/2009/01/23/the-necessity-of-mothering-and-fathering/ )   .  If you are in a situation where you are a single parent or your child’s father is uninvolved, Rick Johnson, suggests looking at Boy Scouts of America (and yes, I know there are varying opinions about Boy Scouts), Little League and soccer, and male teachers. He also suggests attending things with your son in which men are involved, such as sporting games, etc.

To understand the role of older men in nurturing boys better, I like how authors Don and Jeanne Elium outline the progression of maternal attachment to entering the world of men in their book, “Raising A Son”.  They talk about the importance of fathers being involved with their son even though a small child is primarily attached to the mother during the early years.  They write, “The father who is active with his son in the early years is making a huge investment for the future.”  They note through culture that boys are frequently begin subconscious separation from their mothers around the age of three. 

The psychological identification of boys with their Father begins somewhere between the years of five and eight.  The Eliums write that this does not mean a boy no longer wants, needs or wants attention from his mothers, but that the child often experiences a “push-pull” relationship with their mother and that the boys are often craving a relationship with their fathers.  Rick Johnson pinpoints the ages of around five and adolescence as times where mothers and sons experience challenges as a boy tries to head toward manhood.  Mothers must not take this push and pull personally!

Around the age of nine can often come a time where the young boy is challenging authority more and really needs copious amounts of time with other positive adult males.  At this time, the boy’s relationship with his mother must be expanded and transformed.  The Eliums write that “Boys have to be pulled into the responsibilities of the adult male world with compassion, firmness and father-love……From Dad the son learns not only about his male body, but about the masculine workings of the mind, soul, and spirit.”

John Eldredge, author of “Wild at Heart”  says that “The idea, widely held in our culture, is that the aggressive nature of boys is inherently bad, and we have to make them into something more like girls.”  Indeed, this idea of “shaping behavior” comes up frequently.  Christina Hoff Summers talks about how boys do not need to be “ pathologized” and that whilst aggression and such needs to be channeled into constructive ways, we are forgetting that some of these exact traits are what contributes goodness to society.

What the Eliums bring up is that we often ignore the soul of the boy as he transforms into a man.  Author Rick Johnson argues that boys, and later men, have needs to have significance in their lives and to have a cause to fight for.  I have written time and time again on this blog about children having chores and contributing to the family so there is something bigger than just themselves.  I have written time and time again about the need for children to see spiritual ideas in ACTION, so they see there is something bigger than themselves in both the spiritual realm and also in the sense of community.  Boys also  crave heroes, and stories about our founding fathers, pioneers, frontiersman, soldiers, athletes for boys ages 7 and up really can be helpful.

It is important that mothers let their boys take risks; that they understand that getting physically hurt to a boy frequently just means they need to try again; that taking risks and attaining success is an important part of developing into manhood.  Johnson says, “A man’s role in life often requires him to persist in the face of adversity.”  Boys do need guidance, but smothering love and over-protectiveness does not help.  The Eliums describe boys as needing parents who are courageous and who can set firm and appropriate boundaries for their sons based upon complete connection and lots of time spent together.

Lots more to say in the next post.

Live big and love your children!

Carrie

Boys, Boys, Boys

Let’s talk about raising boys for a few days!  For those of you raising daughters, I did a few posts specific to fathers and daughters here:  https://theparentingpassageway.com/2009/05/18/fathers-and-daughters-part-one/  and here:  https://theparentingpassageway.com/2009/05/20/fathers-and-daughters-part-two/

Here is another one:  https://theparentingpassageway.com/2009/05/23/raising-a-daughter/

For this topic of raising boys, I really like the book (once again!) by Don and Jeanine Elium entitled “Raising A Son: Parents and the Making of A Healthy Man”.  You can find this book here: http://www.amazon.com/Raising-Son-Parents-Making-Healthy/dp/1587611945/ref=sr_1_1?ie=UTF8&s=books&qid=1276131538&sr=8-1

My husband and I also recently read “That’s My Son:  How Moms Can Influence Boys To Become Men of Character” by Rick Johnson.  This is a quick read, and very interesting.   My husband and I really enjoyed this one.   You can find this book here:  http://www.amazon.com/Thats-My-Son-Influence-Character/dp/0800730771/ref=sr_1_1?ie=UTF8&s=books&qid=1277684591&sr=8-1

I was wondering what mothers out there are finding most challenging about raising boys?  I would love to hear from you, please do leave me a comment in the comment box!  

Boys are wonderful.  I happen to very much love a little boy who grew up to be a terrific man.  🙂  But, the question for many parents of boys seems to exactly be “how to raise a good man.”  After all, the statistics regarding boys quoted in Rick Johnson’s “That’s My Son” are rather dire:

  • Boys are six times more likely than girls to have learning disorders
  • Boys are three times more likely to be drug addicted
  • Boys are four times more likely to be diagnosed as emotionally disturbed
  • Boys are twelve times more likely to commit murder
  • Boys have a 50 percent greater risk of dying in a car accident
  • Boys are five times more likely to commit suicide
  • Young boys are seven times more likely to be admitted to mental hospitals and juvenile institutions than girls of the same age/socioeconomic background
  • Boys are twice as likely as girls to have autism and six times as likely to be diagnosed with attention deficit/hyperactivity disorder
  • Boys stutter more than girls and are diagnosed with more speech disorders than girls
  • Boys are more likely to have birth defects, mental retardation and even genetic diseases.

When boys seem to have so much stacked against them, how can we go about raising a good man?

I think one of the first places to start is to understand what makes a boy tick.  Physically, boys are different than girls.

For example, a boy or a man uses mainly one hemisphere of the brain at a time.  Women’s brains have a larger corpus collosum that connects the left and right hemispheres of the brain, so we tend to use both.  This may account for differences in perceiving emotion and multi-tasking.

Males have less serotonin than females and  have up to twenty times more testosterone.  Testosterone is a cause of more dominant behavior, and also causes more muscle growth and hair.  Males are bigger, faster, stronger.  Rick Johnson writes:   “Due to higher levels of testosterone, males tend to act out in times of stress.  Females tend to become withdrawn in similar circumstances.  In stressful situations (during their parents’ divorce, for instance), adolescent males often become angry and aggressive, getting into trouble and acting act, whereas adolescent females are more prone to becoming depressed and withdrawn.”   Males also have a larger amygdala, the portion of the brain that orders the adrenal glands and other glands into action during times of stress.  This also contributes to increased dominance as compared to females.

But this is just the physical side, and we know that people are more than just their physical bodies.  Males *typically* are better at math, science, spatial relations, logic and reasoning as shown by brain scans. 

The Eliums write in “Raising A Son”:  “…a man tends to fix problems first and consider his relationship with his spouse or partner later, whereas most women consider the relationship in the solution.  Men tend to focus on one problem or task at a time (as at a bull’s-eye on a target) and see any other occurrences in their lives as distractions to ignore.”   Men tend to take in less sensory input from their environment and have shorter overall attention spans than females.

Competition, rules and order are more important to boys.   Clear, firm but loving guidance is really important to boys.  In Chapter One of “Raising A Son”, the authors point out that boys want to know things.  They want to know who is the boss, what the rules are, and are you going to enforce the rules.  “To have a strong relationship with a boy, you have to be the boss, and a very kind one.  Only set rules that you can enforce, and always enforce them.  Then you have the basis for the relationship.  From here comes respect, and more importantly, trust.  Then you can be kind, he’ll listen, and he knows that you are on his side.”

Obviously, all children, boys included, are developed through biology, psychology,  culture, the unique and individual “I” that every person has.   However, firm, kind, consistent are words that have come up over and over in the literature I have researched in dealing with the guidance of boys.  Some of you have wonderful boys who may not have needed this approach, but most of the literature seems to support these traits in raising boys. 

The other thing that has come up over and over and over in my research is that boys need a man mentor.  A woman just cannot teach a boy to be a man.  Positive male role models are extremely important in a boy’s life.  Typically a boy starts identifying more with their fathers than their mothers around the age of five.  It is important that fathers have an active relationship with their sons.   This does not mean that mother is no longer important, or the tie to mothers must be severed, but that the relationship of a boy to other men is important in learning how to be a good man.  The Eliums point out in their book that “Ancient peoples wisely anticipated the first show of testosterone’s power.  When boys became unruly, hard to handle, aggressive, and difficult, community members knew the time was ripe. It was time to make a boy into a man.”

Lots more to say, but will stop there tonight.  Thoughts?

Many blessings,

Carrie

Some Interesting Children’s Health Notes: Zinc, Vaccinations, Flower Essences, Encopresis and More

Due to my professional background, sometimes interesting things regarding the health of infants and children pass over my desk.  Today I have chosen a few of these items to share with you!

ZINC

I am over halfway through the book “What Babies and Children Really Need”  by Sally Goodard Blythe in order to write a review for Donna Simmons over at  Christopherus (so look for a review soon!).  In it was a very interesting quote about zinc, and I thought I would share it with you all:

Boys need five times the amount of zinc in utero that girls need (for formation of testes), so commonly it is the boys who are grossly deficient.  This may result in poor growth and general development both before and after birth, colic and diarrhoea, poor sucking, late teething and other milestones and generally retarded development both physically and mentally.  Hyperactivity, dyslexia, and behavioural problems will mar the school career and general growth and puberty may be delayed and/or incomplete.”

This passage went on to say that many children diagnosed with ADHD have low zinc levels.  For girls, signs of zinc deficiency show up around age 9, when the ovaries begin to function in preparation for puberty years later.  Low zinc status may also linked to anorexia.

Very interesting stuff!

On to other health notes:

 ENCOPRESIS

The second piece of information that passed my desk regarding children’s health was one regarding encopresis.   For those of you who have never heard of this debilitating condition,  encopresis is an elimination disorder that affects up to 3 percent of children ages 4 and over and is found more commonly in boys.  It is essentially fecal incontinence over constipation.  The onset is usually due to chronic constipation which causes a stretching of the colon-rectum area, which leads to decreased sensitivity.  This results in the child not being able to feel the need to go to the bathroom and the softer stool starts leaking around the blockage of constipation.  This causes emotional distress for the older child who understands these “accidents” are happening, and really affects quality of life.

Traditional approaches such as stool softener and laxatives, regulation of fiber, scheduled toileting all seem to fail in treating this condition. 

Now a program at Saint Louis University Hospital is having some success with children ages 7 and up who have this condition in as little as 12 to 15 weeks with pelvic floor training.

This could be just the breakthrough parents of children with encopresis are waiting for!

(Addendum:  A lovely mother emailed me with some more resources for parents whose children are dealing with encopresis.  She writes there is an active forum on Yahoo Groups for parents of children with encopresis. There are over 400 members currently. It’s a great place for people to feel that they are not alone and share advice. http://health.groups.yahoo.com/group/encopresis_kids/

She also writes she has found one program to be quite helpful for parents who have tried everything (including treatment centers). The name of the program is Soiling Solutions. Here is the website: http://www.soilingsolutions.com/
This is a home-based treatment with an active parent forum that includes a GI doctor, a behavioral psychologist (founder of SS), a social worker, and many parents in the trenches of helping their children.

The other program you might want to refer folks to is the U Can Poop Too program. www.ucanpooptoo.com/  This is a study out of a university. Forget which one. The site is down temporarily today. Parents can participate in the study and get help for free. This is an online program —

LATEST UPDATE 7/13/10 – This came to me from one of the investigators of this study:  “The study is funded by the National Institutes of Health and the intervention was developed at the University of Virginia.  The purpose of this study is to determine whether an Internet-delivered intervention can help treat encopresis.  Thus, all families with access to the Internet could potentially be eligible to participate as there is no face-to-face involvement.
 
The link you have on your site is correct:
 
www.ucanpooptoo.com
 
But unfortunately, on the day of the posting we had severe weather that put our servers down for about 36 hours.  The good news is that all is back up and running smoothly.” 

Thank you so much for this update!! Hope this is helpful to some families!)

Thank you to my readers, who are the experts! 🙂  Many blessings!

 VACCINATIONS

Here is an one mother’s story regarding vaccinations from the Christopherus website:  http://www.christopherushomeschool.org/early-years-nurturing-young-children-at-home/the-waldorf-baby/thinking-about-vaccination.html

Here is a book regarding an anthroposophical view of vaccinations and you can read part of it on Google Reader:  http://books.google.com/books?id=-6NngjSbHIkC&pg=PA9&lpg=PA9&dq=vaccination+anthroposophical&source=bl&ots=EuuA2U9SQ6&sig=fCrJ9_DfL2xo747KbkE3NM8gF0A&hl=en&ei=8zM4SoTCIIzElAf3yu3pDQ&sa=X&oi=book_result&ct=result&resnum=6#v=onepage&q=vaccination%20anthroposophical&f=false 

The other two books I like on the subject include “The Vaccine Book:  Making the Right Decision For Your Child” by Dr. Robert Sears and Aviva Jill Romm’s book, “Vaccinations:  A Thoughtful Parent’s Guide:  How To Make Safe, Sensible Decisions about the Risks, Benefits and Alternatives.”

 

FLOWER ESSENCES and ANTHROPOSOPHIC MEDICINE

Here is a link for you:

http://www.anthromed.org/Article.aspx?artpk=256

VITAMIN D AND BREASTFEEDING

Vitamin D deficiency is turning out to be HUGE here in the United States, and is of great concern for pregnant and breastfeeding mothers.  Here is a good summary of information from La Leche League:  http://www.llli.org/llleaderweb/LV/LVIss1-2009p2.html

Happy investigating!

Many blessings,

Carrie

Gentle Parenting and Boundaries

I really like this quote by Gary Chapman, author of  “The Five Love Languages” and “Love As A Way of Life”.  He writes in the Foreward to Susie Larson’s wonderful book, “Growing Grateful Kids:  Teaching Them to Appreciate An Extraordinary God in Ordinary Places”:

“Children who are indulged by parents, given whatever they request and allowed to do whatever they desire, are likely to have major problems in establishing healthy adult relationships.  The absence of boundaries does not equip children for the real world.  These children will become “takers” rather than “givers”.  Consequently they fail to find the deep satisfaction that comes from genuinely loving others.”

Many times when parents ask me about gentle parenting, they are asking from one of two perspectives.  The first perspective is a perspective of guilt because they think they yell too much or are essentially too hard on their children.  Their household is not peaceful and they are frustrated with that and want things to change, but they are not sure how to change.  The second perspective parents ask me from is where gentle parenting is equated with no boundaries at all, and they are intrigued but  skeptical.

To me gentle parenting and boundaries involves several steps.  The first step is to get clear with yourself as to what the values and rules are for your family.  The second step is to figure out how you will hold this boundary in the moment, in a calm and unflappable way,  and what are the tools you will use to help your child (hint:  yelling is not a tool .  :))  And, what will you  do if you feel as if you cannot hold the boundary anymore but you know you need to for your child’s sake?  What is your plan?  Third, what does your child  learn from pushing against the boundary – what active ways do you have to help your child make restitution?

Let’s look at each step briefly:

First of all, gentle parenting starts with knowing yourself and what you model for your child through your ACTIONS.   You must have thoughts regarding what the most important things are in your life.  What are the values of your family and what are the rules of your house?  After those boundaries and  rules of the house are established in a Family Mission Statement, in your head, discussed with your spouse, then you must think through how to be consistent with those boundaries and what will happen when a child pushes against the boundary.  Will you be a wall that falls when they push against it (and this “falling” could be giving in or just falling apart and yelling or crying yourself!)…. or will you be solid and calm but not moveable?  Can you hold the boundary because of your love for the child and because you know this is what this child needs in order to grow up and be a wonderful adult? 

So, how will you hold the boundary in a calm way?  Many of us have what I call a ” breaking point”. What is yours?  Is it after your child has been on the floor screaming for over an  hour?  Is it your child hitting you?  Is it your child hitting the baby?  Is it running around the house?  How will you deal with your own breaking point?  We are all human, so what is your plan for when the breaking point occurs?

What does the child learn by pushing against the boundary?  In life, every decision has pros and cons and trade-offs and I think we need to with these small teachable moments.

Sometimes in gentle parenting we hear a lot of talk about “natural consequences”.   With children under the age of 5, they cannot think ahead to consequences at all.  I have one friend who told me once that small children who don’t want to brush their teeth are not choosing cavities.  She is correct, and I think we must be careful with the idea of “natural consequences” for very small children.   With a child under the age of 5, it really  is up to you to help your child meet the boundary that you have decided upon  by regulating the environment, the rhythm of eating and sleep, the amount of physical activity, the amount of supervision you are providing.  Even a  four or five-year-old left to their own devices is probably going to get into trouble left on their own for too long!  Remember, a child needs pretty constant checking in and supervision up to the age of 10 according to The Gesell Institute books.  Other tools include singing, fantasy and movement, your gentle hands, distraction and giving the child a job to do.  Perhaps your most important tool for the child is that of restitution.  The child will need your help with this, but it is important for a child to see how they can fix something instead of hearing a lecture about the problem.  Things like yelling and such on your part typically indicate you yourself have either no other tools in your toolbox or that you reached your breaking point and perhaps the behavior needed to change for the sanity of the family before it all got to that point. I have written quite a bit about anger and parenting, and feel those back posts could be of service to you.  The posts regarding self-care may also be helpful.

With a child of six, you have the above tools, plus you can add a few more choice and more pointed sentences about what we do where.  I direct you to the fine book, “You’re Not the Boss of Me! Understanding the Six/Seven Year Transformation” as available through www.waldorfbooks.com  Story-telling can become a fine way to assist your child in seeing the situation from a different persepctive.  I recommend Susan Parrow’s “Healing Stories for Challenging Behaviour” as a reference. 

With a chid of seven and eight, now we are moving into even more of the why’s in simple terms.  Logical reasoning is not present, but as children approach nine, they do understand a bit more about what will happen when they do something.  Their responses are immature, often riddled with emotion, but they are learning.  Criticism will tear them down, as they cannot separate your criticism of their behavior from themselves, so do be careful to speak with your child simply when things are calm and to  help the child to make restitution.  Start empowering them to be able to think about fixing a problem rather than just hearing a lecture about the problem.    Children from nine to twelve are really in the beginning of the foundation years for character development as we know it, and the teenaged years even more so.  So much work for the parent to do!

The point is, though, that gentle parenting and boundaries do co-exist.  Parenting is hard and challenging work!  You have to love your child so much that you will put everything else aside when your child needs your help. In this way, they can learn to be a  good human being and how to live and work with other people of all ages. 

Live big and love your children,

Carrie

Reflections on Baptism and Parenting

Many of my faithful readers know that at this time we are in beautiful St. Croix with family to celebrate a fiftieth wedding anniversary and our third child’s baptism.  This rite of baptism was profound for me personally this time around, and I thought of several parallels to baptism and parenting to share with you all.

Baptism involves water.  Down here in the tropics, water is extremely important.  Fresh water is scarce, the ocean is just outside the window, and the power of water is around day in and day out. We think of drinking water, water for the health of the sea creatures and for humans, water for recreation and beauty.  Water has the power for cleansing, and also for drowning.  Baptism is profound in that we are taking a vow for our children, as parents and as a congregation, that the child themselves will re-affirm at the time of confirmation.  It is a direction in the Sea of Life that we start and our children fulfill.

Isn’t parenting like this description in so many ways? 

From the cleansing power of water to drown our old selves, where we emerge a new and wondrous creation, we really can take the oppression of our old  parenting ways and get rid of them!  Every day is a new day.  We have the power to become the parent we want to be.  It is a long journey, we are still only human, but we can keep striving and we can keep showing our children what life looks like when we try.

The connection between baptism and confimation reminds me of this:  there is no way we can be all things to our children.  We cannot be perfect parents and we cannot make childhood perfect (as much as we try).  We start in our children a good work, we give them the best foundation that we know how to give, but the child has to step up to fulfill their own destiny.  The child eventually will take  control of themselves, their gifts and talents,  and use the positive things they have been given.  I can give my child opportunities, I can nurture the gifts that I see my child has, but ultimately what the child does is build on what we start with them as a family.

This summer, I asked you all to consider finding a way to actively and concretely demonstrate your spiritual and religious beliefs to your children.  I have also written time and time again as to the value of a Family Mission Statement and a Personal Vision Statement.  These things are so important.  You cannot start teaching your child if you do not know yourself what is most important to you and how you show this through action in your life.

How do you structure your life around what you profess is most important to you?  How do you use your time?  You all know I am Master of The Use of Small Chunks of Time (I think you have to be when you have very small children!  It is possible to accomplish great things in only ten minutes here and there).  How do you show your children your worldview?  What is your worldview?  Are you anxious and complaining and grumbling or do you greet each day as the gift that it is?  How do you demonstrate love and compassion and forgiveness?  How do you teach your child out of sheer love  how they are going to grow into compassionate adults with something wonderful to offer the world (or do you try to intimidate them to be better?) 

Live big and love your children,

Carrie

How To Work With The Love Languages of Children

We took a brief look at “Loving Children In Their Love Language” in our past post and today we are going to delve even deeper into the five love languages and how to apply them to your children.

Remember, we want to use ALL of the love languages and be familiar with all the love  languages as mentioned in the book, “The Five Love Languages For Children” by Gary Chapman and  Ross Campbell.  However, if you can identify your child’s primary love language and keep the child’s emotional love tank filled, it helps decreased behavioral challenges and it helps you to think carefully through how you discipline.  The authors bring up such things as if your child’s love language is quality time and you are using time-out (and you all know I do NOT believe in time-out, please see back posts) as a way to discipline the child, then you are using that child’s love language in a negative way.  There are many examples in this book; I encourage you to get a book and read it!

To review, here are the five love languages and a few notes about each love language:

1.  Physical Touch – the authors note many parents only touch their children when necessary (ie, to help them get dressed, etc).  I like this quote: “Babies who are held, hugged, and kissed develop a healthier emotional life than those who are left for long periods of time without physical contact.”

Things you can do in this language:  Greet or say good-bye to your children by hugging them; picking natural toys (hhmm, sounds like Waldorf!); ask your child if they want to be held; holding hands whilst saying blessings or prayers

2.  Words of Affirmation – this means expressing love and appreciation for the child themselves, not words of praise for what they do.  This does include using words that encourage.

The authors note:  “ The greatest enemy toward encouraging our children is anger.  The more anger present in the parent, the more anger the parent will dump on the children.  The result will be children who are both antiauthority and anti-parent.”

Also included in this category are words of guidance:  positive and loving guidance. 

Things you can do in this language:  encourage your child daily, and find the things your child is good at and tell them something positive whilst they are doing it;  call your child when you are not home to tell him you love him; leave your child notes saying you love him or her. 

3. Quality Time – this includes being present with each child individually and sharing thoughts and dreams and eye contact. 

Things you can do in this language: include your child in your daily activities and chores; stop what you are doing and make eye contact;  cook together; play with your children;  take family vacations together; hike together

4.  Gifts – “Yet for parents to truly speak love language number four-gifts- the child must feel that his parents genuinely care.  For this reason, the other love languages must be given along with a gift.  The child’s emotional love tank needs to be kept filled in order for the gift to express heartfelt love.”

My note is that for children who enjoy the love languages of gifts, these gifts do not have to be expensive store-bought gifts.  They will admire a flower from the garden left on their pillow, a unique small crystal, a feather you found, a picture you drew for them, etc.

Things you can do in this language:  make special snacks for your child, find things from nature as gifts, keep small gifts tucked away for rainy days or other occasions.

5.  Acts of Service- the authors talk about how parenting is the ultimate act of service, and that in order to do this, we must ourselves be balanced since serving is physically and emotionally demanding.    What is your own physical and emotional health like in this moment?

I thought this was a great quote: “the ultimate purpose for acts of service to children is to help them emerge as mature adults who are able to give love to others through acts of service.”

Things you can do in this language:  regular involvement as a family in volunteering; setting up play scenarios for your children to find and play with; assist a child in fixing something or doing homework together.

There is a whole chapter on how to discover your child’s primary love language; I highly recommend it! 

Here is a link to this book on Amazon:  http://www.amazon.com/Five-Love-Languages-Children/dp/1881273652/ref=sr_1_1?ie=UTF8&s=books&qid=1276710971&sr=8-1

Connection, love and helping the child make restitution are the big keys to discipline…Bring on the love!

Many blessings,

Carrie

Individual Assessment for Homeschooling Success!

I hope you are well on your way with home school planning for fall; I have planned about six weeks’ worth of lessons so far myself. 

One thing that does not always get mentioned among the Waldorf forums and websites is this notion of INDIVIDUAL ASSESSMENT.  Very often we know WHAT to teach (ie, Norse Myths in the Fourth Grade, Modern History in the Eighth Grade); hopefully we have the pieces to know HOW to teach (through movement, through whole to parts, through oral to written to reading, through a rhythm that includes sleep). Maybe we even know WHY we teach what we teach – based upon the development of the human being.

But we still need the piece of individual assessment in order to plan for the school year.  And who knows your child better than yourself?

Here are some areas I might consider for the Kindergarten-aged child (those aged 5 and 6):

  • Physical Appearance (this often provides insight into the speed of incarnation into the physical body – ie, tall and thin?  how do they walk and move?  loss of teeth yet?)
  • Gross Motor Skills/Fine Motor Skills
  • Reaction of Child to Rhythm
  • Imagination/Creative Play
  • Artistic Abilities/Handwork
  • General Personality (adaptability, perseverance, inquisitive or not, how do they do with other adults, how do they do with children, etc)
  • Spirituality (does the child show reverence? when? how?)
  • Health (how many times sick this past year? with what?)
  • Academic Areas (are they able to catch onto oral rhymes that you are doing?  how do they order things outside and inside?  do they understand sequencing of a story?  attention span? etc.)
  • Practical Life Skills

You may also want to assess yourself:

  • What qualities do I need to work on bringing to my family through my modeling?  Where did I succeed as a homeschooling parent this past year?  Where were my weaknesses?
  • How did I arrange our days at home and our days out?  How was the flow on the days we were home?
  • How did I cultivate protection and development of the 12 senses for my small child, both in physical and emotional ways?
  • What was my inner work? How did I do this?  What did I learn from it?
  • What do I need to read over the Summer to prepare for the upcoming year?
  • What skills do I really need to learn in order to help my children?

 

For older children in the grades, I might consider all of the above plus some of the following areas:

  • Very specific academic and artistic skills for goals for the school year
  • Areas of challenge within the personality/temperament areas that need harmonizing and balancing during the school year (this could be done through your selection of stories, your own modeling, setting up situations or opportunities for this to occur)
  • Do I have a theme for the year or a quality for the year that I want to work with and run as a theme through my year? 

And finally,

  • As a family, what do we need to have more of?  to see more of?
  • What are our challenges as a family?
  • What do I need to do artistically or through my inner work?
  • What do I need to be successful as a homeschooling mother?

 

Just a few ideas to get you started, please do feel free to share some of your planning tips below!

Blessings,

Carrie

Loving Children In Their Love Language

Many of you have heard about the book, “The Five Love Languages:  How To Express Heartfelt Commitment To Your Mate” by Gary Chapman.  It was a runaway success, and after that book Gary Chapman teamed with Ross Campbell to write “The Five Love Languages of Children.”

The thought behind this book is that each child has a “primary language of love, a way in which he or she understands a parent’s love best.”  When you read this book, you go through ALL the love languages, because children benefit from all expressions of love, and also because over time your child’s love language might change. 

I like this particular quote as to why love and connection are important: “In this book we will emphasize the importance of love in rearing your child.  The ultimate goal is to rear your child (or children) to become a mature adult.  All aspects of a child’s development require a foundation of love.  For instance, a child’s feelings of anger can be channeled positively when he senses a parent’s love.  He is more likely to consider and accept your suggestions when he perceives your love as genuine and consistent.”

The five love languages are

1. Physical Touch

2.  Words of Affirmation

3. Quality Time

4.  Gifts

5.  Acts of Service

Loving your child in their language on a consistent basis helps a child feel loved through the more challenging times.  Loving your child in an unconditional way and keeping that connection filled, but still holding fast to the boundaries you set, is very important.  These principles hold the  keys for good parenting; I have written about this time and time again on this blog.  Gentle parenting does not mean an absence of boundaries.

You are the parent.  You have more life experience with which to guide your children.  You should know yourself what boundaries there are in your own home and with each other.  Children without any boundaries do not grow up to do well in the world because they have had everything handed to them on their whim and demand.  You can be a gentle parent, an authentic parent, AND you can still do the hard work of keeping the boundaries you have set in your home.  In fact, this is a must for your children to grow up to be healthy adults.

However, your children must feel loved in order for these boundaries to work, and  love languages are a huge piece of this.  You can say you love your child all you want, but if they do not “feel” loved, that is their perception.  Love languages can be this bridge between your world and the world of your child.  It can help provide that connection that forms the basis of a healthy family.

In the next post, we will take a peek at the characteristics of all five of the love languages.  In that, you may learn something about your child, your spouse and yourself.

Many blessings,

Carrie

The Cardinal Rules Of Waldorf Education

Mrs. Marsha Johnson posted this on her Yahoo!Group and I thought is was well-worth sharing as mothers start to plan for homeschooling for the fall.

These are the wise words of Mrs. Johnson:

Cardinal Rules of Waldorf Education

1. Work with the WHOLE CHILD
2. Always begin from the child’s point of view, i.e., do not tell space stories to 4 year olds who have no concept of space, etc. but do tell nature stories about animals s/he sees on a regular basis. Think LOCALLY and expand gradually.
3. Use imitation in birth to 7, imagination in 7 to 14, and inspiration in 14 to 21.
4. Be creative and artistic in your lessons. Avoid abstract concepts, try to find hands on interesting ideas to present your material. 
5. Include movement in nearly every activity, recognize and use in-breathing and out-breathing rhythms to the day
6. Remember Head (morning), heart (rhythmic activities middle of the day) and hands (afternoon activities).
7. Set a home rhythm, get rid of excess material goods, and insist on regular rising and resting times, ensure the children have 11-12 hours of sleep per night and eat as close to Mother Nature fresh as possible!
8. Rid your home of televisions, video poisons, and insist on outdoor play, go camping, hiking, food gathering, and exploring. 
9. Pray before meals and before bed, find a spiritual path and STICK TO IT. Celebrate regular festivals
10. Develop a social network of like minded families anf gather regularly to share, support, care, and enjoy one another. Invest in these lifelong friendships.
11. Care for yourself, pursue a daily lesson for YOU, and invest time in educating yourself and enhancing your skills/abilities/ capacities.
12. Use heart seeing, heart thinking, and heart visioning. Show a warm interest in every single encounter on the physical plane, whether with a weed, a person, a pet, a sunset, or ? Empathize with the Other and teach your young to do so, too.
These are my TWELVE CARDINAL RULES OF HEALTHY WALDORF PARENTING AND LIVING…..
Love, Mrs Marsha

To join Mrs. Johnson’s Yahoo!Group, please join here waldorfhomeeducators@yahoogroups.com

Many blessings,

Carrie