Your child is “so excited” to start Kindergarten ~ so what’s with this clinginess, baby talk and tantrums of the past?
“He visited his new school and totally LOVES it.”
“She’s really trying to read!
“He CANNOT WAIT to go to big-kid school.”
With evidence like that, no wonder you are shaking your head. What are these sudden, summer tantrums over “nothing?” Clinginess like two-year old days? Baby talk that’s driving you bananas?
Your child could be feeling ambivalence about kindergarten. Let’s get our magic 8 ball. Your child’s predominant statements may indicate “signs point to yes.” But your child’s regressive behavior may invite you to “concentrate and ask again.”
Ever had two feelings at the same time? Of course you have ~ it’s part of the human emotional condition. Love to go on vacation, dread the long drive. Want that new phone, but ugh, the learning curve. How easy it is for us, however, to forget this basic tenet when it comes to kids. Children can have more than one feeling at a time. But they don’t know this fact and are confused by multiple feelings themselves. Their mouths may say one thing, but their bodies act out another. Everyone is confused.
For every independence striving, there is anxiety.
“I want to … but will I be able to?” The little 5-year-old, having left the familiar safe rooms of a preschool she’s attended for up to three years, is indeed excited. And scared to death. The thought of the new grade can feel as intimidating as towering university columns.
Just because he saw the campus and classroom, adores his new teacher and has a couple of good buddies there … change is hard. And young ones do not have a long remember-able history of managing changes that turned out okay.
“Kindergarten-me” was terrified about grown-up words. Adults read me engaging storybooks featuring a recurring word: “particularly.” Spoken with eloquence and inflection. Made me shiver. How in the world would I ever be able to pronounce that word? Growing up clearly required it. Maybe staying little was the answer. “Beth, pay attention,” said the teacher, unaware of my paralyzing angst. Your little one could be harboring silent worries like this. Memories such as these flowered my path to becoming a child psychologist.
So, how to manage regressive behavior in the summer before Kindergarten?
Park your logical brain. It will only stall your efforts to look through your child’s eyes. One feeling stated is one feeling stated. There can be additional feelings too, that are contradictory.
Take a little walk back in time. How did YOU feel the summer high school ended? No matter what your plans ~ college, work, or “no idea” ~ you likely had nostalgia for the place and life-stage you were leaving, and anxiety about what lay ahead.
Think to yourself: Ending preschool is like being a senior ... looking ahead to the future. Seeing the younger students, feeling older, knowing you are leaving. Heck, we give preschoolers caps and tassels now in in mock graduation ceremonies. Not so make-believe.
Notice and ask: Talk to your child ~ “I know you’re feeling excited about Kindergarten. Do you know people can have more than one feeling at the same time? I wonder what other feelings you might have.” Validate and accept the feelings – don’t dismiss or whisk them away. Normalize and give reassurance that adults will be there to help, every step of the way.
Draw a feelings heart. Get a bunch of markers, outline a heart, and color it in with patches of color ~ each representing a feeling and its relative momentary “size.” Draw your own heart first, choosing colors to stand for feelings you have right now: tired, sad, excited, worried. Invite your child to draw his or her own. Don’t worry about percentages or doubles (same feeling represented twice) ~ rather than a pie chart, it’s a feelings-identification exercise.
“Child-Sight” can help you through this developmental transition. Child-Sight is a process I teach parents ~ to look through their child’s eyes, informed by child development secrets and brain function facts. Simply recognizing your child may have multiple feelings about Kindergarten is the beginning of Child-Sight. It’s an eye-opening pair of glasses that helps you change your view and what you think, say & do.
Try using Child-Sight on your ambivalent Kindergartener! Watch the regressive behaviors fade away as they begin to step into the Big Kid Shoes at their feet.
The Child-Sight Treatment Model is Dr. Onufrak’s integrated program of child therapy, blending cognitive-behavioral play therapy with her Parent Toolbox of strategic support solutions.
What is it about girls and their friendships? Feelings get caught up in the mix. Girls who yearn for good social connections find themselves wrapped up in painful drama. Driven by their raw hurt feelings, girls often make retorts that worsen problems and intensify conflict. Parents try to help but don’t always have the most useful suggestions. “Just ignore her” or “just stay away from her” doesn’t cut the cake. How do we teach girls healthy communication skills? How can we help them express feelings assertively as well as develop compassion for others?
The best answers I have ever found reside in Annie Fox’s brand new book, The Girls’ Q&A Book on Friendship. Annie Fox, M.Ed., is an internationally respected parenting expert, family coach and trusted online adviser for teens. But in this book she aims younger — to girls in third through sixth grades, ages 8-12. Annie Fox hopes to arm young girls with constructive, healthy friendship tools before the perilous middle school years. The delightful illustrations are by the talented Erica De Chavez. I love Annie’s vision of parents and girls cuddling up together with this book in their lap.
In my early childhood private practice, I see many girls in 3rd grade in addition to those who return at an older stage of development. For a long time, I’ve been yearning for such a book as this. And here it is! For my first guest blog, Annie Fox agreed to answer some questions of mine to introduce this book to my readers … for help today, or for tomorrow!
Dr. Beth’s Interview with Annie Fox
Q: Dr. Beth – Why do you think girls become “mean?“
A: Annie – If there can be a short answer to that HUGE question, it may be that “meanness” is a cover for hurt, jealousy, frustration, feelings of rejection, etc. And of course, girls aren’t the only ones who experience those emotions! Without getting too philosophical, I believe we live in a culture of cruelty where it is more acceptable to express aggression than it is to express vulnerable emotions. Maybe that’s why many girls and boys, men and women find it “easier” to respond to hurt, etc. with meanness. It’s ironic, when you really think about it, because when we feel vulnerable (and insecure in a relationship or in our social standing within a group) what we really want and need is reassurance. We want to bring people closer to us. Being mean isn’t likely to get us what we really want, and yet, that’s the behavior many choose.
Q: Dr. Beth – What led you to create the Q&A Guide in this format?
A: Annie – I’ve been answering email from tweens and teens since 1997. They send me questions about everything you can imagine (and lots of things you probably can’t imagine! LOL). And I often ask them questions too. So the question and answer format has become a very natural way for me to teach kids about empathy, compassion, social courage, and the difference between real friends and the other kind. Like any good teacher, my goal is to get kids to think for themselves … hopefully to help them learn how to calm down and ask themselves some questions before they respond to sticky situations. Questions like: “What am a going after in this situation?” and “Can I really change someone else’s behavior?” “And if I can’t get someone to change, how can I change my own response to what’s going on?”
Q: Dr Beth – What are the main messages you hope to promote in the Q&A Girls Friendship Guide?
A: Annie – My main messages are:
1. You have the right to choose your friends, but you never have the right to be rude or disrespectful to anyone.
2. When we’re upset we don’t think clearly and we’re more likely to do or say things we will later regret. Calming down is the best first step to resolve any friendship challenge.
3. Sometimes we need to “take a vacation” from the drama! When you take that break you give yourself time to regroup and figure out what you really want and need in a friendship. You may discover that what you want and need can be found with a new friend.
Q: Dr. Beth – Parents often don’t see girl troubles coming until it hits their daughter. Why might this be?
A: Annie – Some girls (and boys) assume that when they get to a certain age they should not be sharing their emotional upsets with their parents. They figure “I’m old enough to take care of this myself.” And sometimes they can! But other times, kids start to feel overwhelmed by what’s going on in a friendship or some other peer relationship. The emotions are so intense they may not know how to talk about them to parents or anyone! (That’s when they write to me.)
In some cases, a girl is having trouble with a long-time friend (and her parents are long-time friends with the other girl’s parents). In those scenarios, the girls find it really hard to accept that there is a problem. (“How can there be a problem when we’ve been bff’s since pre-school!?”) And when they do talk to parents, the advice they get isn’t so helpful. (“Oh, she was probably just having a bad day. Forget about it.”) Parents need to know just how important their daughter’s friendships can be. By paying attention to the signs that a girl is feeling upset, a parent can help a girl express her feelings and brainstorm some options for her next best move. I’m hoping that parents/grandparents, teachers and counselors will read the book and use it to help girls.
Q: Dr. Beth – Your book is for 3rd to 6th graders. But what are your thoughts on 1st & 2nd grade girls? What early messages should they receive to build a foundation for healthy friendships as they grow?”
A: Annie: I know that girls’ friendship challenges can begin as early as preschool. My book could be used very effectively with K-2nd graders as girls that age are likely to recognize the situations in the book’s Q&A. This book is designed to give girls (and the adults who care about them) tools for managing emotions, communicating more effectively, and recognizing that when it comes to friends, it’s important to have some clear standards about what makes a real friend. And it’s very important that girls of all ages recognize that a friendship is a 2-way street. Yes, we want a friend to be kind, fun to be with, generous, a good listener, etc. And we also need to be aware of the kind of friend we are to others as well!
You can visit Annie at AnnieFox.com. Look for The Girls’ Q&A Book on Friendship at Amazon.com, where you will also find my review. I know this book will be of help to many girls in my care – for now, and in the years to come.
In a typical school year, I witness the full range of parent-teacher relationships …
from strong, respectful partnerships with regular and excellent communication … to volleys of accusatory emails, bitter meetings, and rehearsal of stinging remarks. And I don’t even work in a school! Families often consult outside mental health providers for support and assistance. But it is extremely difficult to help a struggling student when parent-teacher strains are sky-high. By the time a family meets me, mutual bitterness and hostility may be ingrained on both sides.
My hopeful mind is full of wishes this week as Valley of the Sun kids return to school.
I’m wishing parents can commit to constructive engagement strategies that create resilient, respectful and prosperous parent-teacher relationships. The suggestions below don’t replace advice from a special education advocate, who may be needed in some situations. But even when serious issues require advocacy, the following ideas may prevent a flame from becoming a blaze along the way.
Below are practices of parents who successfully navigate parent-teacher tensions … and the advice for which I am thanked most often. By mid year, it can be very hard to implement these suggestions. So, I offer them now.
Thank your child’s teacher. Yes, even in the first days of school. Just thank him or her for playing this important role in your child’s life — and for the work you know they’ll be putting in this year. Few among us are equipped to handle 25 or more children all day, every day, attending to each. Begin the year by expressing appreciation and gratitude. In essence, pay it forward.
Offer to begin a parent/teacher journal. Make your entries in a positive constructive fashion. It may help your teacher very much to know that it took 90 minutes to do two pages of math, and that the 16-year-old cat is ailing and the kids were up late Sunday night with visiting cousins.
Raise concerns in a collaborative fashion. Note what you observe in a non-blaming manner. Assume you may not have all the facts. Ask how you and teacher may problem-solve this issue together. That will take you miles farther than the blame game. Remember too – you never know what a teacher is going through personally. Last school year alone, teachers of kids in my care persevered in the classroom through breast cancer, miscarriage and family bereavement. Kindness first, kindness first …
Share positive, tender, little known things about your child. A child who struggles with learning and behavior in the classroom may not display his or her most endearing qualities to the teacher. Share these little qualities, sayings, and drawings by your child to soften a teacher’s heart if you sense tensions.
Divorced? Communicate with your ex about school. Don’t make the school ground another battlefield. Teachers caught in the cross-fire cannot help their students. Check out creative online solutions like ModernFamilySolutions.com. They offer divorced parents a vehicle for staying in the same page about family schedules and information that’s important to share. I DO know this is easier said than done … but no less essential for your child’s school year and overall adjustment.
Ask for information rather than accusing. “Missing factoids” are the difference between war and peace. No matter how furious you feel or how wronged you believe your child to be, approach the situation in a fact-gathering mode. A teacher is just another human… and most humans defend when they feel attacked. Try statements such as “I understand x-y-z happened… I’d like to learn more about what happened so I can help my daughter. What else can you tell me? Can we arrange a mutually convenient time to talk?”
Kindly request positive feedback if a teacher reports predominantly negative things. Be respectfully honest. You can say that problem reports are essential so you can help your child, but that it’s difficult to hear only about troubles. Say that you need to know positive things as well to keep your child encouraged. If you don’t think you can convey this calmly in person, do it in writing.
Wait til after pick-up time to raise sticky concerns. Complaining to the teacher in front of your child undermines your teacher’s credibility. This is the person you want teach your child tomorrow –with a happy heart –all day long. Respect goes farther than righteousness. You may be completely in the right … but I have never heard of a productive teacher confrontation in the presence of a young student.
Offer to help in the classroom or contribute however you can. If you are a working-at-home parent or part-time employee, consider volunteering some classroom hours. If you’re a full-time employee, ask the teacher how you might contribute during non-classroom time.
Thank your child’s teacher. Already did that? Do it again. And again. Thank him or her for effort, patience and listening. Even if gratitude is not the number #1 emotion you feel, it’s the most important one to express.