Archive for January, 2010

What is Positive Discipline?

Friday, January 8th, 2010

The Difference between Discipline and Punishment

Mom-daughter2Contrary to popular belief, discipline and punishment are not equal.  Discipline is positive and should prevent the need for punishment.  In fact, the word “discipline” is derived from the Latin “disciplina” which means teaching or education.  Discipline helps to guide children toward positive behavior, promotes self-control, encourages children to think before acting and is not damaging to their self-esteem.  Punishment, on the other hand, is negative – whether physical, verbal, withholding rewards or penalizing.

Positive discipline teaches children rules and behaviors in a respectful, loving and considerate way.  It requires thought, planning and patience from parents and caretakers, such as:

  • “No, don’t run inside!” becomes, “What happened to our walking feet?  Where do we use our running feet?”  or “We will go outside soon and you can show me how fast you can run.”
  • “No, don’t throw the blocks!” becomes, “When did our blocks grow wings?” or “Let’s try building a castle and see what happens!”

Use positive discipline to redirect your child’s behavior, and you validate the legitimacy of your child’s desires and shows you care and understand.  Redirecting endorses your child’s right to choose and begins to teach that others have rights, too.

Children also respond to reasoning – it just needs to be put into their language.

  • ‘Inside feet’ versus ‘outside feet’
  • ‘Soft hands’ versus ‘hard hands’
  • ‘Inside voices’ versus ‘outside voices’

Create a Positive Environment

  • Show the love; smile, touch, hold, caress, kiss, cuddle, rock and hug your child!  This will not only make your child feel secure and happy, but is essential for normal social development.
  • Listen and answer as an equal – not as an instructor.  This will help build your child’s self-esteem and foster respect.
  • Spend time with your child every day.  Make time every day to drop everything and play with your child – even if it’s only for a couple of minutes.  Your child will realize they don’t need to have a temper tantrum to gain your attention.
  • Catch your child doing something good – praise and compliment!  “You’re doing a great job feeding yourself and keeping your food on your plate!”
  • Provide simple rules and state them in positive terms.
  • Demonstrate the behavior you want your child to adopt – actions speak louder than words.

Transitions

Thursday, January 7th, 2010

Guest Post
by Dr. Kyle Pruett, M.D.

For all their enormous passion to explore, invent and challenge the world order, children are basically a pretty conservative crowd. They love their creature comforts: dog-eared books, macaroni, and juice. This is why life’s transitions are more an annoyance than a welcome change to children. For many toddlers, moving furniture around in their room is all it takes to alter their sleep for a few weeks.  And their move from crib to bed takes coordination and patience worthy of a corporate merger. Some of life’s inevitable transitions include moving and travel:

Moving

A move is an adult-imposed and radical change in a child’s world order and they rarely embrace it. Kids lose familiarity, meaningful stuff and places, and competence in doing the familiar in the usual places with ease and predictability.

  • Prepare far ahead, and have a goodbye party.
  • Accept grumpy resistance and regression – it’s not their idea, they’re entitled to complain.
  • Keep familiar treasures with you and move their room in first.
  • Stay in touch with your old neighborhood if your child is old enough to have established connections.

Travel

Travel is more necessary than ever for job security. Prepare to hate it – just about everyone does, including the kids. How many of us have learned to deal with a cold shoulder (temporarily) upon our safe return?

  • Answer the ‘why’ you have to go as simply as possible and don’t minimize the time away to ‘ease’ your absence. It strains trust all around.
  • Mark the days on a calendar for preschoolers and show them your destination on a map.
  • Do NOT sneak out – it robs children the chance to cope or cry with your help.
  • Make a ritual of phone calls, even when children have little to say. Remember: you left them and it is your responsibility to hold the relationship together.

Try your best not to travel around special family events such as holidays, birthdays and important school events.  And when you return home, be home – stay off the phone or computer, and get down on the floor with your kids and stay there till they get up and leave you. They will eventually understand why you travel. But for now, it’s up to you to prove that you’ll always come home.

Kyle D. Pruett, M.D. is an advisor for The Goddard School®.  Dr. Pruett is an authority on child development who has been practicing child and family psychiatry for over twenty-five years.  He is a clinical professor of child psychiatry at Yale University’s Child Study Center.

Play is Learning

Tuesday, January 5th, 2010

Sensory Table with ToddlersHave you ever caught a glimpse of your child playing and pretending to be you, or someone you know?  Dramatic play and socio-dramatic play are important components of children’s cognitive and social development.

By acting out real or fictional situations through dramatic play (pretend play); children are working through their feelings and their understanding of the world. Dramatic play lets them process their perception of events and/or roles.  For instance, if a child is playing house as the “mommy” – she is expressing her view of what “mommy” is and how she views the role. She is practicing how “mommy” would or could react to different situations. This play doesn’t necessarily represent her reality of the role, but rather her interpretation of “mommy” in this particular situation at this place and this time.

Socio-dramatic play (dramatic play with social interaction) lets children practice social rules. When playing alone there is no etiquette to follow, however when another child or adult is involved each party has to follow certain rules. Children playing “brother and sister” with children who are not their siblings, allows for experimenting with different interactions and testing how others will react.

Your child’s preschool should encourage both dramatic and socio-dramatic play. In fact a play-rich learning environment is essential. Classrooms should include “dress-up” areas to support children’s creativity and imagination. Teachers generally fill these areas with real-life props relevant to curriculum topics.

Interested in an example of how this all works?  Let’s say the curriculum topic is numbers. Your child’s teacher might add telephones, calculators or cash registers to the dramatic play center because these props provide exposure to using numbers in realistic situations. Your child is learning to memorize his telephone numbers and this skill can be applied in the dramatic play center by teachers encouraging children to “call” each other; or when learning about money, your child may play “store” and take turns playing the roles of customer and shopkeeper with her friends.

Play is a child’s work – they are practicing.  This practice is without judgment – they can rehearse roles, feelings and ideas in a completely uninhibited environment.