In a previous post, I wrote about how we changed from being No. Don’t! parents to Yes!parents.
Saying ‘Yes’ didn’t mean that we gave up discipline, but rather, it changed the way we disciplined.
We read lots of books and listened to people who had a much gentler and more enjoyable approach to parenting – with better results.
We discovered we had confused discipline with punishment. After lots of research, we learnt that they had little in common – especially when dealing with young children.
Show them how
To discipline means to ‘train’; that is, to show how.
Kids are much more co-operative when they know what they’re expected to do.
For example: We discovered we could show our children how to touch things ‘gently’ – placing their little fingers in ours and helping them to touch and feel things, such as baby brothers and sisters… gently.
When we began to respond with a ‘Yes, that’s right,’ instead of a ‘NO. DON’T!’ we found that desirable behaviour was usually repeated. If you think about it, ‘No. Don’t!’ doesn’t tell our child what to do next. It just breaks our communication with them, confuses them and leaves them with no options.
Learn more positive ways to communicate with our children
When the children wanted to change activity, instead of saying ‘No. The room is a mess; No, you haven’t finished your homework; No, your hands are filthy; No. No. NO!’ we learnt to answer
‘Yes, when the Lego has been put away; Yes, when you’ve washed your hands; Yes, after you’ve written two more sentences of your homework…Yes.’
Save NO’s for those times that are really, really necessary.
You can imagine our children’s surprise when we began to say ‘Yes!’ much more often than ‘No!’ But as they got used to it, they listened to our instructions much better. And on the rare occasions we did say ‘NO!’, they knew it was important and respected it.
At about the same time as we discovered this, our fourth child
joined our family. We named him 'Noah'. You suddenly become aware of how
often you inadvertently say 'No!' when you have a little one who
responds every time you say the beginning of his name.
Look through different eyes
We began to look at our children through eyes that looked for signs of discovery and wonderment rather than eyes looking out for trouble.
By observing our children we could follow their lead in learning new things, playing, seeking reassurance and rest. Our job was to provide a safe environment. Their job was to explore it.
Children whose needs are being met are much more eager to please their parents than to disappoint them.
When expectations of a child’s behaviour are consistent with the child’s development and ability, discipline becomes much more realistic and manageable, and parenting becomes enjoyable.
There is a little bottle that lives in my purse. It is not elegant. Its packaging is cheap plastic and it cost me about 25 cents. So I’m happy to give it away whenever the situation calls for it.
But the problems it solves, the moods it changes, and its power to transform the atmosphere wherever I am is almost miraculous.
It’s a bottle of bubbles.
I’ve been carrying bubbles with me for years—ever since somebody introduced me to the ABCs of parenting: A is for Atmosphere, B is for Boundaries and C is for Communication.
A is for Atmosphere.
Do you remember the last day that the kids were stuck inside? The television was on all day and the noise turned into a dull roar, with occasional explosions of screams and squawks. The children were initially a little irritable. But being stuck in the house aggravated them to the point that the whining and niggling behaviour turned into all-out war. Or perhaps that only ever happened in my house.
It was at this stage that I’d scream and yell in response. It would go something like, ‘I don’t know what’s wrong with you guys. There are lots of things to play with. Can’t you just play nicely for a change?’
Sometimes what I said wasn’t quite as nice.
Take control of the atmosphere
Eventually I was reminded that I was the adult and so ultimately I was the one who could take control of the atmosphere.
I know now that a change in atmosphere is literally as good as a holiday, and it’s really simple and inexpensive to achieve.
Nothing beats going outside to change the atmosphere.
Even little babies love to lie and watch the breeze moving the leaves on the trees. Why not take a picnic snack down to a local park? You could lay a rug on the ground, lie back and watch the clouds moving in the sky, and get some exercise and fresh air in the process.
But sometimes you have no choice but to stay inside.
Using My Senses
Some more experienced parents told me that by simply using my five senses—smelling, touching, tasting, seeing and hearing—I could figure out when and how to make small changes that would make a big difference in the atmosphere.
If the noise level is too loud, get the children to turn off all electrical gizmos (especially the television).
Perhaps you could play some beautiful music and dance or sway. Or get the kids to sing.
You could grab some cushions or pillows and a blanket and lie down to read a book or tell a story about what you did when you were growing up.
Or turn everything off, close your eyes and listen to all the noises that happen when everybody in the house is quiet.
You could even practise being blobs of butter melting into hot pieces of toast. Just see who goes to sleep first.
Open up windows to let in fresh air if you can. Grow herbs or carrot tops by the kitchen sink or on a window ledge. Display flowers (or neighbourhood weeds) in a glass. Make orange juice. Bake. They’re all pleasant ways to change the ‘smell’ atmosphere in our homes.
A less pleasant (but very practical) idea: Take the rubbish out to the big bin outside.(I found that our kitchen got smelly because our rubbish bin was too big. So I swapped it for a smaller bin that needed to be emptied daily. It got rid of the stinky problem, and was much more pleasant to empty.)
Feeling clammy, being hot and sweaty, and even sticking to the floor, are all touch sensations I experienced with lots of little kids in my home.
One of my favourite ways to change the ‘touch’ atmosphere has always been bath time. Water refreshes, cooling us in summer and warming us in winter. Children play and chat happily—and I used to find numerous things to do, such as reading magazines and even sewing on buttons as I sat within an arm’s reach of the kids, so there was no risk of tragic accidents.
Keeping a stack of face-washers or microfibre cloths close-by helps to quickly wipe sticky fingers and mouths, and to wipe off tables, chairs and everything else on which those little sticky fingers left their mark. I’ve seen parents teaching their children to do the same.
Tastebuds will be happier if the children work with you as you prepare their snacks or meals. They’re more likely to eat what they’ve prepared themselves. It’s an easy form of entertainment and it gives them life skills.
Make sure to do this before they are hungry, or it won’t be a good experience for anybody.
Encourage creativity. But too much clutter and unsorted toys tend to overwhelm children (and adults).
Sometimes it’s worthwhile keeping some toys packed away for a season while others are played with. Sometimes there’s just so much stuff you don’t even know where to begin.
Try using a kitchen timer and a clothes basket or a big box. And see if all of you can pick up all the toys and things from the floor and put them into the basket before the timer goes off.
If ‘team effort’ is somewhat lacking, give a challenge such as, ‘I’m going to pick up the red things. Which colour are you going to pick up? Ready, set … go!’ – Remember, you’re the adult. They’ll watch what you do and will learn from whatever you do next.
A hint: You may have to start first and ‘enjoy’ yourself before they’ll join in. Their enthusiasm may depend on your acting ability.
Include ‘clean-up’ as an important part of play–although it’s worthwhile to find a space for ‘works in progress’ too, especially as children grow older.
A message to generous grandparents, aunts, uncles and godparents: if you give a present such as Lego or something with bits, consider also giving a container big enough to fit in all the pieces when children (or spatially-challenged parents) need to pack it all up—and make sure it’s stackable. Shoeboxes and ice-cream containers work really well.
Balls, balloons and bubbles
Balls, balloons and bubbles are inexpensive and easy to have on hand—at home and on trips.
Even if you’re in the car or on a plane, in a doctor’s waiting room, or a church pew or a schoolyard, remember that you can be in charge of the atmosphere. Packs of cards, a notebook and pencil—anything that gives the children something to concentrate on other than their discomfort—can contribute to a better atmosphere.
A note about electrical games: My own personal experience is that though some kids are fine with them, others (like me) get cranky while playing them. One of my kids couldn’t concentrate at school or focus on anything after they’d had a session on a screen. Simply changing their screen-time to later in the day or after school, before dinner time helped them to stay focused at school.
A lo-o-o-ng trip
I remember a lo-o-o-ng car trip from Adelaide to Brisbane. Somewhere along the way, the kids in the back seat began to moan and whine.
So we stopped by the side of the road, held the hands of our children, told them to be very quiet, and we all went ‘platypus hunting’.
It’s amazing how interesting a creek by the side of the road can become. Bushes that infrequently occur on the Hay Plain or little tracks at a local park can become the sites of great adventures. It’s also amazing how quiet six-year-old boys can be when platypus hunting!
Never too late
Oh, how I wish that I’d known about taking charge of the atmosphere much sooner. But even now, when young adults and their frequently visiting friends inhabit our house, that same principle works equally well.
It’s never too late to change a toxic atmosphere, no matter how old you are.
Perhaps we could all change the world—a bottle of bubbles at a time.
My friend left her three little ones with me one morning. And suddenly, I remembered what it was like to: wipe the 31st runny nose for the morning, change nappies, wash hands and little fingers that seemed to get into everything, dive for precious things before they hit the floor… You get the picture.
I was also very glad when their mum returned one hour and thirty three minutes later because frankly…I was exhausted.
Their mum took them home with her for the next few years, and I went to the local shopping centre to relax and enjoy a Chai Latte.
As I luxuriated in the froth of my latte, another young mum went past with her two little ones; the elder in the stroller and the younger one, probably about two and a half, throwing a tantrum behind the stroller.
The mum calmly, gently and firmly took control of the situation. She whispered something into her now calmer daughter, and continued walking…with a quiet child who was not only settled but followed happily.
I felt the urge to run up to the mum and say ‘Well done!’ But the comfort of my Chai overwhelmed me and I continued to sit and sip.
When it was too late to be of any use, my conscience pricked me and reminded me of those times that my own little ones had thrown tantrums in public. Those were inevitably the same days that the car played up, one of the children lost a shoe, four litres of milk landed on the floor, and it was the last day to pay the electricity bill–and payday wasn’t until Friday.
On one particularly rotten day, we managed to get ourselves kicked out of both the library and the local store in less than two hours. Some well-meaning person in the store had plenty of words about how unruly my children were. As if I didn’t know that.
Later that afternoon I discovered that the main perpetrator of the mischief had yet another fever and accompanying burst ear-drum. So, I ended up at home with sick kids who I had to pack back into the car when they had just gone to sleep so I could pick up their big sister from school, and later, repeat the ordeal to collect their dad from work.
I don’t remember the words of advice that well-meaning person gave. But I know that as I sat exhausted, frustrated, angry and depressed, I wished that some-one would wave a magic wand and give me five minutes of peace and quiet and take all of my troubles away.
Funny, isn’t it, how we can all be parenting experts until we have at least three children of our own. I maintain that nobody who has parented more than two children ever sets themselves up as a parenting expert.
Yet, the advice flows doesn’t it? And me – I’m as guilty as anybody at handing it out.
So, instead of offering advice, I want to give a collective ‘SORRY’ to all of the parents I’ve judged unfairly, neglected to cheer when they were doing a good job, or felt too shy to offer 15 minutes time-out for a mum while I watched her two-year-old at playgroup.
On behalf of all of us who didn’t encourage you when we had the opportunity, here is some instant encouragement.
And for those of you who, like me, need to practice to be more encouraging, here are some ideas for what to say in the future.
You’re doing a great job! Way to go! Be gentle on yourself! You don’t have to smile if you’re feeling awful on the inside! We understand! One day soon there will be more sleep! Would you like me to hold your baby for a few minutes while you finish your cuppa? How would you like me or my teenager to baby-sit this Friday night while you both go out for dessert?
Who knows? Maybe we can change our local communities into child and parent friendly communities: by encouraging rather than judging; by baking biscuits with the neighbourhood children to give their mum a morning off; by doing the dishes when we’re visiting; by being realistic about life and it’s challenges; by standing alongside other parents instead of criticizing them; by reminding ourselves of what it was like to be tired with sick and cranky kids; and by standing up for parents of young children in our local planning committees.
We might just find ourselves sipping Lattes without the guilt – and discovering young friends in our old age.
My mother-in-law Ruth and her sisters are extraordinary cooks. So family get-togethers of our three generations are a great celebration of good, old-fashioned German cooking, with lots of cream, and belly-aches for the uninitiated who tend to be overfilled by too much great food.
At any family gathering, the aunties bring designated dishes. Auntie Audrey makes brandy snaps and pavlova. Auntie Doreen makes pink jelly cakes, with cream in the middle. Ruth makes jelly-slice. And Auntie Joy makes cream-puffs. But that’s just dessert.
Before then, home-made sausage rolls and little meat-balls with home-made tomato sauce are for entree. That’s where the newbys get into trouble. The rest of us know
‘Don’t fill up on sausage rolls because there’s an ocean of food yet to come.’
Then there’s Ruth’s soup: The best chicken noodle soup in the world. Main course provides mountains of turkey and duck, chicken, ham, lamb and corned beef with lashings of creamy coleslaw, potato salad, and whatever else the in-laws bring along as salad.
Cooking, like housework, is not my forte, and I struggled for years to find something I could happily contribute to my in-laws’ family table.
But, a couple of decades ago when we lived overseas, I asked their mother Ruby for her kuchen (German streusel* cake) recipe. When I was little, I watched my own grandmother making kuchen in her tiny kitchen, and helped her to use the same dough to make doughnuts and kitchener buns. So I wasn’t intimidated by the thought of cooking with yeast.
After Ruby died, when the family was facing their first event without her, I baked Ruby’s kuchen. The taste and smell that were faithful to Ruby’s original recipe brought back many happy home memories. I was really pleased to contribute in a very important way to the family’s memories.
Though all the sisters thought that kuchen was too difficult to make, it didn’t take Ruth very long to work out that if I could cook something, almost anybody else could!
Recipes are like that, aren’t they? Some of them are intimidating. Some of them call for ingredients we just don’t have in our homes, or are too rich to make too often. And some of them just don’t suit our tastes. But some of them are just right.
I’ve found that parenting tips are like recipes: Many are passed from generation to generation; some are intimidating; some leave a bitter taste; and some are just too yummy to use too often.
But some of them are just right: they fit us, our family and our situation. Once we’ve tried them a few times, we can’t imagine life without them – even though we may tweak them according to our own tastes.
I’ve had the incredible privilege of running parenting seminars, courses and groups. They include a collection of parenting ‘recipes’ that I’ve learnt along the way, received from colleagues or acquired at a training course. Or they are a complete course, such as Toolbox. They’re all backed up by decades of research.
What I have found though, is that listening to me is not nearly as encouraging to the parents as discovering that others share their joy and frustration — and even their pain!
‘Oh, that happens in your house, too?’ is the most common question I hear. As soon as I hear that, usually within the first five minutes of a seminar, I know that somebody is going to go home feeling much more encouraged, knowing they are not alone in their struggles.
The best bit is to see a parent’s eyes light up as they hear about a different approach, another way of looking at what their kids do, and when they say ‘I reckon I can do that!’
Most of the time the camaraderie that comes from knowing somebody else shares your experience can be positive. But this can be ambushed by a sense of judgement or failure if particular styles or methods of parenting are imposed or implied as particularly better than others.
Because we have different circumstances, personalities and backgrounds, the way we parent will be different from the way others parent. And it will be deeply affected by the way we were parented. It may also differ among our own individual children.
Most of us have memories of promising, ‘I’ll never do that to my child’. But if we don’t find another way to deal with that particular situation, we may discover ourselves reverting to the only way we know how, especially in times of crisis.
The good news is that we don’t have to stick to the recipes that don’t work or we don’t like. There are plenty of options.
So, where can we find healthy parenting ‘recipes’? How can we tell which methods are the best to follow?
Perhaps start off with a bit of basic biology. Books and dvds and websites are a great place to begin to learn basic anatomy and physiology. It’s great to be aware of how babies grow, what they need in order to develop and how best to meet their needs. Then you will be able to describe and understand anatomical features when you have a medical or child-health appointment.
It will also help you to discern good advice from the rubbish you might read.
Find out what’s normal, so that you don’t get upset when your baby starts dropping things from their high-chair over and over again; your two-year-old says ‘No!’; your three-year-old asks ‘Why?’ three hundred times a day; or your eight-year-old argues against everything you say.
Knowing what to expect will help you to feel more comfortable when asking somebody how to work with this next stage. That’s much better than believing that your child is rebelling against your parenting style, or worse, is attacking you personally.
My favourite place to find useful and practical ideas about parenting is www.theparentingplace.com. But like any recipe, there are bits I add or take out, according to the needs of my family.
Take a look at that site and others. Try them out if they seem like they might work for you. Tweak them as necessary. Ask others what they think. Observe other parents and try to see the cause and effect principle in action.
If parenting ideas don’t sit right with your tastes or ingredients, don’t feel obliged to stick with them. If something doesn’t work, try something else.
And remember, if you do what you’ve always done, you’ll get what you’ve always got.
Perhaps the best way to measure parenting recipes is to hold them up against a popular list of ingredients found in the bible in Galatians 5:22: love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control.
Add a dose of fun and you have the greatest recipe for warm and happy memories that your kids will want to pass on for generations.
*Streusel is a crumble topping made with flour, butter and sugar.
The first time I did it was months ago, when my beloved child was not contributing at all to the smooth-functioning of our household. Instead of doing his allocated chores, he spent his time and energy on playing x-box on our t.v.
When he went off to school one morning, I grabbed his x-box remote and put it away.
I can’t remember whether it was intentional or not. But after I put it away, I forgot where I put it.
Sometimes I’m blessed with a terrible memory.
To say that for a while I was not a popular mum would be the understatement of the year. However, I do remember telling him that, perhaps, if he did his chores, I might be prompted to remember.
Weeks went past.
Everyone in our house has their own chores to do. Everyone else had already taken on his job of feeding the dog.
Shelby the dog was a bundle of white fluff that you couldn’t actually see on her. Chris used to say that she shed more fluff than she could possibly produce. In the ensuing weeks white fluff carpeted the rugs, the floors and every surface in the house.
It was disgusting.
But we were at an impasse.
Stubborn mum refused to look for the remote until his jobs were done. And refused to do his jobs despite living in dog-fluff circumstances.
Son demonstrated that he can be equally stubborn. He inherited a double-dose of stubborn, with an added pinch of passive resistance.
Possibly prompted by an imminent houseful of guests I decided that, regardless of my intentions to stick to my guns, I needed to do the vacuuming. I went to the cupboard in the laundry, picked up the vacuum-cleaner…and there, behind the vacuum-cleaner, was the hidden remote.
I didn’t need to do the vacuuming that day.
I simply went to find the offending son and explained that I’d suddenly remembered where his treasure was. If he did his chores I could make sure they were reunited.
He looked at me with that look that asks ‘Should I believe you?’.
I walked away.
A few moments later, I heard chuckling coming from the laundry.
‘Fair call, mum. Fair call. I deserved that. That was well done.’
Phew! Not quite the reaction I anticipated. But it reaffirmed to me that logical consequences and ‘assisting’ our kids to take responsibility for their actions works – at least it did, that time.
I wonder if he’ll know where to look when he’s looking for his missing computer…
Some people have told me how talented they think I am, and inside I laugh. The most important lesson I’ve learnt in the process of writing is that practice makes better.
Very occasionally, writing these articles happens easily. I wake up very early in the morning with a thought in my mind, get dressed, grab my glasses and my car keys and head to a coffee shop, and voila, 40 minutes later an article is born. But more often, they are a slog—an enjoyable slog.
I became a writer quite accidentally … well, so I thought, until I took a look back at how it happened.
Our little family moved to Memphis, Tennessee, when our children were four, two and not quite one. Even before we were married we’d planned to move overseas for Chris to do post-doctorate research. We figured that I would be stuck at home with little kids during this time, so it didn’t really matter where we were.
But we had no idea how homesick I would be, being so far away from everybody we knew. It was before the age of computers in homes. These days I can communicate with my sister in the UK using Skype or Facebook.
In Memphis, I wrote letters. Ten pages of letters per day, every day. And in the process of writing letters,
I learnt to write.
My mother kept all the letters I wrote to her and presented them to me in a large folder only last year. The letters stopped after about 18 months, by which time we’d settled into the Memphis community and I was no longer so homesick.
After we came back to Australia, moved houses, had another baby and settled all the kids into school, I went to university and learnt more about writing … and word limits. Writing essay after essay helped me to learn to be more concise, and reading article after article, book after book, I learnt to be more discerning about styles and word choices.
‘Success means getting up once oftener than you fall down’
Being surrounded by toddlers in my work reminds me of their persistence. Toddlers are determined to get to where they want to go. They get up and fall down, and get up … and fall down. They keep getting up, over, and over and over again. I’m sure that whoever it was who said ‘Success means getting up once oftener than you fall down’ had been watching a bunch of babies.
Younger children just want to learn and keep doing, over and over and over again. They don’t seem to care how well they do anything. They just keep at it
But as children get to school age, that determined endeavour seems to disappear in some of them.
Children aged between five and twelve years of age need to become good at something
Chris and I attended an excellent ‘Family Wellness’ course a number of years ago. The kids were dragged along for a couple of sessions, too. A key idea of the course was that children aged between five and twelve years of age need to become good at something.
With a new perspective from the course, I looked at the people I knew who were confident and accomplished in what they did. Whether they were artists, engineers, architects, cooks, farmers or athletes, every one of them had worked hard to be where they are now. Talent had very little to do with their success.
Skyscrapers, bridges, planes and ships are not designed by people who suddenly decide to build them. Great buildings begin with wooden blocks, Lego, meccano and piles of sand being moved from one spot to another. Great artworks begin with painting dots and squiggles, and experimentations with shade and light, correction and starting from scratch, over and over again.
Admittedly, some people are born to be more athletic or musical or artistic than others. But without determined, intentional, frequent practice, people do not become great at something.
Life is about learning; making mistakes, correcting mistakes
I recently heard an interview on the ABC with Dame Kiri Te Kanawa, the world-famous singer. She said,
‘You never stop learning … The moment you think you can’t learn anymore, I think you’re dead. Life is about learning; making mistakes, correcting mistakes … If I did two hours a day on vocalese, seven days a week, it would never be enough. Think of the tennis player. How many times has he hit that little ball? It’s a lifestyle, not a job.’
So, armed with our new perspective on parenting 5–12-year-olds, Chris and I looked at our parenting. We were familiar with our kids beginning new ventures: joining a basketball team, learning a musical instrument, playing a game.
They were eager starters.
Everything was new and interesting.
For a while the practice was a novelty, but soon it became a drag with its repetition. Being part of a team was fun, but it also became tiresome when it required early morning starts or missing out on parties or fishing trips.
With our new perspective we began to help them to ‘hang in there!’ We explained the plateau that happens when you learn something new: You learn eagerly and quickly for a while, but then you don’t seem to get any better; the kids in the team won’t throw to you because you keep dropping the ball; the clarinet refuses to give you that particular note and it squeaks precisely when you are trying your hardest; you keep coming ‘second’ every time you play chess.
It’s at the plateau that most people quit.
It’s at the plateau that most people quit. That’s the time that we as parents, coaches and encouragers need to get in there and be the cheer squad.
Forget about ‘constructive criticism’! Research by the Gottman Institute demonstrates that, particularly in children, criticism is not constructive.
Instead, stress the positive:
‘What a great catch! Now, do that again!’
‘See what happens when you do that: It’s strong!’
Describe what you see. Describe how you feel.
Give your children the words to express what they’ve done.
Encourage positive steps and celebrate small successes as well as big ones.
Every positive effort is a success, regardless of its outcome.
A few years ago I was part of a school chaplains’ meeting. One of the chaplains shared a story about a teenager who was constantly in trouble with the police. He kept breaking into cars and stealing them.
When the teenager was asked by the chaplain, ‘Why do you do it?’, his reply was,
‘I just want to be good at something, and that’s all I know’.
Everybody needs to get good at something.
Everybody needs to get good at something. Natural talent and ability play only a small part in a person’s success. For each of us, in everything we do, practice makes better.
One of the mothers of our Year 7 class was teaching her daughter about sex. Every lunch time her daughter gave us a little bit more information. We listened, snickered and stuck our noses up in the air, as Year 7 girls tend to do. We made remarks such as ‘That’s the most ridiculous thing I’ve ever heard. Nobody would ever do that!’
I got the job of going home to ask my mother to validate the latest gory details. After all, my mum was a nurse for three months, so she must have known something about sex. So I’d go home, ask her direct questions and receive direct answers. And I’d report back to the girls.
Whether mum figured out that there was a whole class-full of girls clinging to her every word, I’m not sure. But I’m glad she was open enough to answer questions.
There were no books available to our family back then. Any book that might have been useful in the school-library had been coloured in by a censor. No wonder the kids of the day thought you had to be a doctor or nurse to know about sex.
When our own children were little, things were much different. The impending birth of our son when the kids were 5, 6 and 8 years old gave us a fantastic opportunity to give information in a matter-of-fact way.
We found some books that were helpful, especially our favourite called ‘Who made me?’ by Malcolm and Meryl Doney, and illustrated by Nick Butterworth and Mick Inkpen. ‘Who made me?’ had simple language, cute pictures and analogies that the kids could relate to: bits that fitted together like jigsaw puzzle pieces, and fruit and vegetables that illustrated the size of the baby as it grew inside mum’s tummy.
Sex was described as the most fun game that mummies and daddies can play. This book spoke about sex as a beautiful gift within the context of marriage…Bonus! That gave us the opportunity to place a lock on our bedroom door – and explain to our kids that if the lock was in operation, we might be playing that game so, best for them to leave us alone.
We also had the opportunity to accompany our children to sex-ed nights at school. The guest speakers gave the audience the facts about anatomy and physiology. Then they directed each child to ask their parent who was sitting next to them ‘In your family, what do you call this bit?’
These were informative nights that answered the questions that most children ask, and most parents get embarrassed about. We liked them – apart from the question-time at the end, where we would hope and pray that it was not our child who put up their hand to ask more questions that embarrassed parents.
Our youngest had a different up-bringing to his older siblings, largely because issues that the others were dealing with were often discussed quite freely around the dinner table. The girls were having a discussion about periods one night while I kept trying to change the subject. Acknowledging defeat I asked their little brother, as casually as I could, if he knew what periods were. His answer… ‘When girls get grumpy!’
In our church we have a resource library for parents, available to the whole community. One of the resources available is a cd called ‘The Big Weekend’. Produced by the parenting place.com it is specifically designed for parents and their child (aged about 11 years old) to play in the car’s cd drive while they go for a weekend trip.
‘The Big Weekend’ talks about sex and other issues that kids may face, such as self-esteem, bullying, sexuality and depression.
It’s really engaging and is presented in a way that is non-threatening for either parent or child and invites discussion through its use of humour. Chris took Noah on a ‘Big Weekend’ and they found it great. It enhanced their relationship and gave them some great memories that they can share together.
As our kids faced senior school, each of them came home with stories about class-mates who were pregnant. Too often, these young people were from devoutly religious homes. I’ve read books that tell Christian parents to use a flower as the way to teach their adult child about sex … and that’s it! No other information offered!
If Christian parents can’t recognise that God has given us the gift of sex for our marriage relationship, and pass that on to our kids, who will? If we feel too embarrassed to speak about sex with them, they will find out in other ways – and the results can be traumatic. Knowing about sex and practicing protective behaviours keeps our kids safer, and gives them the vocabulary to talk about it if ever necessary.
‘There’s no such thing as ‘values-free sex education’.
‘There’s no such thing as ‘values-free sex education’*. People usually learn the values that are associated with sex from the context in which they learn about sex. If people learn about sex behind the school shed; in the context of sexual abuse; in a marriage or relationship where sex is expected but not explained; from lobby groups who have their own agendas; or more than likely from television, movies and the internet, they will also take on board the values with which it is presented.
Is what the kids see on MTV the way we would like them to look at their sexuality?
If we as parents teach about sex, we earn the right to teach our values.
If we are too shy to speak about sex, do we have the right to expect our children to adhere to our values. Or do we think that they will know our values by a simple process of osmosis?
In the context of sexuality in our world, future generations will need to be able to communicate clearly and openly about sex among other issues. How can Christians ever be invited to take part in open, frank, respectful conversations about marriage, relationships and sexuality if they are perceived as never talking about sex?
The most powerful mechanism by which we can change that perception is by parents being open with their kids. Parents need to intentionally pass on their values openly, frankly and respectfully, in word and through modelling behaviour.
As parents we have the privilege of being able to influence our children’s attitudes to sex. Whether we are embarrassed or shy doesn’t take away our responsibility to teach our children about sex and the values we have about it. After all, if we don’t, somebody else will.
Previously published as ‘Bye-Bye Birds and Bees’ in The Lutheran magazine, 2012.
After my day in Kakadu yesterday, where my energy output exceeded my input and my willpower, I decided to give the others (Chris and Gabby) a day off. I volunteered to stay behind at our camping ground at Cooinda in Kakadu, while they went to Gumlom Falls, unheeded by me.
Good call, apparently.
That allowed my companions freedom to drive on bumpy roads, climb and swim while I had a personal retreat day.
My challenge: to be still and to simply be.
The car drove off with them in it, only a few moments before I realized I’d left my hat in the boot. That just meant that I must stay in the shade all day.
Aah…but…Chris had left his glasses in the tent.
So, very soon, the wanderers returned, we swapped the pair of glasses for my hat and they departed. Again.
Under the shade of my hat, I gathered my tools together; books, paper, pens, paints, plates, cups, drink, kleenex, esky, hand-bag. And I wandered through the park to find a shady table and bench.
As I strolled past the bistro directly between our tent and the pool, I noticed the queue of between 50 and 60 people lining up for breakfast.
I congratulated myself on our choice to camp, and took a photo to remind myself that camping is a good idea, for the next time I felt that I might prefer a few more luxuries than a tent and a camp-stretcher.
I wandered through the shaded area just beyond the perimeter of the pool fence, found the perfect spot, set out the tools of my trade and began to sit quietly.
Except for the buzz of mosquitoes…
S l o w . . . m o s q u i t o e s…
Julie: Five in one swoop
Then… the mozzies I missed called for reinforcements.
And I remembered the one tool I’d left at the tent…
. . . Insect repellent.
Dilemma 1: Do I need to pack up everything in order to return to the camp-site to retrieve the insect repellent?
I continued to sit for about three seconds, thinking I might be able to sit it out… until more of the mozzie-army invaded.
Julie: Nil – and 53 Mozzie bites.
Decided to leave most things as they were, but just take things of value with me.
Then sprinted (in a Julie-style-sprint) laden with my hand-bag, esky and books, across the park to pick up insect repellent, and Tea Tree Oil for the mozzies which had already got me.
Note to self: Always carry Tea Tree Oil.
Great for Mozzie bites, wasp stings, burns, infections: And especially soothing for bites from bugs that hitch a ride in your trousers while you’re on guided walks around the base of Uluru, and bite when they want to get out.
I returned to my spot.
And I sat.
And I wrote.
Dilemma 2: I get bored easily
Before I knew it, I was up and looking for some distraction. Any distraction.
Usually it’s food.
Today, I got frustrated with myself, knowing that at last I was all set up and had actually written something, yet I needed to wriggle.
I look at my phoned and jumped for joy that I’d been writing without distraction for eighty-three minutes. I got up, wriggled a little bit, and sat down again.
I deemed that I’d earned a coffee break…
The bistro-brekky-bunch had subsided. So I ordered a long-black coffee with soy milk on the side, sat at a bistro bench and sipped while I observed the people around me. But the patrons seemed intent on being peculiarly uninteresting. And the barramundi burger was less than inspiring: Not sure how the cook did that.
I returned to my reclusive table outside of the pool, right next to the playground. where a dad and his three little girls played together for the next hour.
I sat and I sat and I sat. And listened and smiled and wrote and remembered why I wanted to write to inspire parents. The little family was so full of happiness – enjoying each others’ discoveries, helping but not interrupting, encouraging but not demanding, allowing exploration without initiating fear. I wished I could bottle that love and spread it onto pages.
The afternoon grew warmer – and I edged closer to the pool, found a deck-chair and nestled in. Several families moved in close around me. I wondered if they knew they’d be observed.
A mum nearby read several new books to her children. Then she decided to read a book to herself while the three children shared TWO books.
Of course it was Little Mister Three who missed out. And everyone in the whole resort heard about it.
I love to keep bubbles in my hand-bag for such occasions. But with all the travelling we’d done, bubbles had not been on my list of what to pack.
But, as a writer and experimental painter/drawer, I had paper and pencils. So I wandered over to the family.
‘Excuse me, I’m trying to write a book and I need some pictures. Is there anyone here who might like to draw a picture?’
Mister Three’s eyes popped open. He jumped up and shouted.
‘I can. I can.’
Big brother and sister wanted to as well, but the mum said,
‘No, he was first’, so I left Mister Three with my pencil and some paper and went back to my deck-chair.
A few minutes later, little Mister Three was at the foot of my chair.
He held up his picture for me to admire and told me all about it, that his name was Jack, and that he was having a great holiday. And could he do some more, please.
My afternoon progressed with meeting other families who came to enjoy the pool. I talked with mums and dads and kids and aunties. We talked about where we were from, where we were going, places we recommend, things we’d seen, what we’d learnt along the way, and shared any news we’d heard.
‘Do we have a Prime Minister yet?’ I asked a dad, who had grown up in the town next to where I’d grown up.
But while we were talking, my grown-ups returned from their trip, excited at what they’d done, and not-so-secretly thankful that I hadn’t gone with them.
A great day of climbing and swimming for them.
And a day that reminded me of my vocation.
The Sunday school we belonged to in America ran a family day at the local roller-skating rink. So, our family joined in, as usual.
I had just settled into my viewer’s chair when I heard that the races were about to start.
‘OK,’ I thought. ‘This will be fun.’
Then… I saw him.
My son. The four year old with the blonde hair, cheeky grin and eyes that spelt mischief. Jesse, who had his mother wrapped around his little finger.
As I screamed, I felt a very firm but gentle hand grasp my leg. I turned to see Miss Irene the Sunday School director seated next to me. Her hand held my leg and she screamed much more loudly than me
Jesse did not win the race…in fact, he probably spent more time down on his tail than up on his skates. He finished – not shamed, as he would have if he’d listened to me and stopped, but triumphantly, with several hundred people cheering him on.
What a lesson in encouragement.
How many opportunities do we take to encourage others – especially when they are trying something new, or are struggling in their attempts?
As Aussies, our culture tends to knock people who try – and especially those who don’t excel. Even worse, is that we often use sarcasm against others in attempts to make humour. Especially in children, we refer to this as “teasing”. Perhaps we could begin a new culture shift, encouraging instead of telling people ‘Don’t’ or ‘You can’t’.
Encourage one another and build each other up
When babies begin to explore, we can make sure they are in a safe but interesting environment that encourages them to explore – not a sterile one that does not enable them to learn, or one that’s full of breakable objects or things that might hurt them.
When toddlers recognise pictures and symbols we can encourage them with ‘great reading’
When a child runs, skips, jumps or hops, encourage them with ‘Great job!’ instead of ‘Don’t do that… you’ll fall.’
When a child makes a mess in the middle of showing independence, we can coach instead of scold
When a teenager shows interest in taking more initiative we can encourage and give them more responsibility and freedom
When musicians play, we can encourage – and offer help with administration, or babysitters during practice or performances
When pastors preach and speakers teach, we can let them know what we learnt through them
When the neighbourhood kids are rowdy, we can encourage them with a smile and a wave
When our footy team is struggling, we can cheer them on, rather than leave at three-quarter-time
What would happen in Australian homes, schools, churches and workplaces if Aussies chose to encourage, rather than discourage or tease?
What can you do to encourage somebody today?