Infant To Toddler Quotes

Millions of deaths would not have happened if it weren’t for the consumption of alcohol. The same can be said about millions of births.

She had watched other women with infants and eventually understood what she craved: the boundless permission-no, the absolute necessity- to hold and kiss and stroke this tiny person. Cradling a swaddled infant in their arms, mothers would distractedly touch their lips to their babies' foreheads. Passing their toddlers in a hall, mothers would tousle their hair even sweep them up in their arms and kiss them hard along their chins and necks until the children squealed with glee. Where else in life, Mabel wondered, could a woman love so openly and with such abandon?

Who sees the human face correctly: the photographer, the mirror, or the painter?

No matter their age or station in life, Billy can't help but regard his fellow Americans as children. They are bold and proud and certain in the way of clever children blessed with too much self-esteem, and no amount of lecturing will enlighten them as to the state of pure sin toward which war inclines. He pities them, scorns them, loves them, hates them, these children. These boys and girls. These toddlers, these infants. Americans are children who must go somewhere else to grow up, and sometimes die.

With regard to things such as independence, mental capabilities, and sexuality, a very old man is nothing but a gigantic infant with white hair and wrinkles.

What would it mean in practice to eliminate all the 'negative people' from one's life? It might be a good move to separate from a chronically carping spouse, but it is not so easy to abandon the whiny toddler, the colicky infant, or the sullen teenager. And at the workplace, while it's probably advisable to detect and terminate those who show signs of becoming mass killers, there are other annoying people who might actually have something useful to say: the financial officer who keeps worrying about the bank's subprime mortgage exposure or the auto executive who questions the company's overinvestment in SUVs and trucks. Purge everyone who 'brings you down,' and you risk being very lonely, or, what is worse, cut off from reality.

New mothers are often told that once they've fed, burped, and changed their baby they should leave their baby alone to self-soothe if they cry because all of their needs have been met. One day I hope all new mothers will smile confidently and say, "I gave birth to a baby, not just a digestive system. My baby as a brain that needs to learn trust and a heart that needs love. I will meet all of my baby's needs, emotional, mental, and physical, and I'll respond to every cry because crying is communication, not manipulation.

What would it mean in practice to eliminate all the 'negative people' from one's life [as demanded by motivational speaker J.P. Maroney]? It might be a good idea to separate from a chronically carping spouse, but it is not so easy to abandon the whiny toddler, the colicky infant, or the sullen teenager.

If you want to leave the park and your child isn’t ready to go, give her a hug and say, “You’re really upset right now. I know you want to stay, but it’s time to leave.” Then hold your child and let her experience her feelings before you move on to the next activity. If you were instead to pamper your child by letting her stay at the park longer, she doesn’t have the opportunity to learn from experience that she can survive disappointment.

I don’t for one moment believe that these folks believe that it is better for an infant or a toddler to be in day care than to be home with Mom. I do believe that these folks feel guilty for not wanting to be at home, so they devise a new reality to compensate for their uncomfortable feelings.

Although every person makes mistakes, not every mistake makes a person.

It is a sign of immaturity to believe that being older than someone (automatically) makes you more (mentally) mature than them.

Our parents would not be ‘The best parents in the world’ (to us) if they were not our parents.

For human beings, simply put, the default state is happiness. If you don’t believe me, spend a little time with a human fresh from the factory, an infant or toddler. Obviously, there’s a lot of crying and fussing associated with the start-up phase of little humans, but the fact is, as long as their most basic needs are met—no immediate hunger, no immediate fear, no scary isolation, no physical pain or enduring sleeplessness—they live in the moment, perfectly happy.

How long would you want to stay with someone who insisted on treating you as if you were the same person you were the day you two met? This is true not just in romantic relationships but in all relationships. Even toddlers object to being treated like the infants they were just months earlier. Offer a two-year-old a helping hand with something they’ve already learned how to do and you’ll likely get an exasperated, “I do it!” Listening is how we stay connected to one another as the pages turn in our lives.

I can’t help but think that if she was going to kill herself, she might as well have done it earlier. Perhaps when I was a toddler. Or better yet, an infant. It certainly would have made my life easier. I asked my uncle Hugh (who is not really my uncle, but he is married to the stepsister of my current mother’s brother’s wife and he lives quite closeand he’s a vicar) if I would be going to hell for such a thought. He said no, that frankly, it made a lot of sense to him. I do think I prefer his parish to my own.

THE REBIRTHS OF AMERICA   In 1776 a New Nation was born.  Its fathers named it “America”.  Its birth certificate is: “The Constitution of the United States of America”. As a baby, America faced an assortment of growing pains in growing from infant to toddler, to juvenile delinquent to adolescent to adult.  In its growth it characterized the bible teachings of:  “When I was a Child…..”    The America that is admired, bragged about, and receives oaths of allegiance,  is not the same child that was born in July 4,

Newborns (0–3 months): 14–17 hours Infants (4–11 months): 12–15 hours Toddlers (1–2 years): 11–14 hours Preschoolers (3–5): 10–13 hours School-age children (6–13): 9–11 hours Teenagers (14–17): 8–10 hours Young adults (18–25): 7–9 hours Adults (26–64): 7–9 hours Older adults (65+): 7–8 hours

My son, you are just an infant now, but on that day when the world disrobes of its alluring cloak, it is then that I pray this letter is in your hands. Listen closely, my dear child, for I am more than that old man in the dusty portrait beside your bed. I was once a little boy in my mother’s arms and a babbling toddler on my father's lap. I played till the sun would set and climbed trees with ease and skill. Then I grew into a fine young man with shoulders broad and strong. My bones were firm and my limbs were straight; my hair was blacker than a raven's beak. I had a spring in my step and a lion's roar. I travelled the world, found love and married. Then off to war I bled in battle and danced with death. But today, vigor and grace have forsaken me and left me crippled. Listen closely, then, as I have lived not only all the years you have existed, but another forty more of my own. My son, We take this world for a permanent place; we assume our gains and triumphs will always be; that all that is dear to us will last forever. But my child, time is a patient hunter and a treacherous thief: it robs us of our loved ones and snatches up our glory. It crumbles mountains and turns stone to sand. So who are we to impede its path? No, everything and everyone we love will vanish, one day. So take time to appreciate the wee hours and seconds you have in this world. Your life is nothing but a sum of days so why take any day for granted? Don't despise evil people, they are here for a reason, too, for just as the gift salt offers to food, so do the worst of men allow us to savor the sweet, hidden flavor of true friendship. Dear boy, treat your elders with respect and shower them with gratitude; they are the keepers of hidden treasures and bridges to our past. Give meaning to your every goodbye and hold on to that parting embrace just a moment longer--you never know if it will be your last. Beware the temptation of riches and fame for both will abandon you faster than our own shadow deserts us at the approach of the setting sun. Cultivate seeds of knowledge in your soul and reap the harvest of good character. Above all, know why you have been placed on this floating blue sphere, swimming through space, for there is nothing more worthy of regret than a life lived void of this knowing. My son, dark days are upon you. This world will not leave you with tears unshed. It will squeeze you in its talons and lift you high, then drop you to plummet and shatter to bits . But when you lay there in pieces scattered and broken, gather yourself together and be whole once more. That is the secret of those who know. So let not my graying hairs and wrinkled skin deceive you that I do not understand this modern world. My life was filled with a thousand sacrifices that only I will ever know and a hundred gulps of poison I drank to be the father I wanted you to have. But, alas, such is the nature of this life that we will never truly know the struggles of our parents--not until that time arrives when a little hand--resembling our own--gently clutches our finger from its crib. My dear child, I fear that day when you will call hopelessly upon my lifeless corpse and no response shall come from me. I will be of no use to you then but I hope these words I leave behind will echo in your ears that day when I am no more. This life is but a blink in the eye of time, so cherish each moment dearly, my son.

As we develop as infants and toddlers, we learn many of our social, moral and ethical cues from our parents.

toddlers.

One of the best ways of becoming an effective parent—or, for that matter, an effective human being—is to understand the perceptions of other people, to be able to “get into their world.

You cannot be a mother until you are a daughter, an infant until you are a toddler, a youth until you are a youngster, a grownup until you are a teenager, an elder until you are a minor, an ancestor until you are a progenitor, a father until you are a creator, and an heir until you are a successor. Nor can you be a master until you are a scholar, a guru until you are a learner, a leader until you are a follower, a warrior until you are a fighter, a general until you are a soldier, a pope until you are a worshiper, a doctor until you are a healer, and an apostle until you are a believer.

In fact, a true sense of self-worth does not come from being loved, praised, or showered with goodies. It comes from having skills that provide a sense of capability and resilience to handle the ups and downs and disappointments of life.

In Laos, a baby was never apart from its mother, sleeping in her arms all night and riding on her back all day. Small children were rarely abused; it was believed that a dab who witnessed mistreatment might take the child, assuming it was not wanted. The Hmong who live in the United States have continued to be unusually attentive parents. A study conducted at the University of Minnesota found Hmong infants in the first month of life to be less irritable and more securely attached to their mothers than Caucasian infants, a difference the researcher attributed to the fact that the Hmong mothers were, without exception, more sensitive, more accepting, and more responsive, as well as “exquisitely attuned” to their children’s signals. Another study, conducted in Portland, Oregon, found that Hmong mothers held and touched their babies far more frequently than Caucasian mothers. In a third study, conducted at the Hennepin County Medical Center in Minnesota, a group of Hmong mothers of toddlers surpassed a group of Caucasian mothers of similar socioeconomic status in every one of fourteen categories selected from the Egeland Mother-Child Rating Scale, ranging from “Speed of Responsiveness to Fussing and Crying” to “Delight.

Verbal ventilation is the key way that people make friends. It parallels the way tender touch, soothing voice, and welcoming facial expressions helps infants and toddlers establish bonding and attachment. When we practice the emotionally based communication of verbal ventilation in a safe environment, we repair the damage of not having had this need met in childhood. This in turn opens up the possibility of finally attaining the verbal-emotional intimacy that is an essential lifelong need for all human beings.

Motherless mothers with a history of caretaking experience, usually for sick mothers or younger siblings when they were still children themselves, said that the round-the-clock nature of infant and toddler care sometimes brought up familiar emotions from the past.

Here’s the reality: “Infants and toddlers are natural night-wakers which has been shown to be protective against SIDS (Sudden Infant Death Syndrome). Children tend to differ not in whether they wake in the night or not, but in whether they need help being soothed back to sleep or not based on their own unique personality, health, environmental factors, etc. Sleeping patterns are neither a sign of a ‘good’ baby or a ‘bad’ baby, just a normal baby. Even adults tend to wake frequently at night, but typically just roll over or adjust their blankets or take a quick trip to the bathroom and then go back to sleep. They just often don’t remember any of it in the morning! In reality, night-waking is simply a biological norm1 that has been misconstrued as ‘problems sleeping’ or ‘sleep issues’ by the demands of our modern, hectic lifestyle.

Eugene Peterson reminds us that “because we learned language so early in our lives we have no memory of the process” and would therefore imagine that it was we who took the initiative to learn how to speak. However, that is not the case. “Language is spoken into us; we learn language only as we are spoken to. We are plunged at birth into a sea of language. . . . Then slowly syllable by syllable we acquire the capacity to answer: mama, papa, bottle, blanket, yes, no. Not one of these words was a first word. . . . All speech is answering speech. We were all spoken to before we spoke.”109 In the years since Peterson wrote, studies have shown that children’s ability to understand and communicate is profoundly affected by the number of words and the breadth of vocabulary to which they are exposed as infants and toddlers. We speak only to the degree we are spoken to. It is therefore essential to the practice of prayer to recognize what Peterson calls the “overwhelming previousness of God’s speech to our prayers.”110 This theological principle has practical consequences. It means that our prayers should arise out of immersion in the Scripture. We should “plunge ourselves into the sea” of God’s language, the Bible. We should listen, study, think, reflect, and ponder the Scriptures until there is an answering response in our hearts and minds. It may be one of shame or of joy or of confusion or of appeal—but that response to God’s speech is then truly prayer and should be given to God. If the goal of prayer is a real, personal connection with God, then it is only by immersion in the language of the Bible that we will learn to pray, perhaps just as slowly as a child learns to speak.

A person’s average or typical level of happiness is that person’s “affective style.” (“Affect” refers to the felt or experienced part of emotion.) Your affective style reflects the everyday balance of power between your approach system and your withdrawal system, and this balance can be read right from your forehead. It has long been known from studies of brainwaves that most people show an asymmetry: more activity either in the right frontal cortex or in the left frontal cortex. In the late 1980s, Richard Davidson at the University of Wisconsin discovered that these asymmetries correlated with a person’s general tendencies to experience positive and negative emotions. People showing more of a certain kind of brainwave coming through the left side of the forehead reported feeling more happiness in their daily lives and less fear, anxiety, and shame than people exhibiting higher activity on the right side. Later research showed that these cortical “lefties” are less subject to depression and recover more quickly from negative experiences.29 The difference between cortical righties and lefties can be seen even in infants: Ten-month-old babies showing more activity on the right side are more likely to cry when separated briefly from their mothers.30 And this difference in infancy appears to reflect an aspect of personality that is stable, for most people, all the way through adulthood. 31 Babies who show a lot more activity on the right side of the forehead become toddlers who are more anxious about novel situations; as teenagers, they are more likely to be fearful about dating and social activities; and, finally, as adults, they are more likely to need psychotherapy to loosen up.

The major impairments of ADD — the distractibility, the hyperactivity and the poor impulse control — reflect, each in its particular way, a lack of self-regulation. Self-regulation implies that someone can direct attention where she chooses, can control impulses and can be consciously mindful and in charge of what her body is doing. Like time literacy, self-regulation is also a distinct task of development in human life, achieved gradually from young childhood through adolescence and adulthood. We are born with no capacity whatsoever to self-regulate emotion or action. For self-regulation to be possible, specific brain centers have to develop and grow connections with other important nerve centers, and chemical pathways need to be established. Attention deficit disorder is a prime illustration of how the adult continues to struggle with the unsolved problems of childhood. She is held back precisely where the child did not develop, hampered in those areas where the infant or toddler got stuck during the course of development.

Interestingly, adult narcissists often look like an infant, or, at least, a toddler: They “cry” (or yell) when they do not quickly get what they want, assume that people will come running when they cry, and become agitated when they don’t come running, don’t really care about the needs of the people around them, and believe that they are truly the center of the universe.

I occasionally find myself aching for the infant and toddler I’d once known and loved. She’s been replaced now with a little girl who has opinions about her hair, asks her mom to paint her nails, and will soon be spending most of her day at school, under the care of a teacher I have yet to meet. These days, I find myself wishing I could turn back the clock so I could more fully experience London’s first five years: I’d work fewer hours, spend more time playing on the floor with her, and share her wonder as she focuses on the flight path of butterflies. I want London to know how much joy she has added to my life and to tell her that I have done the best I could. I want her to understand that even though her mother has always been with her, I have loved her as much as any father could possibly love a daughter. Why, then, I sometimes wonder, do I feel as if that’s not enough?

Even without world wars, revolutions and emigration, siblings growing up in the same home almost never share the same environment. More accurately, brothers and sisters share some environments — usually the less important ones — but they rarely share the one single environment that has the most powerful impact on personality formation. They may live in the same house, eat the same kinds of food, partake in many of the same activities. These are environments of secondary importance. Of all environments, the one that most profoundly shapes the human personality is the invisible one: the emotional atmosphere in which the child lives during the critical early years of brain development. The invisible environment has little to do with parenting philosophies or parenting style. It is a matter of intangibles, foremost among them being the parents’ relationship with each other and their emotional balance as individuals. These, too, can vary significantly from the birth of one child to the arrival of another. Psychological tension in the parents’ lives during the child’s infancy is, I am convinced, a major and universal influence on the subsequent emergence of ADD. A hidden factor of great importance is a parent’s unconscious attitude toward a child: what, or whom, on the deepest level, the child represents for the parents; the degree to which the parents see themselves in the child; the needs parents may have that they subliminally hope the child will meet. For the infant there exists no abstract, “out-there” reality. The emotional milieu with which we surround the child is the world as he experiences it. In the words of the child psychiatrist and researcher Margaret Mahler, for the newborn, the parent is “the principal representative of the world.” To the infant and toddler, the world reveals itself in the image of the parent: in eye contact, intensity of glance, body language, tone of voice and, above all, in the day-today joy or emotional fatigue exhibited in the presence of the child. Whatever a parent’s intention, these are the means by which the child receives his or her most formative communications. Although they will be of paramount importance for development of the child’s personality, these subtle and often unconscious influences will be missed on psychological questionnaires or observations of parents in clinical settings. There is no way to measure a softening or an edge of anxiety in the voice, the warmth of a smile or the depth of furrows on a brow. We have no instruments to gauge the tension in a father’s body as he holds his infant or to record whether a mother’s gaze is clouded by worry or clear with calm anticipation. It may be said that no two children have exactly the same parents, in that the parenting they each receive may vary in highly significant ways. Whatever the hopes, wishes or intentions of the parent, the child does not experience the parent directly: the child experiences the parenting. I have known two siblings to disagree vehemently about their father’s personality during their childhood. Neither has to be wrong if we understand that they did not receive the same fathering, which is what formed their experience of the father. I have even seen subtly but significantly different mothering given to a pair of identical twins.

The Truth About Boys and Girls You may be surprised to learn that baby boys actually appear to be more fragile at birth than do baby girls. Yup, studies show that the rough, tough little guys made of “snakes and snails and puppy-dog tails” appear to be more easily stressed and more susceptible to health problems. They are often “fussier” than girls; they cry more easily and seem to have a harder time learning to calm themselves down (what is sometimes called “self-soothing”). Baby boys may be more sensitive to changes in routine, and to parental anger or depression.

many Christians wonder if it is good for children to have them in the regular service. After all, they cannot understand what is going on. But imagine saying that you’re not going to have toddlers sit at the table for meals with the family because they do not understand the rituals or manners. Or keeping infants isolated in a nursery with nothing but mobiles and squeaky toys because they cannot understand the dialogue of the rest of the family around them. We know, instinctively, that it’s important for our children to acquire language and the ordinary rituals of their family environment in order to become mature.

While it is essential to be predictable in meeting a child’s needs, infants and toddlers are amused by parents who are spontaneous and unpredictable in their play. For example, when dressing the toddler, surprise him by blowing raspberries on his tummy and nuzzling his neck. Don’t give up even if he’s unresponsive at first. At first, he may try to camouflage his pleasure by turning his face when he smiles or trying to hide his laughter. Lift him high in the air while proclaiming, “Look at what a big boy you are!” Twirl around while holding him firmly. Holding his back and head securely, quickly do a knee-drop. Dance together. Gently wrestle. Smile and laugh while doing all of these things so the child associates pleasure with spontaneous laughter and smiling.

If Mom is convinced that ballet lessons are a must, she should take them. Although it may look odd to see a thirty-year old woman hang- ing onto a bar and flinging a slightly plump leg in the air, the sight is not as pathetic as seeing her seven-year old daughter grimly going through such motions just to please her mother, when she would prefer to be at home designing new doll clothes. Although some parents are never quite ready to accept this fact, the child is not one of our possessions. We don’t own him; we never will. We gave birth to his body; he may share some of our physical characteristics; but he does not inherit our desires. He’s a different person, a separate entity, with his own likes and dislikes. It’s a grave mistake to try to override a child’s power of choice in what he wants to be and do. Some parents do this in an attempt to live their lives through the child.

University of Michigan psychologist Felix Warneken walks across the room, carrying a tall stack of magazines, toward the doors of a closed wooden cabinet. He bumps into the front of the cabinet, exclaims a startled “Oh!,” and backs away. Staring for a moment at the cabinet, he makes a thoughtful “Hmm,” before shuffling forward and bumping the magazines against the cabinet doors again. Again he backs away, defeated, and says, pitiably, “Hmmm . . .” It’s as if he can’t figure out where he’s gone wrong. From the corner of the room, a toddler comes to the rescue. The child walks somewhat unsteadily toward the cabinet, heaves open the doors one by one, then looks up at Warneken with a searching expression, before backing away. Warneken, making a grateful sound, puts his pile of magazines on the shelf.1 Warneken, along with his collaborator Michael Tomasello of Duke, was the first to systematically show, in 2006, that human infants as young as eighteen months old will reliably identify a fellow human facing a problem, will identify the human’s goal and the obstacle in the way, and will spontaneously help if they can—even if their help is not requested, even if the adult doesn’t so much as make eye contact with them, and even when they expect (and receive) no reward for doing so.2

I’m going to say this once here, and then—because it is obvious—I will not repeat it in the course of this book: not all boys engage in such behavior, not by a long shot, and many young men are girls’ staunchest allies. However, every girl I spoke with, every single girl—regardless of her class, ethnicity, or sexual orientation; regardless of what she wore, regardless of her appearance—had been harassed in middle school, high school, college, or, often, all three. Who, then, is truly at risk of being “distracted” at school? At best, blaming girls’ clothing for the thoughts and actions of boys is counterproductive. At worst, it’s a short step from there to “she was asking for it.” Yet, I also can’t help but feel that girls such as Camila, who favors what she called “more so-called provocative” clothing, are missing something. Taking up the right to bare arms (and legs and cleavage and midriffs) as a feminist rallying cry strikes me as suspiciously Orwellian. I recall the simple litmus test for sexism proposed by British feminist Caitlin Moran, one that Camila unconsciously referenced: Are the guys doing it, too? “If they aren’t,” Moran wrote, “chances are you’re dealing with what we strident feminists refer to as ‘some total fucking bullshit.’” So while only girls get catcalled, it’s also true that only girls’ fashions urge body consciousness at the very youngest ages. Target offers bikinis for infants. The Gap hawks “skinny jeans” for toddlers. Preschoolers worship Disney princesses, characters whose eyes are larger than their waists. No one is trying to convince eleven-year-old boys to wear itty-bitty booty shorts or bare their bellies in the middle of winter. As concerned as I am about the policing of girls’ sexuality through clothing, I also worry about the incessant drumbeat of self-objectification: the pressure on young women to reduce their worth to their bodies and to see those bodies as a collection of parts that exist for others’ pleasure; to continuously monitor their appearance; to perform rather than to feel sensuality. I recall a conversation I had with Deborah Tolman, a professor at Hunter College and perhaps the foremost expert on teenage girls’ sexual desire. In her work, she said, girls had begun responding “to questions about how their bodies feel—questions about sexuality or arousal—by describing how they think they look. I have to remind them that looking good is not a feeling.

God damn you!” Alfred said. “You belong in jail!” The turd wheezed with laughter as it slid very slowly down the wall, its viscous pseudopods threatening to drip on the sheets below. “Seems to me,” it said, “you anal retentive type personalities want everything in jail. Like, little kids, bad news, man, they pull your tchotchkes off your shelves, they drop food on the carpet, they cry in theaters, they miss the pot. Put ’em in the slammer! And Polynesians, man, they track sand in the house, get fish juice on the furniture, and all those pubescent chickies with their honkers exposed? Jail ’em! And how about ten to twenty, while we’re at it, for every horny little teenager, I mean talk about insolence, talk about no restraint. And Negroes (sore topic, Fred?), I’m hearing rambunctious shouting and interesting grammar, I’m smelling liquor of the malt variety and sweat that’s very rich and scalpy, and all that dancing and whoopee-making and singers that coo like body parts wetted with saliva and special jellies: what’s a jail for if not to toss a Negro in it? And your Caribbeans with their spliffs and their potbelly toddlers and their like daily barbecues and ratborne hanta viruses and sugary drinks with pig blood at the bottom? Slam the cell door, eat the key. And the Chinese, man, those creepy-ass weird-name vegetables like homegrown dildos somebody forgot to wash after using, one-dollah, one-dollah, and those slimy carps and skinned-alive songbirds, and come on, like, puppy-dog soup and pooty-tat dumplings and female infants are national delicacies, and pork bung, by which we’re referring here to the anus of a swine, presumably a sort of chewy and bristly type item, pork bung’s a thing Chinks pay money for to eat? What say we just nuke all billion point two of ’em, hey? Clean that part of the world up already. And let’s not forget about women generally, nothing but a trail of Kleenexes and Tampaxes everywhere they go. And your fairies with their doctor’s-office lubricants, and your Mediterraneans with their whiskers and their garlic, and your French with their garter belts and raunchy cheeses, and your blue-collar ball-scratchers with their hot rods and beer belches, and your Jews with their circumcised putzes and gefilte fish like pickled turds, and your Wasps with their Cigarette boats and runny-assed polo horses and go-to-hell cigars? Hey, funny thing, Fred, the only people that don’t belong in your jail are upper-middle-class northern European men. And you’re on my case for wanting

Infant (hope)—trust versus mistrust Toddler (will)—autonomy versus shame Preschooler (purpose)—initiative versus guilt School-age child (competence)—industry versus inferiority Adolescent (fidelity)—identity versus role confusion Young adult (love)—intimacy versus isolation Middle-aged adult (care)—generativity versus stagnation Older adult (wisdom)—integrity versus despair

With wisdom, patience, and love, you can create a home where your child feels safe, secure, and free to grow and learn, and where she can become a responsible, respectful, and resourceful person—and where you will find joy in your parenting role.

The most valuable parenting tools are those you already possess: your love for your child and your own inner wisdom and common sense.

You can stand with your feet (or values) firmly rooted while still guiding your child with steady, gentle hands and a kind voice. This is not an easy task; it requires patience, energy, and boundless hope.

Your child will learn to respect and value the needs and feelings of others by watching the choices you make.

There is a popular cartoon that shows a mother talking to her child. “Honey,” she says, “when you’re older, I want you to be confident, assertive, and independent. But right now I want you to be compliant, quiet, and obedient.” Most parents know the feeling: The very same qualities that we want for our children as adults can make life challenging when they’re young.

Positive Discipline is built on teaching, understanding, encouraging, and communicating—not on punishing. Punishment is intended to make children “pay” for what they have done. Discipline is designed to help children learn from what they have done.

Discipline with young children is mostly about deciding what you will do (and kindly and firmly following through) than with what you expect your child to do.

The principles of Positive Discipline will help you build a relationship of love and respect with your child, and will help you live and solve problems together for many years to come.

Punishment may seem to “work” in the short term. But over time, it creates rebellion, resistance, and children who don’t believe in their own worth and capability

Children do cooperate (most of the time, at least) when they’re involved in finding solutions to problems; they will understand “no” when they are developmentally ready; and they listen when parents listen to them and talk in ways that invite listening. Problems are solved more easily when parents use kind and firm guidance until children are old enough to be involved in the process of creating limits and focusing on solutions.

Mutual respect. Parents model firmness by respecting themselves and the needs of the situation, and kindness by respecting the needs and humanity of the child.

Understanding the belief behind behavior. All human behavior happens for a reason, and children start creating the beliefs that form their personality from the day they are born. You will be far more effective at changing your child’s behavior when you understand the beliefs behind it.

Understanding child development and age-appropriateness. This is necessary so that parents don’t expect behavior of children that is beyond their ability and comprehension.

Effective communication. Parents and children (even little ones) can learn to listen well and use respectful words to ask for what they need.

you will work together to find respectful, helpful solutions to the challenges you face, from spilled apple juice to bedtime woes.

Encouragement celebrates effort and improvement, not just success, and builds a long-term sense of self-worth and confidence.

Children do better when they feel better. Where did we get the crazy idea that in order to “make” children behave, we should make them feel shame, humiliation, or even pain? Children are more motivated to cooperate, learn new skills, and offer affection and respect when they feel encouraged, connected, and loved.

True discipline guides, teaches, and invites healthy behavior. As you may have discovered, you can never really control anyone’s behavior but your own, and attempts to control your child usually create more problems and power struggles.

Life with an active, challenging toddler becomes much easier when you accept that positive learning does not take place in a threatening atmosphere. As research in respected university child development labs has consistently demonstrated, children don’t learn healthy attitudes and life skills when they are feeling scared, hurt, or angry.

Sadly, a child often “misbehaves” because she has lost her sense of belonging or connection. Misbehavior “works” for a very good reason; that is, it regains a parent’s attention and involvement, even if that attention is negative. Believe it or not, children don’t “act out” to get attention. While all children need attention, what they really seek is safe, secure connection. When your child knows that she is securely connected to you, her misbehavior will diminish.

Punishment—no matter what sort you use—is likely to produce what we call the Four R’s of Punishment: 1. Resentment 2. Rebellion 3. Revenge 4. Retreat, through: a. Sneakiness (“I just won’t get caught next time”) or b. Low self-worth (“I really am a bad person”)

There is a difference between wants and needs, and your little one’s needs are simpler than you might think. All genuine needs should be met. When you give in to all wants, however, you can create problems for your child and for yourself.

For example, your child needs food, shelter, and attachment. He needs warmth and security. He needs to learn he is capable and can contribute. He does not need a tablet computer, a television in his bedroom, a miniature monster truck to drive,

From his earliest moments in your family, your young child has four basic needs: 1. A sense of belonging (connection) 2. A sense of personal power and autonomy (capability) 3. Social and life skills (contribution) 4. Kind and firm discipline that teaches (with dignity and respect)

wonder, “Would they rather have weak-willed children?”): children who won’t obey, won’t listen, or have temper tantrums. Some of this behavior is typical of a young child’s development, as children explore and experiment to discover who they are and what they can do.

A child’s attachment to his mother is a complicated yet crucial psychological business. In normal childhood development, at first the child’s whole world is the mother. Then, sometime between the infant and toddler stages, the child realizes that he’s separate from his mother and experiences separation anxiety, crying when she isn’t in sight. Often, to avoid the anxiety, he adopts an object that represents the security of the mother-child attachment. This becomes the transitional attachment object. It’s usually a blanket or a plush toy, and the toddler takes it everywhere, especially to bed. The transitional object helps the child bridge the gap between dependence and independence.

a true sense of self-worth does not come from being loved, praised, or showered with goodies. It comes from having skills that provide a sense of capability and resilience to handle the ups and downs and disappointments of life.

When children are young, they love to imitate parents, grandparents, and other caregivers. Your toddler will want to push the vacuum cleaner, squirt the bottle of bathroom cleaner, and cook breakfast (with lots of supervision). As your little one grows more capable, you can use these everyday moments of life together to teach her how to become a competent, confident person

The human brain is “under construction” throughout childhood and adolescence; in fact, the prefrontal cortex, which is responsible for good judgment, emotional regulation, impulse control, and other admirable “adult” qualities, is not fully mature until after the age of twenty!

The first three years, however, are especially important; what a child learns and decides about himself (“Am I loved or unloved, capable or not capable?”) and the world around him (“Is it safe or threatening, encouraging or discouraging?”) becomes part of the “wiring” of his brain. The outside world, which is experienced through a child’s senses (hearing, seeing, smelling, and touching), enables the brain to create or change connections.

As educational psychologist Jane M. Healy puts it, “Brains shape behavior, and behavior shapes brains.

Especially in the first years of life, connection with caring and responsive parents and other caregivers is critical for your child. You influence the very structure and wiring of your baby’s brain; you influence the person she becomes and the future she will have.

what children really need to grow and develop is unhurried time with caring adults,

It is important to note that this does not mean allowing children to rule the home.

There is simply no substitute for time and attention, and children who have the opportunity to bond well with parents find it easier to get along with others and to be comfortable in their world as they grow up.

Pampering, sometimes called “spoiling,” makes your child dependent on you. As you will learn, it is important to meet all of your child’s needs for love and basic care, but it can be harmful to give in to all her wants. As you gain information and knowledge, remember to access your heart and inner wisdom to find the balance of interaction that is respectful and healthy for you and your child.

Studies have shown that babies who are touched, massaged, and held often are less irritable and gain weight more quickly. Holding, rocking, and cuddling a child communicates love and acceptance perhaps better than anything else. Babies, toddlers, even parents need hugs, and a loving hug may be all the “help” your little one needs for many of life’s small crises.

Asking an older child, “Would you like a hug?” or “May I give you a hug?” will help give them a sense of control over their bodies.

Remember that while repetition may be boring to you, it isn’t to your child. Babies and toddlers learn through repetition, which is why routines are such an effective and important teaching tool for this age group.

Knowing that you are shaping a healthy brain may give you the patience it takes to tell favorite stories over and over again. Incidentally, television does not have the same effect on babies and toddlers as real speech.

Your child will need lots of opportunities to exercise his imagination and creativity as he grows. (Sometimes that includes time to play alone.)

children learn from all of their senses, and having the opportunity to get messy is a valuable part of play—and learning. (You can always clean up together afterward

don’t get the impression that your baby needs constant stimulation. Babies need private time to explore by themselves.

harsh criticism, punishment, or shaming may also damage a child’s brain and ability to trust you.

children are shaped by both the raw material they inherit and the forces around them, they also bring to the world something unique to them: their own spirit and identity.

will feel obliged to cruise up to the boundaries you’ve set and test them occasionally, just to make sure they’re firmly in place.

He’s not deliberately trying to drive you insane; he’s either exploring at his age-appropriate level or learning about consistency and making sure adults mean what they say (an important part of trust).

mirror neurons help him figure out how to imitate you. In the same way, when you are angry, excited, or anxious, his mirror neurons will “catch” your emotion and create that same feeling within him.

there is nothing more important you can give your little one than a strong relationship with you,

Toddlers are highly impulsive little people, and warnings are simply overpowered by the desire to touch, hold, and explore.

He is a small scientist using his hands, mouth, and imperfect coordination to determine the properties of the marvelous world around him. Your real tasks as a parent are prevention, vigilance—and very quick reflexes.

How might you feel if everything you tried was a little beyond your ability to succeed—and you were criticized for the efforts you made?

That’s not necessarily bad—until it becomes so pleasing and engaging to the brain that we begin to prefer it to other less-stimulating, less-busy sensory input. An infant or toddler consumed by a screen is missing out on other critical forms of learning about the world. They should be exploring what things feel like, smell like, taste like. They should be making sense of their world using all their sensory tools.

Often adults fail to realize that they simply can’t reason with a toddler and thus they spend more time talking than acting. No matter how well you use them, words are often little more than sounds to young children. Actions, like removing a child from a forbidden temptation by picking him up and carrying him to another location, provide an unmistakable message.

The best way to be sure a tiny person realizes that you are talking to her is to make eye contact. Get down on her level, look into those curious eyes, and speak directly to her.

Provide Opportunities to Help Toddlers often resist a command to “go to the car” but respond cheerfully to a request like “I need your help. Will you carry the keys to the car for me?” Activities that might easily have become power struggles and battles can become opportunities for laughter and closeness if you use your instincts and creativity.

No matter how old your child is now, try to remember that incredible sociability of infants and toddlers – the way they flirt, smile, pull at our heartstrings. Everything you see now has been built on that foundation. It’s hard to see that happy little guy you raised inside your touchy fifteen year old. But does that little boy emerge when your son is laughing with a group or watching TV with a friend? If so, relax. If, however, you cannot spot any sign of your happy youngster in your older child, if he or she cannot take any pleasure in friends or in a group or is always isolated, then, as a psychologist, I am worried - and you should be too.

Figure 2.1 Cortical connections over two years adapted from Conel The top row shows the baby’s cortex at birth, then at one month and at three months. They all look about the same, don’t they? But look what happens at six months (bottom left box): the number of cell bodies remains the same, but the number of connections has multiplied exponentially. The connections grow so quickly in the first three years of life that neuroscientists call it neural exuberance. Neural exuberance! The name is well earned: The baby’s brain makes 24 million new connections every minute, and this continues for the first three years of life. Each neuron may be connected to 1,000 other neurons — that multiplies out to 100 trillion possible connections between neurons, more than the number of stars in the universe. This high level of connectivity between brain cells leads to the cortex of a three-year-old being twice as thick as an adult’s! As connections are created, new abilities emerge. For example, when connections grow in Broca’s area — speech production — around six months, then children begin to speak. Around nine months of age, the frontal areas (behind the forehead) become more interconnected, and that’s when most children develop object permanence: knowing that objects continue to exist even when they are out of sight. Before object permanence develops, when Mom is out of sight she’s no longer in the baby’s universe. This is why young babies are inconsolable when Mom leaves. Once they start to develop object permanence, babies can hold on to an internal image of Mom. This is about the age that babies play peek-a-boo. Mom disappears when she puts the blanket over her head, but the nine-month-old knows Mom’s still there even if he can’t see her. The infant tests his “knowledge” when he pulls the blanket off and sees — sure enough! —Mom really is there! What is the use of so many brain connections in the first three years of life? These connections are ready-made highways for information to travel along. The toddlers’ ability to quickly adapt and learn is possible because they have a vast number of brain connections available for making sense of the world. Thanks to neural exuberance, the child does not need to create connections on the spur of the moment to make meaning of each new experience; myriad connections are already there. Pruning of connections The number of connections remains high from age 3 until age 10, when the process of neural pruning begins. Connections that are being used remain; others get absorbed back into the neuron. It’s similar to pruning a bush. After pruning, individual branches get thicker, fruit is more abundant, and the whole bush gets fuller. This seems a little counter-intuitive, but pruning works because it allows the plant’s limited resources to go to its strongest parts; water and nutrients are no longer wasted on spindly branches and dried-out roots. Similarly, when unused brain connections are pruned, neural resources are more available for brain areas that are being used. This results in a more useful and efficient brain that’s tailor-made to meet each individual’s needs. This process of pruning occurs in all brain areas. Figure 2.2 presents findings published by Sowell and associates. They measured Magnetic Resonance Imaging in 176 normal subjects from age 7 to 87 years. The x-axes in these graphs present years from 10 to 90 years. Notice there is a common pattern of decreasing connections in all brain areas. In some brain areas this change is steeper, such as in frontal areas, but is flatter in other areas such as temporal areas in the left hemisphere.