Fall Celebrations: Martinmas

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Valentine's Day

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Today is Valentine's Day, and, even if you don't read this post until tomorrow or even many months from now, let me suggest that you let today, the day that you read this, be all about love. About love, and about cherishing the relationships that you have in your life.

With young kids in the house, it can be easy to feel frazzled and like you never quite 'have it together.' Your hair remains unbrushed, and the house is never as tidy as you wish. So the first stop in this journey of Love is yourself. Tell your toddler that today is a very, very special day, and you're going to spend all day getting ready. If it's too late to do it for Valentine's Day today, do this tomorrow. If you work, do it this Saturday. If you're married, your spouse will be surprised and extra-pleased to have this come on a day when it's not expected. Here's what to do:

Getting the House Ready
Mid-day, spend some serious time making the house special with your toddler. The two of you can tidy up the livingroom and diningroom, can wash the kitchen floors together, and clean up in some way that's above and beyond what you normally do, clearing off the table in the entryway, or the sideboard, or polishing the table. As you're doing it, talk with your child about how much Daddy's going to love to see this when he gets home. If dad doesn't live with you, simply talk about how much you and your child are going to love this space when you're done, about how you're making it special. And then make it extra special by putting a tablecloth on the table, put candles all around the room, and put some flowers or something else that's beautiful in the center of the table.

Getting Yourself Ready
While your child is taking his afternoon nap, instead of using it as time to catch up on things, use this time to take a bubble bath. Wash your hair, shave your legs (if you shave them!), and when you get out, put on special lotion that you love the scent of, cut your toenails, and do whatever you can do to pamper your body and feel beautiful. At each step, take a moment to appreciate this body of yours. We often forget our bodies, or even try not to pay attention to them, but today, on this day of love, give some love to your very own body.

Getting Your Child Ready
When your little one wakes up from naptime, take a little extra time with him or with her, today. Light a candle to make the space special, and sit on the couch and snuggle together. Brush their hair while he's sleepily sitting on your lap. Rub his feet with lotion. Tell him how much you love him and how glad you are that he was born into your life. Tell him about how before he was born, you hoped and prayed that you would have a little boy, and you and daddy got ready for him together, and now that he's here you love him so much. Or, if he was unplanned, tell him about how you were living your life and you didn't even know that you needed a little boy, but he knew that you needed him. And when he came he was the best surprise you had ever had. Make the story real, so it fits the situation, but also make it a little bit magical, a fairytale.

After he wakes up from nap and has a snack, you can spend the afternoon making Valentines for each person that you love. Decorate them together, and write on each one what you appreciate about that person. Dig deep and go broad, and let your child contribute. These are special letters to let the people in your life know how much you appreciate them.

“Dear Mom, Cedar and I are sitting here together and thinking about how much we love you. We love having you come to visit, and we wish you could visit more often! I love how I know I can call you whenever I need to, and I especially appreciate the support you gave me when things were hard this fall. Cedar loves (ask Cedar what he loves about Grandma and write it down) your big hugs. I want to tell you how much I loved the time you spent here after Cedar was born. Cedar says he loves your dog Brandy. I love how you always tell me what a good mother I am. It means a lot to me. Thank you. Happy Valentine's Day.”

Getting Ready for Dad
If dad lives with you, then the moment he gets home will be something special. You can warn him that you and your child have been preparing something special for him, or not. When he is on the way home, get ready for him. Dim the lights, light the candles, put on some soft music. When he comes in, greet him with a smile and a kiss. You and your child can give him the Valentines that you made for him that afternoon. Then eat dinner together, and make it as special as possible. Even if the food you're having is not special, you can make the meal special by eating by candlelight. By keeping soft music on if you don't usually listen to music during dinner, or by turning the music off if you usually do. If you have special plates or glasses, use them. Have something special to drink, wine if you like that, or sparkling water with a splash of cranberry juice. If dad doesn't live with you, you can do all of these special things with your child.

Adult Time
Put your child to bed a little early tonight, fifteen minutes or half an hour. Chances are good that he will still sleep to his normal time tomorrow morning. Use the evening to let your partner know how special he or she is to you, and how your life is better for having them in it. If your partner is not present, use the evening to call the important people in your life, your parents, close friends. If they are out celebrating Valentine's Day themselves, think of how happy they'll be to come home and hear that message from you. And if you didn't get the chance for that bubble bath during the afternoon, now's the time!

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Mine!

From the time they learn to talk, the word “Mine!” often plays a prominent role until a child is three or so. In fact, the first year I started working with toddlers, a sheet of paper was passed around titled “Toddler Property Laws.” It starts out:
       -If I like it, it's mine.
       -If it's in my hand, it's mine.
       -If I can take it away from you, it's mine.
       -If I had it a little while ago, it's mine.
It goes on from there, but you get the idea. Everyone who has spent time with toddlers laughs when they read it. As I've spent more and more time with toddlers, however, my views on the word mine have changed.  I've come to believe that most of the time that a toddler (especially a young toddler) says “mine,” what he's really doing is expressing recognition of this object, explaining that he has a relationship with it. What do I mean by this? Well, here's a conversation that I have on a regular basis at Rainbow Bridge. Let's choose a little girl named Jojo. Jojo sees Sylvia playing with a toy that she recognizes:

Jojo: Mine!
Me: Were you playing with that before?
Jojo: (nod)
Me:  Yes. (pause) You were playing with it, and now it's Sylvia's turn. (pause again) Now you're playing with the dolly.
Jojo looks down at the doll in her hands, then up at me, and nods.

At least half the time, this is the conversation in its entirety. I acknowledge Jojo's relationship with the toy, then point out what she's playing with now. This feels satisfying to her, and she goes off to play with her doll. Unfortunately, many times we adults misunderstand toddlers' limited vocabulary, and assign the meaning that WE would give to the word “mine” when we hear them say it. When a child sees a toy in another child's hands and says “Mine!”, the adult often refutes them, going on to say who it really belongs to, who's allowed to play with it when, etc. And often, this ends up with an unhappy child. My idea is that to them, this feels like we're denying their relationship with that toy, which is completely unjust. They keep trying to explain (by saying “mine!”), and the adult keeps telling them that no, it's not actually theirs. How frustrating.

On the other hand, sometimes when they say “Mine!” it's because they see another child playing with a toy and they wish they could play with it. (I have a theory that toys 'come alive' to children when they are being played with, which is why toddlers always want a toy that somebody else is playing with.) When that happens, we go through the conversation above, but instead of wandering off, Jojo responds with a firm, “Mine!” Here's what I do then:

Jojo: Mine!
Me: Do you want another turn with that toy?
Jojo: (nod)
Me: Why don't you ask her? You can say, “Sylvia, can I have a turn when you're done?”
Jojo (to Sylvia): Can I have a turn when you're done?
Sylvia: Yes
Me: She said yes! You can have a turn when she's done! What will you play with while you wait?

At this point a child usually is happy to find something else while they wait, although sometimes she may need my help to find something that is as “alive” as the toy in Sylvia's hands. I make another toy come alive by starting to play with it, then offering it to her.

There are a couple of things that can trip up this conversation. One is if Jojo fails to get Sylvia's attention before she asks, speaks too quietly for Sylvia to hear, or asks me instead of asking Sylvia. If this happens, I'll either encourage Jojo to get her attention first, or I'll help: “Sylvia, Jojo has a question for you.” If Jojo is too young or too shy to ask for herself, I'll position myself right next to her and ask for her: “Sylvia, can Jojo have a turn when you're done?” Another problem can arise if Jojo asks and then Sylvia says “No.” If this happens, I'll simply explain to Sylvia, “Oh, she doesn't mean right now. She means when you're ALL DONE.” Usually Sylvia is happy to agree with this.

If Sylvia is playing at Jojo's house, there is another layer to the word “mine.” Then the question of ownership may really be coming into the discussion. In that case, I would reassure Jojo: “Yes. That toy is YOURS. Sylvia's having a turn with it right now. (pause). What are YOU playing with?”

Certainly it's clear that the word “mine” can mean different things at different times and in different situations. I don't know if toddlers really use it to express a relationship to the object, but I do know that when I think of it that way, and I acknowledge it as such, children often seem satisfied with no further action needed. Give it a try!

Warmly,
Miss Faith

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The Spirit of Giving

The holiday time is a wonderful time to help children develop the spirit of giving. Instead of giving out all of your gifts at once, try giving a gift to one person each week for six weeks, so that each time is a significant experience. Giving away things that you and the children have made together, or choosing things that you already own to give away makes the experience feel much more meaningful. Here is an example of what you might do:

WEEK 1: Gift your neighbors. Bake banana bread (or whatever you love to bake), put a ribbon around it, and take it over to your neighbors. Even if you don't know your neighbors very well, they will probably appreciate a gift in the holiday spirit, and it may open doors to getting to know them! Make a card with your child: he can color it, and you write a message that the two of you come up with together. When you and your child notice their lights on, go over and give it to them together. Children love giving gifts, but they often get too shy with excitement to present them. Even children I've seen five days a week for two years sometimes have trouble presenting me with a gift. So be prepared to do the talking, but know that your child is participating through you.

WEEK 2: Gift your play-group teacher or favorite babysitter. Teachers get lots of gifts, so think carefully about what will be appreciated. I love baked gifts, but if your teacher is watching her waistline it may not be a good idea. One of the best gifts I've gotten from a family was a gift certificate to Whole Foods in a card that parent and child had made together. It seemed both thoughtful and practical.

WEEK 3: Gift children who won't get many gifts. Help your child choose some of his toys to give to children who won't get presents, and take them to a homeless shelter or an organization like Toys for Tots. This is actually a good thing to do once a month or every other month. The average American child gets about 70 new toys each year, but children who have fewer toys tend to be more creative and appreciate the ones they have, according to Pamela Paul, author of the book Parenting, Inc. Going through your toys regularly and giving away the ones that could be better used by another child can be a wonderful way to foster a spirit of giving in your children.

WEEK 4: Gift the grandparents. A lovely gift for grandparents is a photo of your child in a frame that you and your child decorate together. If you know your parents would hate a frame like that, then perhaps make special wrapping paper for it.

WEEK 5: Gift the elders. If you have elderly friends, make a special trip to visit them and give a gift. If you don't, consider going to a local nursing home. I suggest a small, homey assisted-living home so the setting isn't too overwhelming for your child. I used to take 3-4 children each week to visit the elders at Anam Chara, a waldorf-inspired assisted-living home that housed twelve elders. Both the children and the elders loved these visits.

WEEK 6: Gift dad. Dads love gifts that moms and kids make especially for him. If dad lives at home with you, you might take him somewhere special to present the gift: go to the ice-skating rink to present a pair of gloves, to the zoo to present a wooly hat. Make sure that he knows in advance that this is a special trip in his appreciation, and make him feel as special as possible. It's nice to get this sort of acknowledgment when it's least expected!

          And of course, don't forget to make Thank You cards with your child for each person from whom he receives a gift. Help him decorate them and have him dictate a thank-you message that you write down. These are often hilarious and are always appreciated. If you can, have him give the thank you cards personally, instead of putting them in the mail. Teach them to say “Thank you for your gift” when they hand it out. Practice on the way over, but if they get too shy to say it themselves, ask “Would you like me to say it for you this time?” When you say something for a child, they often feel like they're saying it themselves, so don't worry if they still ask you to say it for them the fourth or fifth time. They will say it for themselves soon enough.

Sharing/Hoarding Toys

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This is a letter I wrote to a parent at Rainbow Bridge who asked for advice for her toddler. There was a new baby in the family, and Lana, age 23 months, was hoarding toys, and generally making interactions with other children unpleasant. This was especially hard when other children came to their home. After our conversation I wrote this:

Dear Lana's Mom,

I was thinking about Lana and sharing, and thought I'd pass along a modified dialogue that I use around sharing all the time here at Rainbow Bridge. I like it because it gives children dialogue that they can use by themselves some day (in the fairly distant future) without your help. Here's what it looks like:

Lana: (seeing Miller playing with a toy): Mine!
You: YES. That is YOUR toy. You're sharing! It's Miller's turn!
Lana: Mine!
You: Yes. You love playing with that toy! Would you like a turn too?
Lana: (either nods or says:) Mine!
You: Let's ask Miller if you can have a turn when he's done. (Turn to Miller) Miller, can Lana play with that when you're done?
Miller: OK
You: (to Lana) He said yes! You can play with that when he's done! (wait a beat.) What will you play with while you wait? (Wait for a minute to see if Lana can move on to something else by herself. If not, pick up a toy and start playing with it, then say): Maybe this babydoll?
Lana: (Either is distracted, or can't be distracted and starts to cry) Wahhh!!!
You: I know. It's hard to wait! Come on over here and let's see what we can find (Carry her away).

That's the basic gist of it. After you've done it a few hundred times, you might be able to stop after acknowledging that it IS in fact her toy and that it's Miller's turn. When she says "Mine!" again, say, "Yes. You love playing with that toy. What's Miller doing with it? Is he driving it around the livingroom? What would YOU like to drive around the livingroom?" And help her find a similar toy. Or you could say, "Yes. You love playing with that toy. Were you playing with it before?" Lana nods. You go on, "What did you do with it?" Then the conversation proceeds apace and you gradually change the subject. I use this all the time and it's amazing how effective it can be.

**Sometimes, depending on Miller's age, you might ask if Lana can play with it when he's done, and he'll say "No!" Then you say, "Oh, we don't mean right now! We mean when you're ALL done. Can Lana play with it when you're ALL DONE?" Usually that's enough to get him to agree, but if he still says no, you can say, "Well, I think when you're ALL DONE it will be OK. (turn to Lana) Lana, you can play with it when he's all done." And, as an FYI, here at Rainbow Bridge we know that somebody is all done when we see the toy lying on the floor.


If Lana is already trying to pull the toy away from Miller before you get to her, the conversation won't be as smooth. Here's what I do at Rainbow Bridge:

Lana: (pulling at the toy): Mine!
You: Oh! Miller's using that right now! You can find a toy that NOBODY is using! (Take the toy and hand it back to Miller, then say): What will YOU find to play with? (If she won't give it up, say firmly): This is for Miller right now. (take the toy and give it back to Miller.)
Lana: Wahhh!!!
You: (sympathetically):I know. You wish you could have it RIGHT NOW! It's so hard to wait! (wait a beat): Let's go find something for you to play with. (or) What's so-and-so doing over there?


So, hopefully this will give you something to get started with.. The most important thing is to keep your cool, and to remember that 1) with this dialogue you're teaching her skills that she'll be able to use on her own some day, and 2) these things are in fact her toys, so be sympathetic at how hard it is to wait (while at the same time, being firm that it's so-and-so's turn).

I love Lana so much. She's sharp as a tack, and she doesn't miss a beat, and she's firm about what she wants. That makes your job much harder than that of parenting a tractable (or easily distractable) toddler, so don't feel like it's a reflection on your parenting that things are hard with her, and that she doesn't behave as easily as other children seem to. She's going to grow up to be an amazing person, so hang in there! I think you guys are going a great job.

Lana's Mom wrote back:
Faith, this is SO helpful, and I greatly appreciate you taking the time to write this all out for me. I think I will print it up and keep it somewhere handy so I can always be remembering this dialogue to use! And I of course love your sweet words about Lana and our parenting - thank you.