Life As the Curriculum

This is an excerpt from a piece I wrote for my teleclass, Joyful Days with Toddlers!  The Sunday class is completely full, but there are still two slots in the Tuesday class if you're interested.  It starts this Tuesday, March 1st 2011, and calls are from 6:30-7:45pm Mountain Time.  Please email me if you'd like one of those two spots at faithrainbow@yahoo.com

 People often think they have to have a “curriculum” to be teaching the children things, or they feel guilty because they don't have a formal curriculum. Curriculum subjects I've seen have ranged from numbers, colors and letters, to subjects such as germs or pirates.  However, it seems to me that 'teaching' things like colors is silly, because they'll learn it anyhow, and subjects like germs and pirates don't relate to their lives at all.

What I am here to suggest is that young children really learn all they “should” be learning through their own play and through watching and participating in the daily tasks that go into running a household. Gross motor skills come from putting things on a shelf or rolling dough with a rolling pin; fine motor skills come from decorating bread with raisins or folding a washcloth. Sorting skills are developed unloading the silverware from the dishwasher, or sorting laundry. Vocabulary skills, taking directions, and working cooperatively are all developed listening to you as you help them master these skills.

However, I would even go a step further and suggest that using our daily tasks as the curriculum is MORE effective for teaching skills and ideas than designing a bunch of activities and games around a theme. There are several reasons for this.

Why Daily Tasks are Fulfilling to Children

I very firmly believe that everyone in this world wants to feel connected, to feel that they are competent, that they are contributing. When I think about my own life, all of the parts that feel the best revolve around me feeling connected, or feeling competent, or feeling like I'm contributing. In fact, that's why I love working in early childhood, because I get to do all three of those things simultaneously.

Think about your own life for a moment: what have been the highlights? What times have you felt the most alive, the most vibrant? And think about it through this lens I've given you. Were you feeling connected, competent, or like you were contributing, during those times? If not those things, what were you feeling that made them especially great?

Now think about the young children in your life. We all know how important it is for children to be connected: lots of research has been done on the importance of attachment. And children spend enormous amounts of time practicing being competent. As they learn to walk, they fall over and get up again and again and again. As soon as they learn to talk, the phrase “me do dat” is often the most common to come out of their mouths. We often don't let them try things for themselves as long as they'd wish, because we're in a hurry, or we can see that they won't be successful, but most of us understand and value their striving for competence. But how about the desire to contribute? That is not something that most of us think about in relation to young children, even though we can see how their faces light up when they are able to do so. Read this article from the science section of the New York Times (http://www.nytimes.com/2009/12/01/science/01human.html?_r=1 ). Studies are showing that children may be born with an innate desire to help.

As parents and caretakers in our culture, it's easy for us to recognize the desire for connection, and we work very hard to develop it. In fact, we often work so hard at developing the connection piece of things that we sometimes unconsciously cut off our children's abilities to be competent and to contribute: we love them so much that we want to do everything for them. Our own desires to be competent and to contribute to them leave no room for them to be able to contribute in a meaningful way.

By consciously setting Life as the platform for children children to learn skills and ideas, we are giving them the chance to develop true competence, as we do these tasks day after day after day. As their skills develop, they know that they are really contributing to the household. And your gratitude for their help (especially as they get better at it!) helps you connect.

My article goes on to look at how we can do this effectively, with practical tips and suggestions.  During the conference call I will show video footage of children helping me with laundry, washing dishes, brushing hair, and baking bread.

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Potty at Daycare

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If you work taking care of other people's toddlers, then you are an integral part of the potty-learning process. Having several toddlers together gives you some advantages over parents, but it also presents some unique challenges.


Advantages
The main advantage you have is that young children learn through imitation. At Rainbow Bridge I'll usually take two or three children who are potty-learning to the bathroom at once, and it's quite a social experience. We have a kiddie-potty on the floor, facing the full-sized toilet that has a wide foot-stool in front of it and an extra kid-sized seat that's attached to the toilet and opens and closes (see an example here). If I had room in the bathroom I'd put another kiddie-potty, but the bathroom is too small. Still, two children can go to the potty at once, while a third kid stands next to me or sits on my lap (I sit on the stool in front of the sink).

At first, I'll help the children through every process: pulling down their pants, taking off their diaper, sitting on the potty, getting toilet paper, getting a new diaper, pulling up pants, washing and drying hands. As they get more and more experienced, I'll let them do as much as they can on their own, until I get to the point where I say, “I bet you can do this all on your own now! This time, I won't even go into the bathroom with you. I'll just watch from here.” And I'll stand in the hallway outside the bathroom door, saying “Are you really going to do this all by yourself today? I can hardly believe it! But look at that! You pulled your pants down by yourself. Maybe you WILL be able to do it all on your own.” If they need some help, I encourage them to ask for it (“you can say, 'help please!'), but usually they can get it on their own, and I'm super proud of them. After a few times of doing that, when it's time for them to go potty I'll send them to the bathroom on their own, then I'll wait a few minutes before I go and see how they're doing.

In a group care setting, I'll also sometimes ask a bigger kid who's completely diaper-free to take a younger child who's just learning and show them how they go potty. I go with them and supervise the whole thing, but I try to stay in the background a bit and only step in as needed. This can be a very sweet process: the bigger kid feels so competent, and the littler kid feels so special.

Disadvantages
However, there are also some significant disadvantages to potty-learning in groups. The most significant is that if you are working on your own, you have many children to supervise and can't spend all of your time in the bathroom, especially if it is far away from your livingroom/play space. If that's the case, you might consider making a “potty corner” with play-stands or two dressers in a corner of your play-room, or you can just tell parents that their child will have to wait until they're diaper-free to go potty at your house. You have to do what works for you in your house.

Another serious disadvantage is that children tend to have more accidents at daycare because they're having so much fun playing with their friends that they don't want to leave, or they don't realize they need to go until it's too late because things are so exciting. I've had parents who claim that their children are completely diaper-free at home, but they have accidents all the time at my house. In those cases I work with the parents as I can, but if it gets to be too much the child can arrive at my house diaper-free, but once they have an accident or if they can't pee in the potty when I take them, they'll need to wear a diaper for the rest of the day at my house. When their parent comes to pick them up, they can take the diaper off before they leave. As long as the child puts the diaper on and takes it off again while still at my house, they rarely back-slide at home.

And thirdly, children are often having so much fun playing that they refuse to go potty when it's time. For those children, I'll either try to take them when there's a transition going on anyhow, like right after a meal or right when we come inside (so they're not immersed in play yet), or I'll say, “Jack, it's time to go potty soon. Do you want to go now, or will you go after Anna?” He usually chooses to go after Anna, so I'll tell Anna, “Anna, run to the potty and when you get back, tell Jack that's it's his turn.” I'll remind Jack once while she's gone that as soon as Anna's back it will be his turn, and when she tells him, then off we go together, no discussion. This method is usually quite successful. I really like this method of having one child tell the other when they're done for fully diaper-free kids as well, as it helps the kids learn to listen to each other.

The main thing if you are a childcare provider is to do what feels good to you. I love potty-learning because it's a great time for me to get some one-on-one or one-on-two time with the kids, and it's great to watch them as they gain the skills and become more and more competent. But I also always have at least one or even two other adults with me! So if taking children to the potty seems like just one more thing than you can handle, I think it's perfectly alright to have other ways to bond with the children.

Warmly,
Miss Faith

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Worthy of Imitation

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We all know that young children learn through imitation. Sometimes this is funny, like when a little two-year-old in my care walked up to a big four-year-old boy and said, “Hi Cutie!” Other times it makes us cringe a little bit, seeing our actions or hearing our words come out in miniature.

Although we know that children learn from imitation, the logical conclusion to that absolutely never occurred to me until I did my LifeWays training: that because children learn through imitation, in order to serve them best we must strive to be worthy of imitation.

What does this mean, in practical terms? Well, certainly we need to watch what we say. This one is fairly obvious: when we hear swear words coming from our toddlers' lips, we realize that we need to restrain ourselves from swearing in front of them. But something that is just as important but perhaps not as obvious is our tone of voice. Do we speak in a warm, welcoming tone of voice, or do we let ourselves get snappy when we feel tired or rushed or annoyed? We can certainly speak firmly while still letting our love shine through, but when we snap angrily at children or at our spouse, it sends a different message. I will never forget a little boy in my care whose father had started working from a home in an office with glass doors. For two weeks, this little boy did nothing but dig angrily in the sandbox. If anyone tried to approach him he would yell at them, “Go away! Can't you see I'm working?” Parents often have no idea how much of what happens at home comes out in children's play. Children have no filters at this age; everything they experience soaks in.

Another thing to think about are our daily actions. Children thrive when they see caregivers doing “good work.” By good work I mean practical activities that children can imitate in their play, and eventually can help with or do themselves. Any sort of hobby where you make things (either useful or beautiful) are great for this: sewing, woodworking, mosaic art. And a great source for “good work” is household chores: cooking, cleaning, folding laundry, picking up toys. Set up an environment that allows your child to imitate you: have a miniature broom next to the full-sized broom. When you wipe the table, bring two cloths, and sing a little song while you do it. If your child asks to join in, you'll already have a cloth ready. Instead of thinking of these things as chores that should be gotten through as quickly as possible, remember that you are a model for imitation in each case. Instead of slapping the plates together to unload the dishwasher, or setting the table as quickly as possible, imagine you were being filmed for each activity.  Think about how you move, how you gesture, the attitude you display when you are doing this activity. Your child is soaking it all in. I love the image from the Disney movie Snow White, where the birds and woodland creatures come in to help her do her housework, and she sings joyfully through the whole thing. Who wouldn't want to live in a house with a person who moved joyfully through every part of her day? How can we start to become that person?

And thirdly, what are you doing to take care of yourself so that you have the generosity of spirit you need?  Children also benefit when they see that their caregivers have a rich life that doesn't always include them.

As I move through my day at Rainbow Bridge, I'm very conscious of the fact that everything I say or do will be soaked in and imitated by the children I care for. Some days I do better than others; when I haven't gotten enough sleep or a little boy poops in his pants for the fourth day in a row, I sometimes am not somebody who I'd like to see anyone imitating. But each day is a new opportunity, and the more I practice, the better I get.
 
Warmly,
Miss Faith

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Caring for Ourselves

When I spend the majority of my day caring for 8-12 toddlers per day, I tell people, “When I get enough sleep, I have the best job in the world. When I don't get enough sleep, I have the worst job in the world.” People who don't have children laugh, and people who do have children laugh too, but it a completely different way.

I believe that there are a couple of reasons for the stark contrast of how it feels to be with kids when we're rested vs. when we're tired. The first and most obvious reason is that our patience is impaired, along with our imagination and our wit, all three of which are huge bonuses when it comes to enjoying the children in our lives. But I think it's actually more than that. I think that it has to do with the fact that children learn how to interact with the world though imitation, and it is largely us who they are imitating. Not just our actions, but our mannerisms, attitudes and moods as well. So when I am short on patience and snappy in my interactions, I suddenly have my hands full with children who can't get along with one another, and can't resolve their conflicts peacefully. Children have no filters at this age.  They soak in whatever is around them, and it comes out in their actions.

If we accept this idea that children soak in and imitate everything around them, then we must strive to be worthy of imitation as often as we can. And this means taking care of ourselves. Not just in getting enough sleep, although that is certainly necessary. But to really take in and believe that the more we care for ourselves, the more that benefits the children in our care. Not just our physical self, but our social, intellectual and spiritual self as well.

Our Physical Self
Caring for our physical self is fairly straightforward, although even this can seem overwhelming if you have a toddler and a newborn at home. Getting enough sleep, eating nourishing foods, and exercising all help us feel less harried and more alive. Outdoor air and sunshine are also important for our physical selves, and young children benefit enormously from large chunks of outdoor time, so try to be outside with your child both morning and afternoon if you can, perhaps a long walk in the morning, and play in the yard or at the park in the afternoon.

Our Social Self
Caring for young children seems to take up all of our energy, and we often feel too tired and sometimes even guilty to take the time to nurture our social lives. But making the effort to have social time with other adults, both with your child and away from your child, is important. Having social time with other adults while your child is present can start out as a challenge if they're not used to it. Start small, and use it as an opportunity to teach your child the skills they need in social situations: to welcome a guest into the house and offer them something to drink, to say “excuse me” if they would like to interrupt two adults talking, and to thank them for coming when they leave. I loved having guests at both Boulder Waldorf Kindergarten and at Rainbow Bridge, and the children quickly grew to love it too, and often played 'guests visiting' in the play-room.

In addition to having guests over, it's worth the expense to get a babysitter, or the effort of arranging childcare swaps, to take social time away from the children. Go on date-night with your partner. Meet a friend for coffee or for a drink. I remember quite clearly as a child when my mom's friend Harriet would call, my mom would excuse herself, and I'd hear peals of laughter emanating from her room for the next twenty minutes. I would sit outside the door, unable to hear the words but enthralled with this new, vibrant side of my mother. Later, as a teenager, I used to babysit for a family with three boys ages five and under. Every other Friday they would go out on date-night together, and come home laughing and full of life. I remember even at age 16 being impressed that they “had a life” (as I thought of it) just with each other. When you take the time to be social without your children, the positive effects spill over to them.

Our Intellectual Self
By nurturing our Thinking Self, I mean pushing ourselves to continuously push our boundaries and learn new things. This can happen through signing up for classes, doing workshops, reading books, or any way of seeking out new ideas and working to gain new skills. I can clearly remember my dad referring continuously to instruction manuals as he did home-improvement projects, saying quietly to himself, “Aha, so that's what I need to do.” Or going on nature walks with him and stopping to figure out what kind of conifer we were standing under, using the tree-identification book. He'd go through all the questions with me (rough bark or smooth? Long needles or short? Single or multiple needles from one spot?), but he wasn't doing it to teach a botany lesson to me, he was doing it because he was curious. He was nurturing his Intellectual Self. Likewise, when I took the LifeWays early childhood training, every time I came back from a training session I was completely jazzed up, full of new ideas of things to do or try with the children. Or simply seeing the things we were already doing in a new light, based on my new-found knowledge of child development. I was truly sad when the year was over!

Our Spiritual Self
If you already have a spiritual or religious practice, then take the time to renew your energy in these areas. But even if you don't consider yourself to be spiritual, you can nurture your Spiritual Self quite simply by doing the things that help you feel grounded or centered. For me, these include going on hikes by myself, doing artwork, sewing, dancing. Each time I do one of these things I feel so good afterward, and think, “Why don't I do this more often?”

Which things make you feel that way?

If reading all of these areas with the different selves makes you think, “well, that sounds nice and all, but I'm far too busy with my high-maintenance two-year-old who is driving me crazy,” I sincerely suggest that you think again. You don't have to work on all of these areas of your life at once, just choose one thing to take care of yourself, and start to do it. Children are happier when the adults in their lives are happier, and they are learning their way through the world from us. Taking care of ourselves is an important piece of taking caring for them.

Whining

Q: Hi Miss Faith! I’m loving your blog – really wonderful, practical advice, Thank You! One thing I would LOVE for you to address is whining. It’s driving me and my friends of toddlers (mostly girls...) nutty. I reaaaaaallllly waaaaaannnnnt that dresss....... I’m hunnnngrrrrrrryyyy what can I haaaaaave.... You know. What have you found to be the best way to handle this?

A: In my experience, children whine because they are tired, or because they need more attention (or a different type of attention) than they're getting. I'll look first at ways to minimize whining, then I'll look at what to do once the whining starts.

Provide Rest During the Day
If your child is whining, they may well need more sleep than they're getting; the American Academy of Pediatrics says that 3-year-olds should sleep 10-13 hours out of each 24. In addition to this, children need significant portions of “down-time” throughout the day, where they can rest and re-charge. These are especially important to schedule in if your child is no longer napping, and might involve reading books in a quiet space, snuggling together and singing softly or telling soft stories, or children coloring pictures while you do something quiet nearby. Let your energy levels drop, darken the space a little, and avoid eye contact so your child can really be restful during this time. I recommend scheduling several of these into the day, 20 minutes at a time if your child still naps, with a longer one (40 minutes) in place of naptime if your child no longer naps. If your child is in a morning play-program, try not to schedule much activity in the afternoon, to give them time to come down from that high-energy environment. If your child is well-rested, you may see the whining drop off significantly.
Note: watching videos or TV does not not work for down-time, as the medium itself is not actually restful: among other things, watching screens (TV or computer) suppresses the body's production of melatonin, and makes it hard to fall asleep, which is why we can watch TV all night long even though our eyes are scratchy and we know we're exhausted.

Once the Whining Starts

Show Them How
Once a child starts whining, there are a few tricks you can have in your bag. The first question is whether they are asking for something that you would give them if they weren't whining. If it is, you can cue them to ask in a more appropriate voice. Don't just tell them to ask you differently; model what you'd like them to say, and how to say it. For example, if your child whines, “I waaant you to carrrrry meeeeee,” you can simply say, “Mom, will you carry me please?” Chances are good that your child will repeat your words and tone exactly. Then you can respond to her request: “Yes. I will carry you when I've put the baby into her stroller.” Or, “My hands are full right now. I'll stop for a moment and give you a snuggle, then we can walk together to that bench at the corner.” If your child doesn't repeat what you say when you cue her, wait for a moment, then repeat it again. Usually that will do the trick, unless your child is too tired. If she's too tired to say it, you might say, “I can tell you're thinking it. I bet next time you'll be able to say it yourself,” and respond as if she had asked nicely.

Time-In
I'm not an advocate of time-outs for whining; I'm an advocate of time-in. This is because whining is usually a result of kids needing something (rest, attention) that they're not getting. So having some love poured into them for a few minutes is often just what they need “Wow, it looks like you could really used a snuggle. Let's go sit in the armchair together for a few minutes.” Sit together and pour love into her until you can feel her relax. Then she'll probably be ready to ask you in a normal voice, and respond when you cue her.

I had a little boy at Rainbow Bridge who was almost four. Several times a week he would get whinier and whinier as the morning progressed, until he was ready to fall apart. As it got bad, I'd say, “Let's go to the nap-room and snuggle in the rocking chair for a few minutes.” It would only take a minute away from the other children for me to be able to transform my annoyance into compassion for this little guy, and for him to soak in the quiet and the love, and relax. After a few times of doing this, I started saying to him, “You know, we can do this anytime. You can just ask. You can say, 'Miss Faith, I need a snuggle,' and I'll bring you right down here.” After a few more times, he asked me for a snuggle. He asked two or three more times, and then he never had to do it again.

I'm not saying this will happen for your child, but this technique is a little magic. Some parents have asked me if this isn't rewarding bad behavior instead of punishing it, but I disagree. Children fall apart because they're not getting something they need, and they don't have the vocabulary to tell you what. We get good behavior from our children by seeing them as their highest selves, setting them up to achieve living into that self, then unwaveringly expecting it. Children want to live into it too; if they are unable to, it's either because they need some sort of support (more rest, more consistency in their lives), or because our expectations are not age-appropriate.

How to Say “No”
If your child is whining for something that you are not going to give in to (they want a candy bar at the store, they want to eat cereal for every meal, they want to rollerskate in the house), then your tactics may be a bit different.

The first tip is, never use the word “No” to say “No”! Try one of these, instead:

1) Tell them when they CAN do what they want. If they want cereal for lunch, but they already had it for breakfast, you might say, “You can have cereal again tomorrow.” If it's raining and they want to rollerskate in the house, you might say, “You can rollerskate outside when the rain stops.”
2) Give them an alternate set of choices. “You can have cereal again tomorrow. Right now, you can have noodles, or stir-fry.” Or, “You can rollerskate outside when the rain stops. For now, you can color with crayons, or make a fort.” In this last case, it may seem like you're setting up a false dichotomy, and in some ways you are, but the object is to move their minds away from the rollerskates and get their creative juices flowing. They may well come up with some third option at this point that you both can be satisfied with.
3) If they continue to insist on their first, inappropriate choice, continue to avoid the word “no”, as that just causes them to dig in their heels. Instead, acknowledge their love for the thing that they want, or the desire, and then circle back to when they can do it later. “You really love that cereal, don't you. You can have it tomorrow, don't worry,” Or, “You really wish you could ride those rollerskates RIGHT NOW. I hear that. You can ride them when the rain stops. Right now I'm going to build a fort in the dining room. Did you know that when I was little, I always used to build forts when it was raining?” Walk to the linen closet to get the sheets.
4) And if THAT doesn't work, pull out your trump card, and take them on an imaginative journey. In fact, depending on the situation, you might move into the imaginative journey straight away.

The Imaginative Journey
Taking a child ourneyon an imaginative journey when they're whining for something might look something like this:
Child: I reeeally waaaant that dreeeeessss!
Adult: That really is a beautiful, dress, isn't it! Look at all the ruffles. If you wore a dress like that, you would look like a princess! Where would you live if you were a princess in that dress? (If they don't know, you can continue) I bet you would live in a castle where everything was made of gold and silver, and where you would have a bed made of feathers and tiny little dogs who loved you and followed you around wherever you went (etc. etc).

Taking a child on an imaginative journey like this changes the dynamic from them wanting something and you saying no, into a situation where both of you are on the same imaginative page, creating something together. It can work for something as prosaic as a candy bar:

Child: I reeeeally waaaant that cannnndy baaaarrrrr!
Adult: That candy bar sure looks delicious, doesn't it? If you had that candy bar, what would you do with it? What if you had a hundred candy bars like that? Who would you give one to? (wait for answers, and respond). To Sam? That's a good idea, I bet he would love that! I would give one to Grandma. Do you think she'd like that? (etc. etc.).

You can continue this conversation as long as you'd like, and slowly drift away from the actual object that started the conversation. This tactic is especially useful if you're out shopping, when kids often get over-stimulated and don't get enough of the “right” kind of attention from their adults.

And finally, having a consistent schedule where children know when things are going to happen, and how, will help cut down the whining.

Manners

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The Importance of Manners

The biggest single thing you can do to increase your enjoyment of the children you care for: teach them manners. I never realized how important manners were to me, until I suddenly started working in a room with nine two-year-olds. It was completely clear to me: the children who were polite were enjoyable to be around, and the children who were not polite grated on my nerves.

Not only do manners make our children more enjoyable to us, but having manners is an important skill for them to get along successfully in the world. Pleases, Thank Yous, and Excuses Me's are the lubricants that help social interactions run smoothly. Stopping to ask someone who's crying if they're alright is not only polite, but it helps develop empathy. Learning how to ask for help in ways that people want to say “Yes” to, is a skill that will serve the children in your care for the rest of their lives. Many people are lax with teaching young children and manners, especially with two-year-olds. I'm not sure why this is; perhaps they think they're “too young”? But manners are a way of talking and a way of being, and after spending time with lots of toddlers, I believe that they should be taught as children learn to talk. There is no tyrant worse than a two-year-old tyrant, unless it is a three- or four-year-old tyrant!

One of the stumbling blocks is that parents often think that manners are something that children will just “pick up” on their own. While many children do eventually pick them up (if they see manners around them and manners are expected from them in return), the process can go much more smoothly and enjoyably if manners are taught as a skill. They are a social skill, and teaching our children this skill will help us all.

How to teach manners

-Children learn primarily through imitation, and through action. Therefore:
Through Imitation:
-Be sure that you use the manners that you'd like to see, both with your child and with other adults and children you interact with (for instance, saying “excuse me” is much more polite than saying “watch out” if a child is in your way).
Through Activity:
-Expect your child to use manners.
-When a child fails to ask for something politely, simply say the words you wish they were using: “May I have some more, please?” Chances are they will repeat them after you, in the exact tone of voice. There doesn't need to be any discussion about it. For two-year-olds, I make the phrases very simple: “More, please!” For three- and four-year-olds, I use the “very-polite-way” of asking: “May I have some more, please?”
-When they do ask for something politely, you can let them know the effect:
Child: “May I have some more, please?”
Adult: “Yes! When you ask so politely, I'm happy to give you more.”
-When a child gets to the point where he remembers to ask politely much of the time, you can make a game out of remembering. I have a boy in my class, Devin, who is almost 4. About half the time he remembers to say “More please!” but the other half, it comes out as a demand: “More!” I'll look at him, and gasp. This usually elicits a laugh, and is often enough to remind him to quickly squeeze out a “Please!” If it's not, I'll gasp again and pull on my ear, looking at him expectantly. If he STILL doesn't remember, I'll say, “I hear you asking, but I'd prefer to hear you ask the VERY polite way.” If he STILL can't get it out, which sometimes he can't, especially if we're being silly, then I'll cue him: “May I have some more, please?” Usually at this point he'll sit up and say it, but sometimes, if we're very silly or very grumpy, he still won't say it. At that point, I'll say, “I can tell you're thinking it.” As I serve him some more, I'll say, “I bet next time you'll remember to say it, maybe even all on your own.”

NOTE: It's important not to make it into a power struggle where a child has to do it because you want him to; rather, it should just be something that is generally expected. When they fail to do it, simply set up the vision of them being successful at it the next time, and move on.

I'll talk more about other types of manners later: Helping children ask for help is a big one, and what to do with a whiny child, and child-to-child manners (sharing, etc.).