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September, 2009

Sometimes words are not enough . . .

Language is an important part of communicating, but words have limitations. Words seldom tell the whole story in an emotional situation. Nuances are inherent in subjective experiences. Because of the limitations of language, using only words can cut off important, intense emotional aspects of your child’s experiences in life. A child, for example, can feel …Continue reading

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Offer choices wisely . . .

Giving children choices rather than routinely telling them what to do engages the child’s higher thinking brain. By offering choices with consequences, your child will get some practice in planning and thinking through his or her choices as well as experiencing the consequences of that choice. By the age of five, most children respond well …Continue reading

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The age of reason . . .

Children develop their ability to reason at different chronological ages. Some children arrive at the age of reason when they turn four while others are seven or eight years old before they have reasoning powers. It makes sense then to instruct children accordingly. For example, asking a young child to follow simple rules, such as …Continue reading

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Look underneath behaviors . . .

Children often communicate through behaviors, so parents, to be effective, need to look underneath a child’s behavior before responding with disciplinary action. What need does your child have that is not being met? What feeling does your child have that he or she doesn’t know how to handle? It can be helpful to translate behaviors …Continue reading

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Storytelling . . .

Telling stories is one playful way to help children address important themes in their lives, particularly those that children might prefer not to talk about. Discharging powerful feelings connected to memories and experiences is important, though, so residual feelings are not left to bubble up later in life. Stress over family changes and other fears …Continue reading

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