The Good Behaviour Book. Марта Сирс

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СКАЧАТЬ true misbehaviour. We find discipline to be much easier with our eighth child than it was with our first child, mainly because we now have a handle on which behaviours call for instruction, patience, and humour, and which demand a firm, corrective response. We tolerate those things that go along with a child’s age and stage (for example, most two-year-olds can’t sit still in a restaurant for more than a few minutes), but we correct behaviour that is disrespectful or dangerous to the child or to others (“You may not climb on the table”).

      Get inside your child’s mind. Children don’t think like adults. Kids try crazy things and think crazy thoughts – at least by adult standards. You will drive yourself crazy if you judge a child’s behaviour from an adult viewpoint. A two-year-old who runs out into the street isn’t being defiant, he just wants his ball back. Action follows impulse, with no thought in between. A five-year-old likes her friend’s toy so much that she “borrows” it. An adult may stop and weigh the necessity, safety, and morality of an act, but a young child doesn’t. Throughout this book we will show you ways to get behind the eyes of your child, so that you can understand what causes your child’s behaviour and figure out how to redirect it. We call it thinking “kid first”. Here’s an example.

      Our Matthew at age two was a very focused child. He would become so engrossed in a play activity that it was difficult for him to let go when it was time to leave. One day when he was playing and it was time for us to depart (we were late for an appointment), Martha scooped Matthew up and carried him to the door. Matthew protested with a typical two-year-old tantrum. At first Martha had the usual “Hey, I’m in charge here” feelings and felt that she was justified in expecting Matthew to obey quickly and be willing to leave his toys. But as she was carrying the flailing child out the door, she realized that her discipline gauge was out of balance and she was not handling things in the best way. Her actions were a result of her need to leave, but they didn’t take into account Matthew’s need for advance warning and a more gradual transition. She realized it wasn’t in Matthew’s nature to click off his interest in play so quickly, even if we did have a deadline. He was not defying her but was just being true to himself. He needed more time to let go of his activities. So she calmly took him back to the play setting, sat down with him, and together they said “Bye-bye, toys, bye-bye, trucks, bye-bye, cars”, until he could comfortably release himself from the activities. It only took a couple of minutes, time that would otherwise have been wasted struggling with Matthew in the car. This was not a “technique” or “method”; this disciplinary action evolved naturally from the mutual respect between parent and child and the knowledge that Martha had about Matthew. At the end of this exercise Martha felt right because it had accomplished what she wanted – getting Matthew out of the house with the least amount of hassle. She taught him a method of releasing himself from an activity without resorting to a tantrum. That’s what discipline is all about.

      Realizing how much better discipline worked when we considered our children’s needs in our decisions was a major turning point for us. Initially, we had to work through the fear that we were letting our children manipulate us, because we had read, heard from others, and grown up with the idea that good parents are always in control. We found, however, that considering our children’s point of view actually helped us take charge of them. Knowing our children became the key to knowing how to discipline them. They knew we were in charge because we were able to help them obey. That left no doubt in their minds or ours that mum and dad knew best.

      3. Help Your Child to Respect Authority

      Parents, take charge of your children. That’s basic. But being a trusted authority figure in your child’s life does not automatically come with the job of being a parent. The child who is told he must obey “or else” may behave, but he does so out of fear, not respect. “Honour thy father and thy mother” is the wise and time-honoured teaching; not fear them. Honour implies both obedience and respect.

      How do you get your children to respect you? An authority figure needs to be both warm and wise. First, get connected to your child. Start as a nurturer, a baby comforter. In so doing, you get to know your baby and your baby trusts you. Respect for authority is based on trust. Once your child trusts you to meet her needs, she will trust you to set her limits. One day I asked a mother why she felt so confident as an authority figure. She said, “A lot of my security comes from knowing my children.” Because she understood her children, she was able to guide them wisely and know they would follow. Many parents confuse being in charge with being in control. Instead of directly controlling children, wise authority figures control the situation in order to make it easier for children to learn to control themselves. Children respond with genuine trust and respect rather than fear and rebellion.

      4. Set Limits, Provide Structure

      Establish rules, but at the same time create conditions that make the rules easier to follow. Children need boundaries. They won’t thrive or survive without limits; neither will their parents. To learn about their environment, toddlers must be energetic and exploring. That’s their job. Environmental control is the parents’ job. This involves both setting wise limits and providing structure, which means creating an atmosphere in the home that makes these limits easier to respect. The limit-setting part of disciplining a toddler is to say no to an exploring child who is headed for trouble; the structure part is to childproof the home to provide busy minds and busy bodies a safe place to play and learn.

      5. Expect Obedience

      Your child will be as obedient as you expect or as defiant as you allow. When we ask parents of obedient kids why their children obey, they all answer, “Because we expect them to.” Simple as this sounds, many parents let this basic fact of discipline slip away. They are too busy; their child is “strong-willed”; they make excuses: “It’s just a developmental phase.”

      In the early years children don’t know what behaviour is acceptable or unacceptable until you tell them. One evening at a kid-friendly restaurant, we observed two families handle the same discipline situation in two different ways. The two-and-a-half-year-old in one family was incessantly climbing over the back of the booth, and she kept this climbing behaviour up until it became disruptive to nearby patrons. Wimpy “don’ts” from the parents did not deter the persistent climber. It was clear this child had no idea that climbing was unacceptable behaviour. She got the message “We prefer that you not climb, but we’re not going to do anything about it.” Another two-and-a-half-year-old got a different message and showed different behaviour. The parent sat the child next to him, frequently acknowledged the child, and kept him involved in the family conversation. As soon as the toddler began to climb, the father immediately redirected him and politely planted the climber back in his seat. With a combination of creative distraction and respectful restraint, the parent conveyed to the child that he was expected to refrain from climbing because climbing would disturb the people in the next booth. The child got the message that any effort to climb the seat would not be all right. The child filed this experience into his memory bank, to be retrieved the next time they went to a restaurant, when, presumably, he would make fewer attempts to climb over the seat.

      Was the parent in the second family exhibiting controlling behaviour? Yes, but in the right sense of the term. Abusive control is when you forcibly impose your will upon your child, expecting her to obey, but to the detriment of your relationship. When you insist on obedience and help the child to get control of herself, you are using your power over the child in a good way that helps her develop inner controls. Remember, children want limits so that they don’t feel out of control, and they want parents to stand by those limits. They keep testing the limits to see if you will uphold them. When you don’t the child feels anxious that no one is strong enough to contain her. To a child, that is scary.

      In the following chapters we will show you how to plant a cooperative attitude СКАЧАТЬ