Greatness comes in many forms and is quite subjective depending on an individual’s age and abilities. For a child overcoming anxiety, greatness may be winning a public speaking competition or finding the courage to confront a new fear. For others, greatness may reveal itself through academic or sporting achievements, kindness, creativity or thoughtful leadership. In any case, discovering one’s unique strengths or passions is easier with the help of a caring coach, an attentive teacher, or a dedicated parent.
According to a recent survey of Australian students in Year 4 to 12, parents and teachers are the greatest influencers of a student’s sense of satisfaction and fulfillment (State of Victoria, Dept of Education and Training, 2017). Therefore, it is essential for parents and teachers to give sound advice on the subject of achieving greatness as defined by the child.
Leadership expert, Robert Kaplan (2013), developed a roadmap for reaching potential. In brief, he suggests greatness is achieved when we know our strengths, take the initiative and connect our daily actions to a clearly defined goal. For most children, defining a goal is easy but taking the initiative to make it happen is usually dependent on the adults around them. That’s where we come in!
Here’s what you can do:
Foster their self-belief. For example, if you know a child who aspires to be a professional soccer player, help them find a great coach or coaching clinic. For those with more left-of-centre skills outside the areas of sporting or academia, keep an open mind to the activities available that might help push their strengths to new levels. Show them that you believe in them and make it happen!
Research together. Show young people how to take the initiative by helping them to research and connect with experts in their field of interest. A child with a passion for making robots would be forever empowered if you showed them how to contact the Head Inventor at Battlebots. Imagine if they said yes to a Skype call?
Use a wide-angle lens. Think broadly when it comes to inspiring young people. Be proactive and organise a range of guests to visit your school to spark an interest in every child. These could include artists, refugees, adventurers or someone with a “diffability” who is pursuing a passion. You never know when inspiration will strike!
Set an example. Take on a challenge of your own and you will inspire others to do the same. Show some initiative and take steps on a daily basis to reach your goal. Share your journey’s highs and lows with the young people around you and make haste towards your destination.
Work together. Challenges aren’t meant to be simple, but staying focused on the task at hand is easier when those around you are doing the same. Achieve greatness among your classmates, family or friends and your success will be even sweeter!
Our online Performance Psychology program Power Up! has been specially created for kids who want to push their performance skills to the next level. Power Up! gives them the power to: build self-confidence, cope with the pressures of competition, overcome self-doubt and negative self-talk, set goals and make plans to achieve them and maximise performance in any chosen field.
Kaplan, R.S. (2013) What You’re Really Meant to Do: A Roadmap for Reaching your Unique Potential.Ebook. HBR.
Right School-Right Place (2017) State of Victoria. Department of Education and Training (Vic).
Working with children and their families is a very stimulating and rewarding experience. At the Quirky Kid Clinic, we embrace the uniqueness each child brings to our clinic and ensure all treatment and intervention is tailored to match the needs of each family. As clinicians, we use a wide variety of techniques and I’d like to share one with you.
The ‘All About Me’ Map
Engagement is a foundational and fundamental part of treatment. As clinicians we know how important it is to build engagement with a child before more formal therapeutic work begins. Research tells us that there is a significant positive relationship between the therapeutic alliance and treatment outcomes (Lambert & Barley, 2001).
My first session with a child is always about engagement, hearing all about them, the things they love, the important people in their life and the things they would like some help changing. Children often find it difficult to talk with a stranger in the first session and that is why we use our paper and textas to draw a special Map, all about them.
This activity typically provides enough space for children to be open and engaged, as children focus on drawing and writing, with no pressure to make eye contact with the clinician, who is positioned alongside the child and offers assistance with writing if the child requires.
How it’s done:
The Map typically starts with the child being asked to draw a circle in the middle of a big piece of butcher’s paper and then to write their name and age in the middle.
From there, the child can draw a map, full of mountains, oceans, or all the things they love or places they don’t love so much, with each used as a discussion point for the clinician. Remember to be curious! General areas that could be covered include things that the child enjoys, extracurricular activities, school, friendship connections and supports.
Some questions I ask to help children reflect upon what they enjoy (and to add to their map) include:
If it were raining outside and you had to stay indoors all day, but you could choose to do anything you liked, what would you choose?
If it were a mum day, what would you and mum choose to do together?
Who do you hang out with in the playground, what do you do?
Is there anything important that I haven’t asked you about that needs to go on your map?
After we have completed all the things that the child enjoys or things that are going well, we might draw some waves or special areas that the child chooses, to include the things that the child would like some help with.
Questions I ask around are:
Are there things that you might worry about, what about at school, home, with others/friends?
What sorts of things might make you feel angry?
Do you ever feel sad? What about?
If you lived in a perfect world, what sorts of things would have to change to make it perfect?
This activity is also helpful in assessing things from the child’s perspective, garnering the child’s level of insight, assessing whether the child’s goals align with the parental goals for treatment, allowing the child time to express the things they might be concerned with and offers hope to the child that you understand them and can support them.
For some families, dinner time can be the most challenging time of the day, kids and adults are exhausted and just need some space to relax. Dinnertime can quickly spiral out of control, deteriorating towards a full-on disaster zone. Navigating the ‘terrible twos’ at dinnertime can be emotionally challenging and downright exhausting.
Let’s set the scene – you and your little one have had a fabulous day at the park, you’re on top of the household chores, and you’ve just booked the next visit to the grandparents. You head home to start the evening routine, and dinner is next on the agenda.
Tonight’s menu is deliciously grilled chicken pieces, steamed broccoli, carrot sticks, and sweet potato mash. You serve your little one your ‘MasterChef’ quality meal and…cue whining, food smearing, flying carrot sticks, and ultimately tears, most likely from both of you. If you’re lucky, your little one will spend the meal smearing mash over their face, body and high chair while dropping carrot sticks on the cat. However, if your little one enjoys a tantrum or two, the mere sight of a vegetable will bring on an emotional outburst similar to a tropical thunderstorm.
The following recommendations have been revised from a previous Quirky Kid Fussy Eaters article and updated to support you through this tricky age and stage.
Managing Your Emotions
Sometimes it can be really hard to manage your own emotional responses when your child is demonstrating an escalation in their behaviour. Consider these tips for Parental Self-Regulation:
As hard as it sounds, try to remain calm – when you feel your emotional responses begin (anger, frustration, resentment), remind yourself to breathe, long, slow, deep breaths.
Remind yourself ‘It’s only a phase, this is normal behaviour, this is my little one testing the boundaries, the behaviour is their means of communication at this age’.
As a parent, modelling calm behaviour, as well as being willing to accept your child’s emotional responses, will in the long run support your child’s emotional regulation (Ramsden & Hubbard, 2002).
Understanding and Responding to Behaviour
When your child’s behaviour is beginning to escalate, as long as they are not in any immediate danger, it is important to evaluate their behaviour before you respond:
Ask yourself ‘What is my child’s behaviour trying to tell me?”
are they trying to avoid a food due to its taste?
are they trying to avoid a food due to its smell, texture and/or visual aversion?
are they already full because of late snacks at daycare?
are they seeking my attention because I am busy cooking?
can they see their favourite toy, which is just out of reach?
When you take a moment to try and understand what your child is trying to ‘say’ with their behaviour, then – and only when your child is calm – can you model an appropriate replacement behaviour, e.g. ‘Mummy, more chips please’ or ‘Finished, Mum’.
Positive Behaviour Strategies
Ongoing negative behaviour at dinnertime can be really challenging for everyone, so alongside the tips and strategies above, the following positive behaviour management strategies may be beneficial to support calmer, happier, more productive dinner times:
Tantrums may be unpleasant and noisy but they are also a great opportunity for parents to demonstrate to their child how to regulate their emotions. Parents can show their child that they are providing loving support within appropriate boundaries. Providing ‘loving, sensitive guiding, and firm’ practices, as opposed to overly firm or overly flexible practices, supports your child’s emotional development (Coyne & Murrell, 2009).
Consistency is the key – always follow through with the contingency you have set up beforehand. You set your child up for success when you explain your expectations clearly before the meal, such as ‘‘Let’s explore lettuce and cauliflower tonight”. Then provide a contingency and/or choices based on whether your expectations have been met: “After we explore the new foods, you can have your sweet potato mash” (the most preferred item on offer), or “Do you want yoghurt or strawberries after we explore the new foods?” Present the new items alongside foods your child enjoys, withholding the most highly preferred food as reinforcement for meeting your expectations. Reinforcing appropriate behaviour will increase the likelihood that this behaviour will be demonstrated again in the future (Whittingham, 2015).
Ensure the focus of the meal is about curiosity to try new foods, with achievement measured in small steps, rather than expecting your child to finish a portion of less preferred foods in one sitting. Shaping your child’s food preferences means that you are providing reinforcement based on successful target behaviour and repeated exposure to new and interesting foods (Whittingham, 2015).
Trying new foods may include talking about the colour, the shape, the texture, what it does to fuel your body, how it feels, how it smells and lastly how it tastes. Encourage a pathway of touch, smell, lick, bite and allow the child to work their way along the pathway at their own pace. Repeated exposure to non-preferred foods in a non-punitive way will support increased likelihood of the child’s willingness to try the foods in the future (Wardle, et al., 2003).
Remember, your child’s energy intake and hunger may not be aligned with ‘mealtimes’ just yet and so it is important to meet their needs with healthy snacks and food choices across the day (Allen & Myers, 2006).
Prevention and Planning Strategies
It is important to set your child up early with healthy eating behaviours, to provide ongoing information about food and health, and to provide opportunities to explore new foods and textures. Outside of mealtimes, the following tips can be helpful in supporting a child’s positive eating behaviour:
Depending on your child’s age, incorporate foods into other learning concepts, such as using foods to teach shapes, colours and textures.
You can incorporate different vegetables and foods in art and craft play, and use this as a time to talk about the foods’ nutritional value.
Make sure you keep healthy foods accessible to your child – you can keep pre-cut vegetables in the fridge or on the table. When children are hungry, they may be inclined to eat the foods that they wouldn’t normally choose.
Pair non-preferred foods with highly preferred foods, such as salad dressing or sauce for dipping, this will help your child tolerate new tastes and textures and the sauce can be faded out slowly.
Encourage your child to participate in the grocery shopping. Let them choose new fruits and vegetables based on fun colours and textures and involve them in meal preparations. Giving your child some choice over their food (within limits) will support them to become more willing to eat the meals you have prepared.
While the information above is intended to support difficult eating behaviours in children at the toddler stage, it is important to note that some children experience more complex negative eating behaviours. In cases of severe food avoidance or associated conditions, families may benefit from individualised consultations. For a child who demonstrates severe food refusal and/or avoidance of particular tastes and textures, a consultation with both a Psychologist and a Nutritionist may be a consideration. Please contact us to schedule an appointment.
Allen, R.E., & Myers, A.L. (2006). Nutrition in toddlers. Am Fam Physician, 74.9, 1527-1532.
Coyne, L., & Murrell, A. (2009). The Joy of Parenting: An acceptance and commitment therapy guide to effective parenting in the early years. New Harbinger Publications, Oakland, CA
Ramsden, S. R., & Hubbard, J. A. (2002). Family expressiveness and parental emotion coaching: Their role in children’s emotion regulation and aggression. Journal of Abnormal Child Psychology, 30(6), 657-667.
Wardle, J., Herrara M.L., Cooke, L. & Gibson, E.L. (2003). Modifying children’s food preferences: The effects of exposure and reward on acceptance of an unfamiliar vegetable. European Journal of Clinical Nutrition, 57, 341–348.
Whittingham, K. (2015). Connect and shape: A parenting meta-strategy. Journal of Contextual Behavioral Science, 4(2), 103-106.
[00:00:00 – 00:01:16]Kids nowadays are more exposed to lots of screen time and parents are using this technology to effortlessly help in getting kids preoccupied, however this can result into massive meltdowns.
Reporter:What do you think about the modern day relationship between children and technology?
Dr. Kimberley: I often see kids using – well not often – but like, it’s becoming more regular that you see kids even as young as 2 using like, iPads, either in restaurants or while their mum’s are waiting in line, you know, in the waiting room at our clinics as well.
Kids are getting exposed more and more to screen time obviously and parents are using it as a way to keep the kids preoccupied. And, I think that’s great, except that there are usually some massive meltdowns involved – that I’m sure parents can relate to. As soon as they need to like pack up and go, and take the iPad away, these meltdowns are worse than your average tantrums. Because there is quite an addiction involved, you know, when it comes to the bright light, then in the middle of the game where you have to go through those stages to get to the next level again. So I think for parents, the tantrums can be more stressful because they last longer and are a whole lot louder. My advice would be try to avoid giving screens to kids under the age 5 because we can easily keep them entertained if we give them a book, and then you don’t have the meltdowns afterwards. Or even just a fiddle toy would do. There’re so many other options to avoid screen time that you can also carry in your handbag.
[00:01:17-00:02:37] This technology is damaging to the cognitive and social development of these kids thus giving them limited interest to interact with other kids or adults.
Reporter: In terms of long-term development, is it detrimental to their cognitive and social development?
Dr. Kimberley: I think so. What I see, even in 15 years olds who have been doing a lot of gaming for long periods of time, is that they have really narrow group of friends with narrow interests. So they might have one close friend that they do lots of “gaming” with on the weekends (I’m probably not using the right lingo).
But, if it doesn’t have a screen and they have to go or something, like if it’s someone’s birthday, then it’s just so hard for them to be there. It just feels more boring than it would have if they didn’t have such narrow interests because their social skills have been depleted and they haven’t been practicing on weekends, or having more conversations with people of different ages about different topics, because of their narrow interests.
So we do see fifteen year-olds to want to broaden their interests, but that can be quite a challenge because they have to actually do stuff that they don’t enjoy to start with, the enjoyment will grow when they develop new network of friends and they get more physically be able to run, jump or climb, so that can get back to a normal balanced lifestyle.
[00:02:38 – 00:04:18]Kids these days have serious addiction to technology and it is making them more aggressive.
Reporter: So you think that addiction to technology is real and it’s happening at the moment?
Dr. Kimberley: Yeah, definitely.
I saw a really good documentary but I wasn’t able to find it since I watched it. It was based on a Chinese rehab program for adolescent boys that have screen addictions. These are boys that have been gaming all through the night, have dropped out of school and have been spending like, 22 hours a day on screen. Some of them doing things like peeing in a bucket, wearing adult nappies so they didn’t have to come away from the screen. They serious wanting to be the best in world at whatever they were doing.
In that documentary they were in full withdrawal when they have no access to a screen, and two of them in that period of time, like in that one month program, they broke out and they went straight to an internet cafe and started playing, trying to catch up after being away from it so long.
Yes I do see it as a serious addiction. You want to watch it, because they’re some really lovely kids that we worked with in that middle range, from 10-12 years old. Just lovely kids that are well educated. They have supportive families, but are becoming more aggressive, throwing huge rocks through the sliding glass doors trying to get back inside once mum gives up because of too much screen time on a Saturday morning. Or breaking into a filing cabinet trying to get the laptop, fully busting the lock, doing damage.
[00:04:19 – 00:04:27]Kids who have attachment to technology are showing aggressive behaviours thus causing damage.
Reporter: In terms of behavioural issues, there is obviously the attachment to technology but you are saying there’s aggression as well?
Dr. Kimberley: Yes definitely.
[00:04:28 – 00:05:06]Technology is not the main cause of decreasing attention span of children, there are also other factors to consider.
Reporter: I’ve read a study that the attention spans of children are decreasing because of technology. Do you find that this is true?
Dr. Kimberley: It could be hard to pinpoint that as a cause and effect because there are just kids with short attention spans, with or without technology. But I think teachers are using more technology in the classroom and then, I suppose when they turn the screens off, they have to be, you know – I mean it’s great to watch a YouTube video of something and then to have the teacher try explain every word, but it doesn’t have such an impact. I imagine the kids would become more accustomed to seeing things move and hearing different voices and different scenes. It’s hard to compete with.
[00:05:07 – 00:05:50]There are pros and cons in using technology in teaching. There are games that are educational that can help kids with spelling, reading, and mathematics.
Reporter: Do you think that technology should be used in school for children in reception like iPads and that kind of thing?
Dr. Kimberley: I know some school mums are sometimes annoyed at teachers that are giving little girls, like kindergarten/year 1/year 2, a lot of time on screens because that is something that they have tried to win as off time and only use it on weekends or something like that. And when they drop in to do reading at school and some kids spend the whole hour on screen and they feel that is not teaching. So, I think you get mixed reactions. Or the kids might love doing those educational games there are really some good ones out there that can really help children with spelling words, reading, mathematics. So there are pros and cons.
[00:05:51 – 00:06:30]Technology is beneficial for children but you have to managed the use of it.
Reporter: So do you think overall the increase use in technology is beneficial to children or detrimental?
Dr. Kimberley: If it’s managed, then beneficial, totally. I think it’s a great reward for kids to get all their homework done, and then have some time to do something they really enjoy. And to use it as a reward and use it in limited periods of time so that they don’t develop that addiction. I think they get used to logging off after 5 t0 10 minutes – it not such a big drama, but if it’s been 4 to 5 hours, thats a whole waste of the weekend I think. And it’s not the right parenting in my opinion. Reporter: Yes, fair enough.
[00:06:31 – 00:06:57]Children in general should only be allowed to have screen time for 1 hour every day.
Reporter: One last question – so how long should children in general be spending on screen everyday?
Dr. Kimberley: Research says maximum of 2 hours but for me that feels like high school age when they have laptops and homework to do online and things like that. So I think two hours for those kids who have to do homework online. But for other ones, maybe two hours on weekends and one hour every day.
We all recognise the benefits of reading. At the Quirky Kid Clinic, we’ve put our pens to paper and compiled a list of all the subtle social, emotional and language boosts a simple ‘bedtime story’ can have. We also prepared a step-by-step guide on how to build a healthy and manageable reading routine for your family!
The Benefits of Reading
Reading is a bonding experience. Reading with your child helps to nurture your relationship with them. It’s an opportunity to spend exclusive time together without distractions or external pressures. Richardson et al. (2015) found that reading with your child helps them to feel more secure and bonded with their parent as well as helps children absorb new information faster.
Reading builds language skills. Children who are exposed to a great volume of rich language are given a head start academically and develop stronger language skills (Fernald, Marchman, & Weisleder, 2013). This ultimately impacts not only their learning and cognitive development, but also positively influences a child’s communication skills.
Reading builds coping skills. Setting aside time to read with you child provides a regular forum to contemplate and work through challenges. Reading, looking at pictures and pointing things out provides an opportunity for your child to express themselves as they relate to the characters in the story. This promotes healthy relationships and provides positive ideas and ways to express oneself. For example, a child transitioning to school may benefit from reading a story about another child starting school as walking through the experience in someone else’s shoes can help normalise their own feelings, understand their experiences and build up a set of coping strategies for these experiences.
Reading is relaxing. iPads, TVs, phones, computer games; it is often impossible to compete with the whizzing, whirring, distracting nature of these devices. Finding time in your day to sit down with your child is a crucial opportunity for quiet reflection and mindfulness. Think of it as a way of “tuning in” as opposed to “tuning out”.
Reading teaches empathy. Being able to share and understand the feelings of others is a skill crucial to building our social relationships. A study out of Cambridge University (Nikolajeva, 2013) found that reading books about fictional characters can provide excellent training for young people in developing and practising empathy. Through reading, a child experiences the feelings of another person in different situations, which helps them develop an understanding of how they feel and think. These skills, when nurtured, help the child to show empathy in real life situations.
So, we now know the benefits, but how can we put this into practice? Here are some pointers that our Psychologists here at Quirky Kid recommend for people looking to transition storytime from a rare occasion to an unmissable part of their daily routine.
Building your Reading Routine
Timing is crucial. Set reading time to about 30 minutes before the child’s bedtime. Recommended time for a reading session is between 10 and 30 uninterrupted minutes depending on your child’s age and attention span, but follow your child’s interests.
Get comfy. Make sure your reading space is comfortable and that your child can see, hear and respond easily. Limit the distractions available around you.
Be prepared. For kids who have trouble sitting still, provide things to keep their little hands busy. Providing paper and crayons to draw with or toys to look at can help, whilst still listening to the story.
If you don’t like it, ditch it. Select a captivating text that will keep both you and your child engaged. Don’t insist on reading something that you or your child are not enjoying. Everyone tastes are different after all!
Encourage discussion at every turn. Start with the cover: what do they think the book will be about? At each page: what do they think might happen next? After the book: what happened here? So many lessons can be learned from these mini-recaps!
Let them try. If your child has begun school, help them to sound out words phonetically and occasionally point to some sight words that they may recognise.
Don’t try to compete. Very few children, given the choice of watching cartoons, playing games or reading a book, are going to choose books – at least, not until they’ve developed a love of reading. Set a cut-off time for technology and give the child the choice of hearing a story or reading aloud.
Make it fun. Be as animated as you can whilst reading. This will add to the enjoyment and imagination that goes along with reading, especially for the younger children. Adjust your pace, tone and volume to the story.
Fostering a positive reading environment in the home can provide many benefits for you, your child and your family. Reading with your child not only develops their language and literacy skills, but also helps them develop many foundational skills that will support them throughout their life, including resilience and empathy skills. Setting aside thirty minutes a day to make storytime a regular and enjoyable part of your family routine is one of the best and most valuable times to raise a reader and connect with your child.