Yellow Ladybird

At the risk of being cheesy, I thought I'd do a mini-series on my top five favorite sayings. These are sayings I think about daily and they serve as a guide for me in parenting, and life in general. Since it is -13 degrees today, I'll start with this one:

There is no such thing as poor weather, just poor dressing.

I first heard it from my friend Emily, and I think it originally came from a Waldorf educator somewhere in Scandinavia. As someone who gets cold hands and feet as soon as it dips below 40 degrees, I'm not always sure I agree with it, but I try. I love the message that there is no excuse for not going outside every day. Anytime I find myself leaning towards not taking the kids out (usually in rainy 35 degrees weather), I call up this saying and figure out what I need to wear to be warm. Often it requires a thermos of coffee. Interestingly, I find the kids are rarely deterred by the weather, as if they barely notice it. They play just as hard on a cold, wet day as they do on a warm, sunny day - as long as I motivate to get them outside!

In another part of my life, I do research in second language acquisition (how adults learn foreign language); a cross between linguistics and cognitive psychology. My research is on adults, but when Katherine was younger (before her sisters arrived and I had only one nap schedule to coordinate) I signed her up to participate in linguistic and psychology experiments on campus. These experiments were always interesting for me and fun for Katherine. I enjoyed learning about the research design, how experiments are carried out with children, how children's behavior is observed, and of course, the results when the studies are published. Katherine enjoyed the puppets and simple stories designed to present and elicit the target language or behavior of the study.

A friend of mine recently started a blog, My First Theory, that outlines simple experiments you can conduct at home to observe your child's development:

There are a lot of books that tell you how children develop.  But, through this blog, I want to show you, in a way that you can re-create at home, some of the most interesting studies that researchers have designed to illuminate how children are learning.  During my time as a graduate student in developmental psychology, I marveled both at the kinds of skills that young children were learning and the innovative, yet elegant ways that many researchers were testing them.  Since then, I’ve thought about compiling these studies chronologically so that I could use them to learn about my own future children’s development.  In talking with the parents who generously volunteered to bring their children into campus labs to participate in research, I found that many parents are interested in learning about these studies as well, but may not be familiar with them.

If you are intrigued, head on over to My First Theory and check out some of the experiments. And have fun!

Several months ago I wrote my opinions on Gun Play. It’s been on my mind since the Newtown shooting and I’ve been struggling with whether I really do accept that gun play is an important part of a child’s play.

Last week we got together with some dear family friends and one of the children brought a pretend gun into their play. I immediately tensed up and had to resist the urge to shut down their imaginative scenario. I had to remind myself that our kids have no idea what happened in Newtown; my reaction is based on the horror of reality, while their play comes from a place of innocence. I do not want my strongly negative, emotional reaction to interfere with their natural, innocent play,  but… I can’t let go of what guns mean to me.

Because I think this topic is on many parents’ minds, I thought I’d repost some thoughts from my original post.

Generally speaking, children play what they need to play in order to process their world. Most children are exposed to guns through a variety of sources, such as t.v., movies, the news, other children, and toys. Some children have parents who have to keep guns in their home because of their job, and children of military families are exposed to guns, especially if they live on a base. Whether we like it or not, guns are very present in our lives. It makes sense that children need to process this aspect of life and doing so through play is healthy.

I think it is important to also keep in mind that gun play doesn’t have the same meaning to children as it does to adults. I am horrified at the idea of my five-year-old going around pretending to shoot people. But that is based on thirty some years of experience and a mature understanding of murder and death. To a five-year-old, it is nothing more than an escalated version of tag.

As far as allowing it in my home, I follow the guidelines Katherine’s teacher uses in his classroom. I try to be aware of the effect gun play is having on the children playing it and the children nearby who are not playing it. If someone feels threatened, I intervene, but if no one feels threatened, I’ll let it go. When I do intervene, I’ll tell the gun player that the gun may not be pointed at people and I’ll try to redirect the play. Often I’ll suggest they hunt a dragon or some wild beast in the forest. Sometimes I’ll turn their pretend gun into a pretend water squirter and request that they cool me down. This usually works, but I have it easy because the girls usually lose interest pretty quickly anyway.

For parents whose children don’t lose interest so easily, I think it is possible to embrace the need for gun play. One parent I know enrolled the whole family in archery lessons. Every weekend they went into the woods together to practice their skills. They enjoyed shooting targets out in nature in a safe and healthy way. I think this approach is brilliant - it treated her son’s need and desire for gun play positively and with respect, and it brought the whole family into it in a way they could all enjoy.

As with any issue, parents need to find their own comfort level while considering their individual children. One child may really need gun play, while another child may be stuck in a gun play rut to the point of missing out on other important kinds of play. One child may play guns in a way that negatively affects others while another child may play in a way that is non-threatening. How a parent decides to deal with gun play is personal, and may change with time as the child changes.

I have to say, though, despite my views that gun play is generally ok, I still bristle every time it comes home. It will probably always be difficult for me to balance my knowledge of guns and their role in society with the need my kids have to process their world through play.

I would love to hear your thoughts and approach to gun play. How do you handle it in your home?