Saturday, July 27, 2019
Independent play
One of the parents in my RIE® Parent-Infant Guidance™ Class shared with me a story about how minimal restructuring of the home environment helped her gain an opportunity to do some work during the day and supported her daughter's independent play.
This is what she told me: “My daughter has always been good at playing alone. When she was first born she had some medical issues that required her to stay in the NICU. We took turns holding her for 12 hours a day which we continued after we came home slowly working on time spent alone on a mat on the floor as she spent more and more time awake. Slowly things normalized. My husband went back to work and I was left to care for the baby while doing the usual household chores and some computer work. As she got older, I needed to add about 10 minutes of “special time” before asking her to play by herself for a longer stretch of 10-20 minutes. I always checked and double checked that her basic needs were met before sitting nearby and working while she played by herself.
When she showed signs of becoming mobile, a friend offered to lend me her a plastic fence that makes a circle to contain your child. I worried we didn’t have enough room in our modest one story house. Why not baby proof the living room and her bedroom and let her roam between the two rooms?
Until she began climbing up on the couches, which really wasn’t until she was about 16 months old, we were able to manage. She crawled or walked between the two rooms while I worked. Sometimes she stood next to me and cried while I worked on the computer, but we limped along. We both adapted and escalated our behaviors: she complained more loudly, I became better at doing my work with frequent interruptions to keep reassuring her.
When she started climbing, she was able to reach the computer and touch the keys or activate the touch screen. Her actions made it impossible to continue working for me. One day I noticed that I was moving -- jumping up and dashing, really -- between the two couches in the living room, sitting on the backs of them, and holding my laptop in the air to typing a few words at a time while my now very active toddler pursued me back and forth across the room protesting the whole time. It’s astounding how ridiculous habits can form almost without notice!
At dinner, our daughter is often done quickly and we put her in the living room to play while we finish dinner and talk in the other room. It’s a nice part of the day. My husband and I can catch up and our daughter can play by herself for a few minutes before bath. I mentioned to my husband the struggle that had developed every morning. He suggested working in a different room. Being in the same room with her, he thought, wasn’t really giving me time to work or her the independence to play alone.
The next day, I made sure she was fed, dry, and gave her some special time. Then, I brought my laptop into the kitchen and worked at the kitchen table while my daughter played quietly and diligently in the other room. Bliss! That same week, she took a tumble off one of the couches and I realized there were a number of dangers in the living room that did not make it a true “yes space.” We had done enough baby proofing so that we didn’t have to follow her around policing her every movement, but there were books on the bookshelf she could pull on to her head (and eat!), the couches, and a coffee table to climb onto.
Her bedroom is very baby-proof because she sleeps on a mattress on the floor and could get up in the middle of the night and roam around. So the following day, we did snack and special time, and then I put the baby gate up in the doorway between the living room, where I would be working, and the hallway to her bedroom (all the other doors of the hall were closed). I told her I wanted her to play alone in her bedroom while I worked in the living room. There were a few moments of fussing at the gate. I met her there and listened to her concerns, rubbed her back, but told her I wanted her to keep playing in her room while I was nearby in the living room.
It worked! Now I make sure every day includes some time where she can play alone, even days when I don’t have work to do. Sometimes she closes the door! When I check on her, I’m always amazed by how focused and busy she is with truly unique play. There are days where she isn’t feeling well, or is tired, and being alone is harder. On those days I give more support (by meeting her at the gate, touching her, and listening to how she is feeling) and ask her to play alone for just a few minutes. Most days she prefers to play alone for up to 45 minutes! She has become more relaxed about the times I go into the other room and she can’t see me for a moment, and her play, in general, has become more “hers.” She loves people and visitors, but recently a visitor came over who was a little too involved in her play. She actually got up and went to play alone in her room! She is, and always has been, really and truly a whole and complete person with a rich inner life and unique inner motivations."
Photo credit: Rhys EST2018, Brooke Cagle, and Jelleke-Vanooteghem
Thursday, December 29, 2011
What if He Doesn't Want to Learn?
We all hope
and wish our children will love learning. And what if they don't? What if they are bored in class? What if they don't want to listen in class? What if homework becomes a dreaded chore?
As a teacher or parent, we struggle with when to respond and how to respond. Have you encountered the kid who just does not want to follow the routine in the class? Ignore it or face it. What should you do?
Once, I had a kid in my class who did just this, he would talk out of line, he just blurted out what came to his mind, while the teacher was talking. One day he came to class with his head bowed down and his mom complained to me that her son did not want to come to class, owing to the boring class and that he is tired of learning basic alphabet.
Photo: Our students' role playing.
I listened to mom and wondered how best I can approach this kid and mom to not feel this way. I thought to myself, I can go the approach of lecturing him or dismissing his thoughts altogether and do my own thing. Then I thought, “oh he’s probably heard the “you should, you must, you need, you better etc.” I decided not to act but to listen and observe.
With those thoughts running through my head I stepped into a room with the boy and asked him how his morning was. The boy said that he was mad because he had to leave his Lego's at home. With great surprise in my voice, I looked at him and said, “You have Lego's?" and you know what he did? He raised his head and with great animation he told me about his Lego’s. I had struck a note! I didn’t have to confront him about his boredom, all of a sudden, I had touched a topic dear to this kid’s heart and then I suggested, "Well why don’t you bring your Lego's to class one day?"
And you know the response I got from him…was one of jubilation, he beamed with a smile and asked if he can bring his creations the following class I said why not?
The following week he brought his creation and he was so proud to be showing off his masterpiece and so engaged in our class.
With such a small gesture, his attitude had changed completely.
Photo: Оne of our student's Lego creation.
What do you think was the key?
I would say the key is: building a relationship, find out what interests the child, listen with real interest. With that information in mind, you can incorporate his/her expertise in a particular area in the classroom or at home and help him/her own his space and the way he interacts in that space.
What are your stories?
Cheers,
Gilda
Dear friends,
Our Parenting Place will have a table at the Mom's Club Preschool Fair on Saturday, January 7, 2012, come and learn about our programs.
For more information visit: www.pasadenapreschoolfair.com
To learn more about Our Parenting Place program, visit our website: http://www.ourparentingplace.com/




