As the parent of teenagers, I have found that knowing a little bit about their internal mechanisms really helps me keep some of their less desirable behaviour in perspective. So, for your amusement and edification, here are a few weird and wonderful facts about teenagers that might explain why they do the things they do….
Teenagers can’t remember future tasks
Teenagers have poor prospective memories which means they are not very good at holding things in their heads to remember to do later. When you nag them, it really does go in one ear and out the other. Teaching teens to use props like timetables, planners and checklists can help get them organised (see Teaching teens self-organisation skills). Continue reading →
If I had a penny for every time I have been asked about teaching children to share, I would be a very rich parenting expert indeed! It is one of the first post-babyhood problems that parents of toddlers bump up against. Teaching children to share is linked to teaching kindness and to the personal values that we strive to develop in our children. And it can feel like a daily battleground if you have more than one child! Sharing-phobia can also rear its head again during the self-obsessed teenage years.
So, teaching children to share definitely isn’t a one-off activity.
Here’s a quick summary of my most frequently asked questions about teaching children to share and a few tips to help you set off on the right track. Continue reading →
Brain-based parenting: The Neuroscience of caregiving for healthy attachment (by Daniel A. Hughes & Jonathan Baylin) tries to do something truly amazing – to explain the chemical and emotional brain mechanisms that interact to create and sustain the loving bond parents feel for our children. That magical bond that makes us love every inch of them, that makes us prioritise our children’s needs over our own and keeps their wellbeing central to our thoughts and fears. And that stops us throwing them out the window when they are at their most annoying and antagonistic. This is magical territory indeed.
This book covers some really crucial topics – like the importance of parents’ emotional self-regulation in parenting effectively and the negative impact of stress on parents’ ability to tune into their children empathetically (and remain the ‘adult in the room’). There are some fascinating insights into the roles of oxytocin and dopamine in building the parent-child relationship and ensuring the parent gets pleasure from it (and therefore wants to engage even more). And a truly wonderful “caregiving formula” comprising playfulness, acceptance, curiosity and empathy to optimise a reciprocal and nurturing parent-child relationship. Continue reading →
Regular readers will know that I am passionate about play. Play helps children organise their brains and wire up their neurons. Children need room to roam, physically and imaginatively, so their opportunities for play are as wide and as varied as possible. That’s how they develop flexible and adaptive brains that can rise to challenges and solve problems. Good quality play builds intelligence.
If children’s play is confined to a particular type or activity or location then they can miss out on that full range of developmental opportunities.
Parents’ desire to keep children safe is natural and right. But, in the modern world, keeping children safe often equates to keeping children indoors. That increased time indoors (in often sedentary or low-movement activities) is having a direct impact on children’s physical development and future health. But it also impacts on their brains. Continue reading →
Contrary to popular belief, being able to read, write or do arithmetic are the least important skills that a pre-schooler needs in order to be ready to start school. In fact, only 4% of teachers rate these as important factors in ‘school readiness’.
So what is school readiness, why is it important and what can parents do to ensure their pre-schoolers get off to a flying start at school?
The most important factors that determine whether a preschooIer is ready for learning have nothing to do with knowledge and everything to do with attitude. The best learners (whether they are four or eighty-four) are independent, confident to try things out and, above all, curious. For a four-year-old, that means being able to manage their own bodies and interact competently with their environment, being able to recognise similarities/differences, trying different solutions to solve problems and using words to ask questions. Continue reading →
Lots of the characteristics that we associate with maturity are related to the brain’s frontal lobes. This part of the brain governs our higher executive functions such as being able to switch between tasks, weighing things up and planning ahead. The frontal lobes are not fully developed until early adulthood (around 25 years old) – which goes some way to explaining why teenagers can look so mature on the outside but make such bad decisions.
There is quite a bit of evidence that girls’ frontal lobes tend to develop faster than boys’. This might explain the truism that girls mature earlier and might also be one factor in why teenage girls do better at GCSEs than boys. Being better at task planning, time management and self-organisation is a real advantage when it comes to studying.
But, while we are waiting for our teens’ brains to catch up and get with the programme, there is a lot parents can do to provide external structures and tools for teaching teens self-organisation skills (regardless of whether they are girls or boys).
And it is a truly admirable book. Sara Meadows sets out to summarise everything that science currently tells us about how children develop. Encyclopaedic in scope, each chapter examines the science of children from a different angle – from genetics to psychoneuroendocrinology to epidemiology and beyond. A commitment to scientific method runs throughout this book and Meadows’ rigorous examination of the evidence base is welcome in a field where so many so-called ‘parenting experts’ base theories of bringing up children on anecdote and subjective experience. Continue reading →
There is so much parenting advice out there and so little time to sift through it. So I thought I’d come up with a handy summary to help you out. If you’ve only got five minutes and are going to read just one thing about parenting this month, then here’s my pick of the best advice for you!
Give me a baby and I can’t help experimenting on her. Sticking out my tongue to see if she will copy, striking up a ‘making-faces’ conversation, looking at an object to see if she will follow my gaze, playing peekaboo. Now that my children are older, I don’t get much baby time but The Psychology of Babies by Lynne Murray makes a great substitute.
This fabulous book recreates classic developmental psychology experiments in an easy-to-follow photo format specifically designed to support parents and practitioners in decoding babies’ behaviour and understanding why babies do the things they do.
In terms of child development, the differences between boys and girls are far outweighed by their similarities. All children basically have the same needs regardless of their gender. And yet “It’s a boy!” or “It’s a girl!” is almost always the first piece of information we give (or ask for) about a newborn baby. Socially, gender is a very important fact.
There are different schools of thought as to whether gender differences are hardwired into babies’ brains or are a product of social conditioning. In reality, it’s almost impossible to disentangle whether differences between boys and girls are biological or social because, right from birth, adults treat boys and girls differently. Continue reading →
If you are a bit of a brain geek (like me) and a parent of teenagers (or nearly-teens) then this is the ideal book for you. It charts the changes that take place inside teenagers’ brains and how the differences between teenagers’ and adults’ brains can explain typical teenage behaviour (such as impulsivity, risk-taking, mood swings, lack of insight, forgetfulness, and poor judgement).
For a parent of teenagers, The Teenage Brain: A Neuroscientist’s Survival Guide to Raising Adolescents and Young Adults is both an enlightening and a frightening read. It will help you understand why your teenagers behave the way they do (and why they can’t control it) but also just how dangerous that teen thinking and risk-taking could be. A teenager’s brain is basically a recipe for disaster: a hormone flooded, jacked up, stimulus-seeking explosion incapable of weighing up risks or making mature decisions. It’s amazing any of them survive at all…. Continue reading →
It takes time for children to learn to recognise and manage their feelings. Talking to children about emotions can help this process. Talking is usually best done when everyone is calm and no-one is overly emotional. Reading a book together can help young children to reflect on feelings (their own and other people’s) and can prompt conversations about how emotions are expressed.
Here are my favourite books for talking to children about emotions – I hope you find them useful. Continue reading →
Amazing! magazine is a monthly children’s educational magazine for boys and girls aged 7+. It’s aim is to educate whilst entertaining by providing engaging content that children will actually want to read. The content is based on the UK Key Stage 2 national curriculum and covers core subjects such as Maths, English, Science, History, Art etc. – but in a fun and accessible way that draws on children’s fascination with the gory, rude and funny. If your kids like Horrible Histories, then Amazing! magazine might be right up their street.
Unlike cheap and cheerful keep-them-quiet-in-the-supermarket comics, there are no free plastic toys (hurray!) but 36 pages of cheeky puzzles, brainteasers, jokes and funny factoids. The academic subject matter is all re-interpreted to have a child-fascinating focus (think zombies, cheesy feet, aliens and bogeys) with high quality illustrations and a child-friendly font and snippets layout. If only all learning could be like this… Continue reading →
Why do children lie? Let’s be honest, all children experiment with lying. It is normal and – although it can be quite shocking for parents – it is not necessarily the start of a slippery slope to immorality and delinquency. Apparently, the average 6 year old lies about once an hour!
But why do children lie?
Although we might feel that we are setting a clear moral example, society’s attitudes towards lying can be a bit confusing for young children. Sometimes lying is ok. In those circumstances we urge our children not to tell the truth – e.g. not saying that someone has a fat bottom (when they have) or not telling someone about a surprise or a present. Continue reading →