Memoir Writing Ink

I was not immediately convinced that the Memoir Writing Ink course with Alison Wearing was for me. Would 12 weeks of writing instruction online be worth the money? COVID left me sick to death of one-sided online communication. I read reviews. I checked out other offerings. I listened to Alison on YouTube. I listened to the audiobook of her memoir, Moments of Glad Grace. I liked the colourful style of presentation, the music in her voice, and the dance in her movements. I even liked that her hair was as crazy as mine. This was someone I could spend time with.  I’d roll the dice.

I was motivated and loved the prompts to write, the content presented, questions to ponder, and book recommendations. My first frustration was having only one chapter released each week. My inclination is to motor through, and I resented having my speed controlled. The beauty was I had to slow down and think more deeply about questions and tackle content in a variety of ways. Although my research focused on rereading of text with young children, I relearned the power of rereading myself.

My feelings are bittersweetness with the completion of the class. I am proud of my application of the course content in my writing. I have become a more deliberate writer and more confident in sharing my stories. I’m proud of my submission for the Amy Award. I cut 780 words and spent days angsting and revising this 2,000 word submission. For the first time, I was brave enough to seek out beta readers. I just submitted so I could start packing for the Camino Trail.  I leave in two days. I’ll miss these Friday sessions, prompts, recommendations, and submissions but I am so very grateful for the experience. Thanks Alison. I hope our paths cross again.

Anger or Gratitude?

 

Anger has largely been adopted as first response. You see it on the road, in stores and places of business. Heaven help you if you’re in a position of authority. This seems to be accepted as a post covid way of being. There is no shortage of reasons to be angry in the world that is ours. There are many examples of injustices on a small and grand scale. There also is a sense that our voice is too small to be heard or to make any difference even if it is. Lies trump honesty. Money is power. We could easily justify living in anger. 

Recently I arrived at celebration of life for Jasmina, a bright, bubbly, young woman of 24 years old who was filled with promise and potential. I was one of the broken hearted who entered the church counting down the hours of when it would be over. I brought with me my history of traumatic deaths and the “celebrations of life”, funerals, and death events in which despair, anger, frustration, and loss commanded the day. And yet what happened this time was transformational.

The grief, the loss, and the sadness were palpable in the church. Yet the service, largely planned by Jasmina reflected her.  Pink. Flowers. Guests wearing bright happy colours. Upbeat music. Slide shows of her smiling and doing the things she loved with family and friends. Her audition tape for St. Laurence College. Jasmina had primed her mother for the eventuality of her death.  Her mother is devastated but she put on her mother / teacher hat and did the eulogy of all eulogies that demonstrated that joy, pride and gratitude for a life shared has the ability to trump anger.  

I was given the bible reading from John 11 with the story of the death of Lazarus. I was relieved that when I read “Jesus wept” that I didn’t. My maternal grandmother used to consistently tell me that my tear ducts were too close to my bladder. But the point of the story was that tears were not a sign of weakness. The sadness of Mary, Martha, the Jews and Jesus was reflected in tears for Lazarus. There were many tears for the loss of Jasmina and that was respected as a path forward.

Sad things that we don’t understand happen, as do things that are unjust. We all look for ways to make sense of life and what it is thrown down at our feet. There are many ways to tackle this meaning making. Some people find pathways in nature. Some find it in the stories of different faith traditions or religions. Some never find a way to make sense of their life and despair.

We can’t control everything that happens in our lives. The unanticipated can leave us reeling. The only control we have is where we are going to focus our attention. Joy and gratitude take significant effort but create a sense of purpose and the potential for happiness. Anger also takes significant effort but provides a direct conduit to a pit of despair and bitterness that only sucks you down further the longer you live there. The choice is yours.

Disruption or Democracy

Taken by John Patrick April 2024 Vancouver BC

Disruption is heralded as a meaningful way to create innovation or shake things up. We’ve seen the impact of technological change in terms of innovations that have not only changed commercial enterprise but our lives. However, “disruptors” in the political arena seem to be doing more to deconstruct the fabric of democracy that facilitate intelligent discussion.

The word, democracy, has its roots in Ancient Greece. It comes from the Greek words, “demos” meaning people and “kratos” meaning power. This system of government is based on people having the right to express their power through elected representatives in a political system with free and fair elections. I understand that there are frustrations with mechanisms for participation, accountability and transparency in the decision making of our leaders, but it is the only system of government that I choose for Canada. Work to improve it does not dismantle it.

I went to a breakfast meeting this past week organized by my Member of Parliament. I wanted to listen to the speaker on climate change and participate in meaningful discussion. I was also interested in articulating my concerns with the understanding that my MP would take them back to discussions in Ottawa. The meeting was extremely well attended so obviously there were many people feeling the same way. 

The self-congratulatory “disruptors” amassed outside the restaurant and were successful in making it impossible for the people at the back to hear with their two-word chant. A few of the disruptors made their way into the room to commandeer the question-and-answer period. The purpose was not to ask questions but to seek a platform for their issue. It did not pertain to Liberal climate change policy in Canada. The disruptors were angry, aggressive, and hostile. When the MP tried to respond, she was ridiculed. The intention was to humiliate. As each disruptor left the restaurant, they yelled their two-word chant, not for anyone in the room, but to garner accolades from their supporters outside. 

The disruptors created anger and backlash from the group. This did not come from being opposed to the significant human rights issue of concern. The people in the room were frustrated because they were prevented from participating in democracy with a loud two-word chant. South of the border, we see democracy being circumvented on a regular basis by well-funded lobby groups, the loud and angry mob, and groups like the NRA that are unable to consider the relevance of data that runs contrary to their platform. I still believe in our ability to participate in intelligent conversation in Canada. This is based on our ability to participate in the democratic process.

I am not opposed to peaceful protest. Organize. Do not reduce your argument to simplistic slogans or power plays. Do your homework. Collaborate with like minded groups. Have your data readily distributed. Do not presume people to be uninterested, unsympathetic, or dismissive of the issue.  Invite people to come and to learn, including politicians. The two-word chant is to unite the group not to shut down other voices. Use it during your demonstrations.

The strength of a democracy is the allowance for divergent perspectives. In Canada the loudest views have not yet completely usurped the rights of other citizens. We see many examples south of the border that demonstrate the fragility of free speech and democracy. Margaret Atwood’s dystopian society of The Handmaiden’s seems to be moving from speculative fiction to American nonfiction. Every Canadian has a right to have a voice and to express that in a way that can be heard. Every Canadian should exercise that right in any way that they can while being respectful of that they are not impinging on those same rights of other Canadians. When you justify stomping on other people’s democratic rights and freedoms, you are vulnerable to losing your own.   

Caterpillars Go To School 

Classroom pets and are increasingly frowned on in schools making the accompanying learning possibilities scant. Salmon enhancement projects are popular but require maintenance during the two-week Spring Break which requires a champion with school access and availability on the holiday. Raising butterflies continues to be a manageable option with many avenues for learning about the life cycle. Many teachers have mail ordered their butterfly kits and classrooms are awaiting their delivery. 

                  At the most basic level, students will observe the stages of development from caterpillar through the pupa stages, culminating in the emergence of beautiful butterflies. Learning can extend to a better understanding of invertebrates, insects, the 22,000 known butterflies and moths species, adaptations, habitat, threats to the butterfly populations and possible actions to support the preservation of pollinators.

                  A study of butterflies in the classroom has the potential to make a lasting impact in our children and on the environment. Creating habitats for pollinators is finally on the radar of many countries. In Scotland last summer, there was a massive space designated as space for bees and butterflies along the waterfront in Ayr. It was not only functional with indigenous plants to support populations of pollinators, but it was also gorgeous. Heading up the road from Spanish Banks to the University of British Columbia, a small space for pollinators has been designated as part of a research project. The Arbutus Corridor bike route down by the Vancouver Demonstration Garden on Maple Street and community gardens in Halfmoon Bay on the the Sunshine Coast are also planning and growing Butterfly Garden with plants that are indigenous to the area.  In order for these projects to be successful, there need to be mass adoption of some key take-aways.

  1. Different species of butterflies thrive in different locations with different host plants and food sources.
  2. Habitat loss, use of poisons to control weeds and insects that eat crops, in addition to climate change are the biggest threats to butterflies.
  3. Creating gardens for pollinators is a win-win proposition. Plants need pollinators to thrive and the habitat for pollinators is purposeful and beautiful.

The interest in bees and butterflies has resulted in an explosion of books and other information sources on pollinators. I have discovered a particularly helpful source to support teachers raising butterflies with children this spring:

Davidson, Lauren (2021). Butterflies for Kids. A Junior Scientist’s Guide to the Butterfly Life Cycle and Beautiful Species to Discover. Callisto Publishing, Naperville, Illinois. 

The author is an entomologist who specializes in butterflies and moths and manages a Butterfly Centre in Houston. It includes a butterfly “stats” chapter that includes the following information on 32 species that can be found in the United States and southern Canada:

  • Where and When to Spot the Species
  • Habitat
  • Wingspan
  • Host Plants
  • Adult Food 

The book also includes a Butterfly Tracking Sheet. This knowledge framework supports children in going outdoors and paying closer attention to the world around them. It can be used to develop observational skills and inspires a sense of gratitude and wonder. If we can support students in asking questions that matter to them and teach them how to record their observations, engagement in learning is accomplished. 

At University Hill Elementary School, I helped Joan Phoenix to get a Small Neighbourhood Grant to plant a butterfly garden. When her Grade 2 students went outside to release their butterflies, they were able to observe the butterflies making their way to their favourite plants. They could tell you the names of the plants the butterflies gravitated towards and why. They could tell you the importance of not using pesticides and that the butterflies were off to pollinate flowers so they could bloom. They could teach you all about pollination.  They were the first to notice a rogue tomato plant had ended up in the garden. They could also tell you that they had done something good in the world.  And they went home equipped to plant butterfly gardens with their families.

Resources to Support the Study of Butterflies in the Elementary Classroom:

Davidson, Lauren ( 2021). Butterflies for Kids. A Junior Scientist’s Guide to the Butterfly Life Cycle and Beautiful Species to Discover. Callisto Publishing. Naperville, Illinois. 

This book focuses on 32 species of butterflies commonly seen in North America with a stats section with where to spot them; habitat; wingspan; host plant; adult food; and when to spot them.

Pasternak, Carol (2012). How to Raise Monarch Butterflies: A Step by Step Guide for Kids, Firefly Books, Richmond Hill, Ontario.

The author is a photographer and educator who raises monarch butterflies with her family in Ontario, Canada.  Everything you need to learn about raising butterflies in 48 pages. 

Animal Reads. All Things Butterflies for Kids. Filled with Plenty of Facts. Photos. And Fun to Learn All About Butterflies. Amazon, Bolton, Ontario.

An engaging informative narrative in 85 pages with many amazing photos. Targeting kids ages 6 and up. 

National Georgrahic for Kids:

Marsh, Laura (2010). Great Migrations: Butterflies – Level 3 (fluent readers).

                  Photographs, maps, facts and a narrative to engage young readers.

Marsh, Laura (2010). Caterpillar to Butterfly – Level 1 (Starting to read).                  

                  Each stage of development is clearly outlined with photographs. 

Heiligman, Deborah (1996). From Caterpillar to Butterfly. Harper, New York. 

This picture book is a story about a butterflies being raised in a primary classroom. Great for classes that are raising butterflies in the classroom. 

Dumas,  Jessica ( ). How Expert – Guide to Butterflies. 101 Lessons to Learn Everything About Butterflies From A to Z.

Hutton Aston, Dianna & Long, Sylvia (2011). A Butterfly Is Patient. Chronicle Books, San Francisco. 

                  This picturebook is intended to bring 5 – 10 year olds into the world of butterflies.  Poetic language and detailed drawings convey rich content and an invitation to go outside and notice. 

MacKay, Elly (2015). Butterfly Park. Running Press Book Publishers, Philadelphia, PA. 

                  The author and illustrator, Elly MacKay, lives in Owen Sound in Ontario, Canada. This is the story of a little girl who is new in town and finds her place in the community in her quest to build a garden that will attract butterflies.  

Mosco, Rosemary (2021). Butterflies are Pretty Gross! Tundra Books, New York.

                  This fun book is narrated by a butterfly with a sense of humour and a slew of disgusting facts that will intrigue those not captivated solely by the beauty of the insect. 

Additional Support Materials

Butterfly / Bee – Georgie Porgy – 3D Wooden Puzzle  

Bugs & Butterflies – Search and Find Puzzle – 40+ Things To Find, mudpuppy, 63 piece, 

Trekking with Nordic Walking Poles

The final preparations are underway for the pilgrimage on The Portuguese Way to Santiago de Compostela. It started as a COVID dream and at the tail end of Covid en route to see my father in Los Angeles. I purchased a little book in my favourite bookstore in Portland, Powell’s Books, called The Portuguese Way To Santiago de Compostella by Sérgio Fonseca. It has provided the inspiration, the history, and the practical information to get me this far. I have joined the requisite facebook groups and digested many YouTube videos. My husband has developed the ever so detailed itinerary for the pilgrimage and arranged for Portugal Greenwalks to book accommodation and carry everything but our day packs to the town. Since this route has become so popular, we were reluctant to depend on our speed to guarantee a spot in the auberges along the way.

I am now well aware that many do not finish their trek, largely because they are unprepared. My initial assumption that we were well prepared because we are bikers, skiers, snowborders and walkers. Not true. The weight of packs, kinds of socks and footwear all come into play. Most important is the training for many consecutive days of walking. My husband like many, wears the errors of youth in his knees.  He is now fully aware that the fraternity stunt involving jumping off a balcony for an undisclosed purpose, was a bad idea. 

St. James used a staff for additional balance on his pilgrimage. In Vancouver the people on the seawall using trekking poles often people struggle with mobility and are using them as canes. Many physiotherapists extoll the virtues of using trekking poles for muscle and bone strengthening as well as balance. However, the consideration of trekking poles for my husband and I went under my radar until I started watching the YouTube clips of the Camino Trail. The more I’ve learned and using them has made me a convert to Nordic Trekking Poles.  

What first caught my attention was that Nordic Walking poles reduce compression from the knees by bearing some of the weight.  The biggest advantage of hiking with trekking poles is that they absorb some of the shock your joints take when you step – especially on ascents and descents. This could make all the difference for my husband. One guy on a You Tube recommended cutting off the straps.  Don’t do that! The straps apply pressure on the poles. 

What really appeals to me is the promise of an upper body workout for improved posture, strength and toning. Right away I noticed the poles force me to stand up straighter. It is good to have a force to counter way too much time spent on screens. 

The poles work:

  • Arm muscles, with a focus on forearms and triceps.
  • Back muscles – particularly your lats and traps. 
  • Chest muscles – pecs
  • Shoulder Muscles – including deltoids

Although my husband in over 6 feet tall and I’m a good 8 inches shorter, I am the fast walker.  I suspect its genetics from my father. The Nordic poles actually propel me forwards helping me to walk faster, raise my heart rate and expend more energy. I aspire to slow down on the pilgrimage to ponder life but I do like a quick stride. We may not be walking together the whole time. 

The biggest challenge will be getting the trekking poles to Portugal to begin our trek. We were trying to avoid checking baggage.  Although we can fit our telescoping poles into a carryons, major airlines do not consistently allow them on board. It is an annoyance to have to pay to check the bags but the biggest concern is whether they will arrive. Last trip home from Portugal, we each arrived with a bag of port in hand but no luggage.  Fingers crossed that we arrive with all we need to start the walk.  I’ll let you know how that goes. 

“The Canadian” Reflected in Ryan Gosling

 

I have now watched the clip from the Academy Awards, I’m Just Ken, multiple times.  It does not fail to make me smile. Although I was born in California, I was back in Canada with a new name and a new nationality before I turned a year old. I have held onto the Canadian Born Abroad status and worn it like a badge of honour for my entire life. Growing up in Canada was punctuated with annual trips to visit my American family in Los Angeles. Family dynamics amplified the differentiation between the Canada emphasis on community and the American emphasis on individualism.  On first viewing of Ryan Goslings’ Academy Award performance, his Canadian roots were front and centre and have evoked a tremendous sense of Canadian pride. 

                  Ryan Gosling was amazing in bringing depth to his role as Ken and reinvigorating a conversation about patriarchy. He had every right to celebrate his individual achievement. Certainly, it would be supported by the patriarchy which is obviously alive and well in Hollywood. But his Academy Awards performance had nothing to do with individualism and everything to do with community building. He took the opportunity to lift up others around him and celebrate their achievements in the midst of an inspired performance. 

                  Starting by putting the hat on his sister’s head, he continued to shine the spotlight on others to make them important and proceed with a totally inclusive performance.  Mark Ronson on the bass, Andrew Wyatt on piano, Wolfgang Van Halen and Slash were all front and centre and it was a tribute to their musical talent. Going back into the audience to let Margo Robbie, director Greta Gerwig, and America Ferrera sing, celebrated their role in stimulating conversation around what is to be female through a doll that has been largely dissed by feminists like myself for decades.  Holding the mic up to Emma Stone and engaging in playful banter with Emily Blunt about Barbenheimer, incorporating Simi Liu and Ncuti Gatwa and the other 62 dancers was amazing. After the fact acknowledging the “notes” from his daughters were thoughtful gestures to lift up those around him. And he has guaranteed I will never mix up Mandy Moore actress with Mandy Moore choreographer again. Well done, Ryan Gosling. You’ve not only done us proud but demonstrated that “together we’re better.”

Setting Learning Intentions with Kids 

Mention writing New Year’s Resolutions and you get a cringe response. Talk about developing independence and you get some attention. Talk about setting learning intentions and you get respect. Yet, there is a considerable overlap between all these things. I always write New Year’s Resolutions myself and with students. The intention is to resolve to try something new and implement positive habits.

Happy New Year

Athletes will agree that you get better at a sport through practice.  Academics will extoll the virtues of study.  You need to show up and you need to opt in to improve at pretty much anything.  One of my great fears in my early 20’s was doing a 10 km run.  Although I was a jogger, I thought it would be SO embarrassing to have to stop.  My fiancés response:

            “Wow.  Who’s been playing with your head?”

His response years later when I worried about hitting the ball on the first tee at a “big” golf course,

            “Has your dad popped in for a visit?”

All of us have experiences and interactions that pop into our heads and discourage us from taking the risk of trying new things. However, if it stops you from trying, you adopt an “I can’t attitude.” Kids like adults develop confidence and independence by assuming an “I can” attitude. When they are defined by a positive attitude, the possibilities are endless. They may not accomplish all their New Year’s Resolutions, but they may learn about themselves and what makes a goal achievable in the midst of the process. That in itself is worthy of a celebration!

Eleanor Roosevelt has been widely attributed with the quote,

“Do something that scares you every day.”

Once you’ve done it enough times, it’s no longer scary.  I now have many 10 k runs under my belt and my drive is the best part of my golf game.  I wrote a thesis that needed to be defended because the prospect terrified me.  It catapulted me into a new way of seeing myself and my perception of myself as a writer.  This year many of my resolutions are defined by good habits and things I’ve always wanted to do, like learning to make soap and to speak Spanish.  I still have one that scares me, to give me a good push.

Looking Back and Looking Forward

 

Obsidian Dome, California

My mother taught me how to celebrate the New Year.   We stayed up late to ring in the new year, sing Auld Lang Syne and then make our New Year’s Resolutions.  That stayed true whether we were at a big Patrick’s party, with Nanny and Grandpa watching Guy Lombardo, at home with Dick Clark or watching the big ball drop at Times Square in New York. We’d look back on happy memories and look forward to plans for self-improvement.

This year I saw a partial manuscript of Auld Lang Syne in Robert Burns’ handwriting from 1793 in Alloway, Scotland at his Birthplace Museum.  It was worth the 2 ½ miles of biking up and down from Ayr.  Burns wrote down the words and music in 1788 when he heard an old Scotsman singing the traditional ballad.  Even back then the “tak’ a cup o’ kindness” was being heralded as something that was much needed.  Guy Lombardo popularized the song in 1929 in Canada where many Highlanders immigrated when evictions by the British peaked in the 1840’s and 1850’s.  The US followed suit in adding the tradition of singing Auld Lang Syne and toasting to the new year.  

I’ve heard many thoughts on making resolutions for the new year.  There are many who disdain the practice as wasting time on promises that are never kept.  I remain hopeful that I can resolve to learn and do new things to keep life interesting.  Thanks to New Year’s Resolutions, I have done things that required a push like the Terry Fox Run, the Sun Run, ziplining, attending Tuesday night Italian classes and blogging.  This year I signed up for Spanish Classes and yoga.  I will try my hand at making soap and carving out more writing time.  I’ll get better at golf and Zumba steps.  I’ll peel off Christmas baking pounds rather than just adding on.  I’ll ski more than last year if the weather cooperates.  I will not be perfect, but I will celebrate successes.   I’ll live with things being less than perfect but I will remain hopeful.  Thanks Mum!

Tackling Climate Change with Hope

I think…

“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.”

               Margaret Mead

          1901-1978

Hope is not the pervasive feeling inspired by social media feeds or daily news report in the world today.   Yet, as Margaret Mead aptly reminds us, hope has always been the driver for positive change in the world. I love the story of the person walking on the shoreline of the beach on an unexpectedly hot day.  The tide has gone out leaving a plethora of starfish reliant on a water vascular system for movement and respiration, stranded on the quickly drying sand. One by one the person picks up the starfish and tosses it into the water.  As people pass, they laugh and comment that he’s never going to be able to make much of a difference.  

He responds, “I can for this one,” as he tosses a starfish back into its watery world.  

I am at loss to delineate how we can solve the heartrending and complex issues plaguing both humanity and the environment. Closing our eyes or throwing up our hands in helplessness doesn’t make the problem disappear and it lays the soul open to despair. I hold fast to the belief that there are things that we can do that create positive change.  There is merit in fostering awareness, promoting sustainable habits, and inspiring a sense of responsibility for the environment. When I think back to my upbringing, I can boil it down to one thing that made all the difference for me.  Opening the door and walking outside into nature created a lifelong love affair with nature.  There was so much to do and so much to learn about the spaces, places, and the things living there. Granted I was fortunate as I child.  My first home was not far from Jericho Beach in Vancouver, British Columbia.  There were forested areas not far away in the University (of British Columbia) Endowment Lands, Stanley Park, and many other beaches and neighbourhood parks in walking distance. I was never at a loss for something to do. For part of every summer, I went to visit my father in Los Angeles.  That is where I learned about smog.  I could see it sitting on the horizon and it hurt my lungs when I took big breaths after an afternoon swimming in the pool.  The direct lesson about the impact of burning fossil fuels on human health came early.  

Inspiring a sense of responsibility in people requires a sense of hope. There are many legitimate concerns about accelerating climate change, deforestation, pollution, and loss of biodiversity.  There are also many concerns that politicians focus our attention on individual actions to distract us from global enterprises perpetuating money making practices that line their pockets and diminish individual efforts. Without a hopeful populous with a connection to nature, knowledge about ecosystems, and models for sustainable practices, we cannot hope to develop the critical thinking skills and enlist the artistic expression necessary to amplify the voice for environmental justice.  

I’m looking to you to add ideas to the three areas listed below.  The goal is to develop events, programs and activities in conjunction with like-minded partner groups to celebrate Wild About Outdoor Learning 2024.  

  1.  Fostering Awareness
  2. Promoting Sustainable Habits 
  3. Inspiring a Sense of Responsibility

I’m looking forward to your ideas. Feel free to brainstorm🤗

Developing Independence in Children

“Children are as independent as you expect them to be.”

Maria Montessori

Parents, caregivers, and educators who focus their attention on supporting children in their growth and development want the very best for them.  Surprisingly many of these well-meaning adults do not understand the importance or the conditions required to develop independence in these young people they are so invested in.  Clearing a child’s path of all challenges removes the opportunity to develop problem solving skills and the ability to use language to navigate through challenging situations.  The impulse comes from a place of love and perhaps the “momma bear” instinct to protect.  The result is young people who have not developed the confidence that they can solve their own problems or the skills to do so.   They may unthinkingly enter fight, flight, or freeze mode without have the skills to slow down and think through their options.  They constantly look for someone to tell them what to do and how to do it and are at a loss to independently navigate their own way even as an adult.  

Recently I had a conversation with a Special Education Assistant that I worked with when I was a SPED teacher.  What made her an exceptional educator to work with was her clear understanding of the importance of developing independence in the students she worked with both directly and indirectly.  She had a clear understanding that even students with the highest needs benefitted from some control over their world by doing things for themselves.  Students that felt capable, also had the resilience to cope with struggles and the perseverance to keep trying.  It made for happier and more capable students.  

My childhood had its challenges.  I wasn’t old enough to feel a loss when my parents divorced.  That came when my sister went to live with my father at the beginning of my Grade 3 year.  My mother had a lot on her plate.  She was devastated at the loss of her first born and cried herself to sleep for the first four months.  This was exacerbated by a minimum wage job and a divorce settlement that did not increase child support payments once my father became a doctor. Money stress was continual.  We had to move away from the support of extended family because my father reduced the child support by half when my sister left to live with him.  That year was as hard for me as it was for my mother.  We moved three times and I attended three different schools in seven months but my mother was able to pick herself up and we landed on our feet. I emerged from that year a happy kid.  I learned that I could do a lot of things by myself.  I didn’t always like them, but I could do things that made my life better and my mother’s life better.   I developed more resilience, confidence, and a belief that life was good.  My takeaway was the feelings of pride that come with being able to solve problems and do things independently.  I took that into my career as an educator and into parenting. 

It is always more expedient in the short term for an adult to do things themselves.  Developing independence is a time intensive project that takes years.  Young children naturally depend on parents for care, guidance, and support but the level of dependence is supposed to decrease as they acquire skills and independence. It requires the adult(s) in charge to celebrate setting the child free to go off and make their own decisions. The path towards independence is different for each child.  The “right” support required is often obtuse.  What is too permissive in nurturing independence in children?  What is too controlling? What undercuts confidence? It is continually necessary to grapple with these questions and readjust adult intervention and support along the way.  There are a few general suggestions that are helpful.  

  1. Regularly provide opportunities for children to express their thoughts and feelings. 

Parents and educators that have good relationships with children have fostered an open and trusting environment for children to express their ideas, their opinions, and their feelings.  Articulating feelings of excitement or happiness helps the child to feel gratitude which research indicates correlates with happiness. Too often well-intentioned adults contribute to prolonged dependence of children by assuming responsibility for problem solving and preventing their child from sorting out their feelings, developing options to solve the problem and learning how to navigate difficult conversations.  Encouraging children to name the emotions being experienced lends itself to developing strategies to cope with big feelings, communicate more effectively, and fosters better emotional regulation and resilience.  Rushing in to solve a situation that causes sadness, or hurt, or anger, is counterproductive.  So is vilifying and blaming the person who has caused the stress in the child’s life.  This is more likely to make the child feel like a powerless victim rather than an empowered person capable of managing.   

  • Allow children to practice the reciprocal nature of respectful conversation.

Conversation is a skill that is developed with practice of making a statement or asking a question, then waiting for a response based on what you said.  Or the reverse.  Respectful conversations require children to learn active listening skills and speaking skills.  The back and forth of conversation seems to come naturally for some children.  For others, they need supported practice.  

“Oh, she’s shy” with the parent answering for the child is more detrimental than helpful.

It sends a message that the adult does not believe the child can respond.  Shyness generally emerges from self-consciousness, a negative self-preoccupation, low self-esteem, and fear of judgment and rejection.  There need to be many positive interactions to support the child in developing the ability to converse.  When my daughter was very young, her little friend that lived next door did not talk at school. I videotaped the girls during snack and play time during a playdate to demonstrate the behaviour was situational.  Once the teacher and her classmates saw that she could talk, they were more patient waiting and expected a response.  Our little neighbour emerged from the year thriving in school and without an ill-suited diagnosis. 

Some children may need to be provided with a model of possible responses or prompts to answer.  If they are not successful the first time, many opportunities to try again so they can experience success can be provided.  The natural evolution is to give the children opportunities to express their opinion and the reasons for their beliefs.  This helps to develop critical thinking skills and the ability to participate in higher level conversations.  Rushing in to vehemently disagree with adult arguments often shuts down the willingness of the child to share their ideas.  Conceding a point or agreeing to disagree is far less confrontational and will develop the child’s confidence in expressing ideas and opinions.  

  • Provide opportunities for children to make choices and take calculated risks.

The adults that find making a choice debilitating are the result of children that have never been given responsibility for making choices. This act requires careful consideration of the pros and cons of different choices.  The logical consequences of their choice must be identified.  Making choices should begin before long before entry into school. Preferences between two types of fruit or what outfit to wear are the most obvious at the preschool stage.  Children need confidence and a freedom to fail in order to make an unfamiliar choice. 

“Are you sure you can do that?” is not a helpful question.  Unless you’ve already tried something or something similar, you have no idea if you’ll meet with success.  

A better question, “Is that a safe choice?”  

Ultimately, we want children to internalize safety as an imperative and use it as a basis for decision making.  Encouraging children to take risks in their learning by trying new things and trying again if they don’t meet with success the first time.  Learning to try new things and understanding that failure is an opportunity help to teach resilience and perseverance.   

  • Provide the opportunities required for the children to accept responsibility for being a positive and supportive contributing member of a variety of types of groups.  

Fostering positive social interactions and maintaining harmonious group requires respectful behaviour, an understanding of the use of good manners, and effective communication to create a pleasant and high functioning group.  Participation helps build trust, strengthen relationships, and reflects positively on one’s character.  The children must understand that everyone in the group has needs. The adult in charge gets to make decisions about the safety and functioning of the group. Sometimes they will be making choices. Other times it will be someone else’s turn. 

Positive social interaction allows the child to be invited to the party.  One of my son’s childhood friends did not learn the importance of good manners at home.  He was not welcome in many of the houses in the neighbourhood.  Parents made the decision early on that this was not a child they wanted their child playing with.  I remember once at dinner reminding one of my kids to chew with their mouth closed.  The response.

“Is that like a rule that other people have heard before?” inquired this surprised little being.  

Children with good manners and the ability to self-regulate their behaviour are provided with more opportunities because they will be able to cope.  Outrageous lack of manners or explosive anger or frustration may garner a laugh but not an invitation. Working through interactions in a group will help children learn to self-regulate their feelings, problem solve and understand diverse perspectives, all the things required in school, work, and community.

Conclusion

Effective parents and educators are constantly evolving in their skills with a focus on what is best for the children in their care.  Dependence does not make for better bonding or stronger adult-child relationships.  Parents and educators who overly shelter children and make decisions on their behalf without involving the children involved are unintentionally hindering the development of independence and self-sufficiency.  It is debilitating for the child because it undermines their confidence and ability to demonstrate crucial qualities for independent living later in life.   

Currently on social media there is a funny clip of David Lettermen and Stephen Colbert commiserating about their children leaving home and condemning them to “empty nest” status.  All this investment in kids and they just leave.  I can relate to their sadness at the emptiness.  I hated saying goodbye to my classes at the end of each school year.  To my school communities as I moved to other schools.  And I bemoan that I don’t get to spend “enough” time with my own children. However there also is a huge amount of pride when your students and your own children are able to go out and thrive in the world.  Nothing is so sad as seeing young adults without the skills or confidence to go out into the world to experience all messiness and joy that the world out there has to offer.  Time invested in providing guidance and a nurturing role while fostering an ability to fly is truly a reason to celebrate.