A Boy’s Early Curiosity Alarms Parents

Q: When my son was 5, he tried to search for “girl’s pee pee” and other related terms on his tablet, which luckily was on the child setting. We talked to him the best we could even though he denied it happened. We put extra tight restrictions on his already very limited tablet use. When he was 7, we discovered that he tried searching for much more explicit content (sex, sex with kids) on my husband’s computer, knowing he’s not allowed to use the Internet without an adult around. He was swiftly and severely punished for breaking that rule.

I was an utter mess about what he may have seen, and why and even how my little boy was so interested in this topic. I probably did too much talking, and he said nothing but “I know” in response. We are always reminding him that he can come to me or his dad with questions. But, he doesn’t ask us questions or come to us ever. And he is smart and sneaky about getting what he wants.

We bought an age-appropriate book about boys growing up/body changes, and my husband read it to him and our 10-year-old son (who has never been found to be involved in anything related to this.) Now, at age 8, I saw that my son wrote the word “sex” all over our shower door, while showering. He mostly plays with one other 8-year-old boy in our neighborhood, and sometimes is around other 10- to 11-year-olds, with his brother. Our boys have very limited screen time and no Internet access on their tablets, and only use it in a shared room with permission. He has no history of abuse. I’m sure the kids “talk” on the school bus, and it’s a curious topic for boys, but being that it started so young and he already has some graphic thoughts in his head, I’m worried about where it came from and how to stay ahead of things from here on out. Should I be worried?

A: I don’t mean to alarm you, but yes, you should be worried. You say “he has no history of abuse,” but I’m not sure that’s true. It’s rare that a 5-year-old would search out something like that on his own initiative. My initial, gut reaction is that someone older than him—a boy on the bus, a teenager or an adult—said something or showed him something that triggered that search.

If you’re absolutely, positively sure that he’s had no unsupervised time with an adult man (even a family member other than your husband), then my guess is that he’s viewed pornography. Either he stumbled upon it on his own or someone showed him something at school or the neighborhood. Even at his tender age, the fact remains that pornography is frighteningly easy to come into contact with—even without meaning to. Kids as young as your son who have seen pornography often don’t realize exactly what they saw, and that sparks curiosity, confusion and shame (hence, his not wanting to talk to you about the incident or incidents).

As you’ve seen, your son will deny viewing whatever it is he saw. He’s 8 years old—he barely knows what it is he’s seen, but he’s curious or intrigued. He’s been leaving you clues—sex written on the shower door, searching for “sex” on the computer he’s not supposed to touch—so act on those clues now. And by act, I don’t mean further punishment for your son.

What to do going forward? Eliminate all electronic device usage—no tablets, no computer time, no video games—for both boys. Just stop cold turkey. Lock up your own devices to help him avoid temptation.

Wait a few weeks before broaching the subject again. During that time, rebuild your connection with your son. So often our kids don’t want to share things with us because we’ve let the connection with them dissolve or fray. Spend time with him without bugging him about this topic, etc.

You will need to talk with him again, but do more listening than talking. Maybe your husband could take the lead and talk about his own foibles into sex (crushes on girls, other boys who talked about sex, etc.). Nothing graphic, but sharing more how hard it is to say no or “un-see” something. He shouldn’t push your son to share, but a series of conversations will likely get your son to open up about what he saw or someone showed him, etc.

Finally, if, after reading this answer and reflecting on the past few years, you have doubts about whether your son has been abused or could have been in a situation where abuse could have occurred, then please, please, please act immediately. There are professionals out there—medical, psychological/counselors, law enforcement—who will help, who are trained to assist and protect kids in these situations.

Early Riser Plagued by Fears

Q: Our 6-year-old son is an early riser. He is to stay in his room until 6 a.m., then allowed to come downstairs to play quietly. Lately he has been waking up mom and dad because he’s scared. We try not to talk to him about this because it’s probably more about him being lonely or wanting attention. We tell him to go find something quiet to do, but he comes back. Going to his room after dinner and to bed early on days when he bothers us this way has worked in the past, but is there a better fix for these tired parents, so we can get off this roller-coaster?

A: Ah, the joys and challenges of an early riser! There’s nothing more frustrating than kids who get up early when you want to sleep. Having boys myself who rose well before I wanted to get up, I understand your tiredness, but since there were two of them in my house, at least they had each other to play with, so I didn’t get the “scared” aspect.

I recommend a two-pronged approach to solving this dilemma. First, I would move his bedtime up earlier because 6-year-olds need more sleep than you think, and that might help alleviate some of his fears—when you’re tired, everything is scarier.

Second, when he leaves his room to play downstairs in the mornings, have a CD player he can pop in a CD, like his favorite music or audio book. That will “keep him company” while he plays by himself. Sometimes, just having a little background noise can help chase away feelings of uneasiness.

Finally, be sure you have touch point connections throughout the day with him. It might be that he’s not getting enough of those interactions, which don’t have to be long, but more speak to him directly. Some kids like snuggle time while reading a short book. Other kids like having mom or dad listen as they tell about the newest dinosaur they like. Still other kids enjoy sharing jokes or sitting in the sun singing a silly song. If you fill up that bucket during the day/evening, your son will be more likely to feel content—and less likely to let his fears run away with him.

Teaching Kindness

Q: How can I teach my 10-year-old daughter to have a kind heart? Her 7-year-old sister is always doing sweet things for her without prompting, and she sees it modeled between her dad and I doing selfless things for each other. We are just out of ideas to get her to think of others without being told.

A: I love that you’re asking this question because it’s important for us to teach our kids how to be kind and generous, tenderhearted toward one another, whether siblings or friends or classmates. As you’ve noticed yourself, some kids are born with a more generous, outgoing personality that spills over into little acts of kindness. This is how your 7 year old is (Younger), and that’s a wonderful thing.

However, I’m wondering if your 10 year old (Older) senses that you approve of her younger sister’s actions more than you do of her. In your question, you’re comparing the two—Younger is “always doing sweet things” while Older is not. I suspect that you’re probably either commenting about that in Older’s hearing or using nonverbal cues (smiles/fawning over Younger’s “sweet things,” while subtly judging Older for not doing spontaneous acts of kindness).

So first, please check your own heart and actions to ensure you’re not judging your girls the same. It also sounds like you and your husband are naturally good at these types of expressions, which can color how you look at Older and her seeming lack of kindnesses.

Second, remember that your children are different and have different personalities that express themselves in different ways. I encourage you to write down five things you see Older excel at and struggle with, then do the same for Younger. It’s important to realize Older has her own strengths and weaknesses just like Younger does. You might find that Older has other ways she shows kindnesses or a helpful spirit that you haven’t really noticed because it’s not as visible as Younger’s “sweet things.”

Now for teaching kindness, focus on both tangible and intangible expressions. For tangible, it can be helping kids to notice opportunities to be kind, such as picking up toys without being asked, volunteering to help with a chore or task, or helping to pick up something someone spilled or dropped. For intangible, it can be talking to the new kid during lunch, making sure to include everyone in the game at recess and being aware when someone’s upset and trying to comfort them.

Books help too, like Horton Hears a Who, The Invisible Boy, many of the Berenstain Bears books, The Giving Tree, and Anne of Green Gables. Reading and discussing characters who are kind and ones who aren’t can assist children in learning what kindness looks like and how to be kind themselves.

One thing we’ve done from time to time is ask each family member questions at dinner that touch on little kindnesses throughout the day, like

  • What did you do today that made you smile?
  • What did you do today that was kind to someone else?

Overall, it’s more about focusing on building character in both of your girls than in teaching only Older to be kind.

April Parenting Thought of the Month: Do You Have a Strong-Willed Child Or a Hidden-Willed Child?

Google “strong-willed child” and you’ll find a plethora of articles and books about how to parent a stubborn, difficult, defiant and high-spirited child. Strong-willed children are defined as kids who defy, disobey and emphatically refuse—often with verbal or physical outbursts—to do what a parent wants them to do.

Lately, though, I’ve become convinced that labeling certain children as “strong-willed” isn’t in their best interest—nor is it entirely accurate because every child is strong-willed.

Let me repeat: Every child is strong-willed. How so? Because every child wants what he or she wants when she wants it. In other words, every single child is born selfish.

This is an important truth for all parents to grasp. Each one of your children is selfish in their core—they can’t help but look out for number one. Christian parents know this is because every child is born with a sinful nature.

Therefore, every child is strong-willed.

But every child exhibits that selfish nature in different ways. Some kids are loud, boisterous and in-your-face about their wanting what they want when they want it—the classic definition of a “strong-willed child,” if you please. However—and this is a big however—even kids who aren’t as vocal or physical about their selfish desires are still strong-willed. They have a hidden will that makes it difficult to see on the outside but inside, they are still exhibiting the same selfish tendencies.

Personally, I think parenting the classic strong-willed child is easier than the “hidden-willed” child because with an outwardly strong-willed child, you can see the struggle right in front of your eyes. You tell the outwardly strong-willed child to pick up his toys, and he throws a fit. You know exactly what’s going on in his heart, right? He’s refusing to put himself under your authority.

You tell the hidden-willed child to pick up her toys, and outwardly, she obeys. You’re happy, but what you might not notice or even have a glimpse of is what’s going on in her heart. She might be gritting her teeth on the inside, grumbling about the task, letting bitterness or envy or strife take root in her heart…and you won’t have a clue it’s there.

When I mention to parent groups how lucky they are to have strong-willed children, I often am met with disbelief. After all, strong-willed children give parents a workout in the toddler to preschool age with their almost constant questioning and testing of boundaries. Then I remind these parents that with a strong-willed child, you know exactly what’s going on in their hearts—it’s out there for all to see.

It can be just as difficult to parent a hidden-willed child because you can easily mistake outward compliance with inward compliance—and the two don’t necessarily go hand-in-hand. With a hidden-willed child, you have to look for other signs that the child’s heart isn’t growing cold with hidden defiance, such as surly attitudes, little unkindnesses and undercover disobedience.

Whether you have a strong-willed or hidden-willed child, parents should be willing to put in the time and effort to stick to boundaries, to pay attention to a child’s heart, and to realize that we’re raising adults, not children. With an eye to the future, you can help your strong-willed or hidden-willed child become an adult who’s kind, honest, hard-working, committed and resourceful.

Excuse Me, Your Cell is Showing

By Linda Wood Rondeau

When I recently visited a young relative’s home, three children and two adults sat in the living room with the television on and everyone using their own phones. No one talked with one another. I wondered if anyone paid attention to the television at all since they were busy texting, snapping and sending.

Children seem to have an insatiable desire for technology these days. Cell phones have become the new computer—instantly accessible. Funny they are still called phones because no one seems to really “call” anyone, especially the younger generation. They either send a social media message or text. Social media sites lure users to spend hours of mindless activity, or what seems mindless to other generations.

Nowadays, to take away a child’s cell phone seems to be the worst kind of “grounding” a child can receive.

So how does a parent encourage appropriate use of this device? As in all aspects of parenting, modeling the behavior is still the most powerful teaching tool in the parent’s arsenal. Children live what they see—no matter how much you preach for them to do otherwise.

Here are few things you can do to help shape your child’s phone behavior:

  1. If you feel your child’s time on devices should be limited, limit your time as well. Let your children see you enjoying activities without your smartphone as a constant companion.
  2. Do not use your device while driving unless you have a voice activated or hands-free phone. Pull off the road if you receive a text or call while driving. Explain to your child why you are doing so.
  3. When someone is speaking to you, put your phone down. Do not try to multi-task your human interactions with electronics. Humans are the ones who will suffer.
  4. These days, smartphones are like an appendage. But we can still insist on etiquette where phone use is concerned. The GOLDEN RULE applies to our phone use as it does in every area of life.
  5. When in public, use your device only if in an emergency. Stop when you need to use the device. Don’t walk and talk, especially in a crowded situation like a store or crossing the road. Of course, everyone has a different definition of emergency. But let common sense prevail. Ask yourself if your life will significantly change if you do not use your device at this instant.
  6. Your immediate need to respond sends a subliminal message to your companion that what they say is not as important as whoever just texted you. If you must use your phone, offer a polite explanation to those around you. Find a quiet corner to converse.

Culture is what it is, and each social group has its own ideas of etiquette. Help your children to be observant of those around them and to adapt, putting others needs ahead of their own.

About Linda Wood Rondeau
Award-winning author, Linda Wood Rondeau writes to demonstrate our worst past, surrendered to God becomes our best future. A veteran social worker, Linda now resides in Hagerstown, Md. Her most recent novel is The Fifteenth Article. Readers may visit her web site at www.lindarondeau.com. Contact the author on Facebook, Twitter, Pinterest, Google Plus and Goodreads.  

Things You Never Thought You’d Say as a Parent

We all say strange things to our kids! This month’s original cartoon is inspired by Elizabeth Maddrey of Woodbridge, Va. “The licking is apparently a thing at our house. I don’t know why because neither my husband or I go around licking things or people—so it’s not like this is a learned behavior. The first time I said that was after I had finished a spate of ‘don’t touch your brother,’ ‘don’t hit your brother,’ ‘I don’t care if he’s about to fall to his death, don’t put your hands on your brother,’ and so forth. The smarty kid then decided that licking was not putting his hands on his brother and so therefore might be acceptable. In fact, it is not,” she explained.

Post your “Things You Never Thought You’d Say as a Parent” comment below—yours might be featured as a cartoon!

February Parenting Thought of the Month: The Consequence Trap

On Feb. 28, Sarah will host a webinar on “The Truth About Consequences.” Sign up today!

Today, many parents have a meh relationship with consequences—they know punishments should be doled out when a child misbehaves, but they don’t like having to carry out the sentence. The trouble lies in the fact that most parents view consequences as only punitive—that is, to punish a child for doing wrong.

That way of thinking makes it hard for moms and dads to be consistent with punishments and to actually levy strong enough consequences to make a difference in their child’s behavior. What they often forget or fail to recognize is that consequences have a purpose beyond a “sentence” for wrongdoing.

Consequences have two main objectives:

  1. To make a child feel bad about the misbehavior AND
  2. To make a child think twice about misbehaving in the future.

Most of the time, children don’t feel bad about doing the wrong thing on their own. It’s something we must teach our children. Not to shame them, but to help them recognize that there are right things to do and there are wrong things to do. Kids who don’t learn the difference usually have a more difficult time navigating life’s rough waters.

Images Copyright: Kat and Steve Smith | ks-photography.com.au

 

To achieve the first objective, parents must be willing to allow their child to feel temporary (emotional mostly) pain or discomfort when correcting the misbehavior. A child who cries when caught with a hand in the cookie jar is feeling emotional pain, but mostly because he or she was caught. Levying a consequence will reinforce that wasn’t the right thing to do—and help the child remember not to reach into the cookie jar again without permission. Consequences should also deter a child from misbehavior in the future.

Sometimes, though, moms and dads don’t carry out a sentence that will impact a child’s future. In other words, we sometimes will levy minor punishments in the hopes that will curb future “crimes.” And when it doesn’t—as will happen at times—we pile on more minor consequences in the vain hope that those “slaps on the wrist” will change a child’s wrong direction.

We also misstep by telling a child exactly what will happen when he or she does something wrong, i.e., “You leave your bike out one more time, and I’m putting it away for a week.” On occasion, this will work as a determent or an incentive to correct behavior, but more often, a child simply decides he or she can “handle” the punishment, so does the crime.

What is more effective is a parent who simply does something when a child misbehaves, but the child has no idea what that will be. We follow this practice in our home, in that, we rarely tell our kids what will happen if they misbehave. What they do know is that we are very creative in our punishments, and that we “hit them where it hurts,” i.e., we tailor consequences to have the most impact on that particular child. Not a one-size-fits-all approach.

When a child doesn’t know what will happen—but does know it will be something that impacts his/her way of life negatively—the child will be more apt to think before doing the misdeed. That’s why you don’t always tell exactly what will happen, and you make sure your punishments are designed to maximize discomfort for the child. This is to help the child’s conscious to develop and to provide an external check to misbehavior.

Here’s one example from my household. When my oldest daughter, Naomi, was 10 years old, one of her daily chores was to refill the cats’ water dish before school each morning, which was in the downstairs bathroom. She started to get sloppy about it, and I would go downstairs after they were on the bus to find the water dish empty or nearly so. Nagging her didn’t help, and neither did a week of early-to-bed nights.

Then I realized she didn’t care enough to “remember” her chore—it was up to me to make her an offer she couldn’t refuse. The next day, I put up a 30 block chart on the fridge with Naomi’s name at the top. When she noticed it after school, I told her what it meant: She was to fill the cats’ water dish every day for 30 days, telling her dad or me so we could check it. If she missed a day, the 30 days started all over from day 1. Once she had gone 30 consecutive days without reminders or misses, she would get her books back.

Silence from Naomi. Then, “What do you mean I’ll get my books back?” I had noticed that she was reading in the mornings before school Now I love it that all of my kids love to read, but in Naomi’s case, it was interfering with her morning chores. So I took them away. For a month. No reading at all at home. She threw a fit (of course), but do you think she missed filling the cats’ water dish once in the next 30 days? Nope. Suddenly, her “memory” problem was fixed! Have I had to bring out the big guns like that again with her? Nope, that’s a memory that sticks! Have I had to remind her younger sister (2 years younger) to do her chores? Nope, she’s prompt because she doesn’t want something similar to happen to her.

Consequences should be memorable, cause a child discomfort, temporary (they don’t last forever in most cases), and provide a lasting lesson to deter future infractions.

Battling for Your Children Against the Father of Lies

by Connie Almony

I’m not perfect. I’m one of those sinner-types who needs a Savior.

Sooooo … being a Savior-needing sinner, who’s done a few things I’d hate for my kids to repeat, how can I be a good role-model for them?

When I signed up to write a parenting post, a number of ideas came to mind. I’m trained as a counselor and have worked with young people all my life. However, having a well-grounded 16-year-old daughter, I decided to ask her what she appreciated most about my parenting. She answered, “Being real!”

I’ve never hidden from her my flaws, faux paus or the sins of my past. Granted, I haven’t dumped them in her lap at one setting, either. But when she asks, “Have you ever done…?” wondering if I’ve strayed from my own standards, I answer her openly. Some would think this gives her license to call me a hypocrite, since she is not allowed to copy my sins. You know, saying “You did <insert sin>, why can’t I?”

She has yet to do this, because I’ve already given her the answer. It goes like this:

“Because I’ve been to the funerals. I’ve seen the destruction wreaked on those who’ve survived their sin—including myself. I’ve witnessed that which I hadn’t first understood, and now trust the God (and sometimes the parent) who knows more than I do.” In other words, I don’t just bare my brokenness, allowing her to also be aware of her own need of a Savior—I teach her how God loves us best by creating boundaries designed to make our lives fruitful.

It is because she knows I am aware of the power of temptation, and that I don’t judge the people succumbing to it (we often pray for them), and she knows the pressures I faced (and sometimes succeeded against), that she and her friends are open with me. They often come to me after school to describe the toxic choices of some of her fellow students. After these disclosures, we talk (again) about the temptations to do these things (sex, drugs, what-have-you) and the effects of giving-in.

My daughter has been discouraged from stating she will never engage in a particular sin. Why? Because, as I’ve told her, the minute you believe you could never do that sin, satan discovers you are unprepared for the temptation he can throw at you. She didn’t understand.

I said, “Imagine …”—this is where being a fiction author is helpful— “… you are struggling in school, and just as everything seems at its worst, I die. You no longer have me to come to. Your dad is riddled with grief and the stress of caring for you and your autistic brother all by himself. A friend shows you a tiny pill she claims will take your mind off your troubles. What could it hurt? It’s only a teeny pill. And it’s free (for now).”

My daughter’s delayed response was heavy with understanding. “Oh.”

I said, “Yeah. That’s how satan rolls.”

When battling against the father of lies, the best defense is always openness and Truth.

About Connie Almony
Connie Almony is trained as a mental health therapist and likes to mix a little fun with the serious stuff of life. She is a 2012 Genesis semi-finalist for Women’s Fiction and received an Honorable Mention in the Winter 2012 WOW Flash Fiction Contest. Her newest release, Arise from Dark Places, is an edge-of-your-seat inspirational retelling of Sleeping Beauty. Connect with Connie on her website.

 

A Toddler Who Hits

Q: Our 27-month-old son who goes to a child care center in a Bible study once per week is hitting and pushing other babies in the class. He specifically hits the younger kids either with a toy or pushes them over unprovoked. He has done this two times at a park, and when I am there, we immediately leave the park. How do we handle this situation especially when I am not with him in the Bible study?

Sometimes, toddlers tussle with each other like felines.

A: I often compare toddlers to cats—both can be intractable and both generally won’t do what you want them to do! And trying to keep toddlers from tussling with each other is like trying to keep cats from play fighting. It’s impossible!

This is generally a phase many children go through at this uncivilized age. Toddlers are easily frustrated, want their own way, and lash out at the closest object when things don’t go their way. Hitting and pushing are common outflows of toddler frustration. But a 2-year-old doesn’t have the long-term memory to receive a punishment later nor the self-control to simply stop.

So leaving immediately when an incident occurs is a good way to handle it. So is separating him from the other children, which is unlikely to happen in a childcare center setting.

There’s a couple of ways to handle this during Bible study. Tell the workers to immediately let you know when he hits or pushes another child, and have them isolate him from the other children. Then you come and get him and go home. Yes, this means you will frequently be leaving study early, or sometimes have to turn around and leave right away.

Or you could simply stay home for a couple of months to give him time to mature, continuing the leaving immediately if he hits/pushes during play dates or park outings, etc.

I understand this will be an inconvenience and that you want that time with other adults. But remember, this isn’t forever—it’s temporary—and sometimes, being a parent means we have to miss out on things because our child needs time to grow up so that he can play appropriately with other children.

Parenting Advice That Makes You Go Hmmmm: Giving Homework to Parents?

In the fall, Fairfax County Public Schools included this little gem in its weekly email under the headline: “Tips for Parents: Let Your Elementary-Age Child Give You Homework.”

The short piece read like this: “For many parents, it’s been a long time since they had to do homework. So when their children complain about it, they aren’t always sympathetic. Parents can better understand what their children are going through if they go through it too. Once every week or so, let your child give you an assignment. Even if it’s easy for you, don’t show it. Instead, ask your child to help you. One of the best ways for children to learn something is by teaching it to someone else. It will make your child feel important and a little smarter. It’s a great ego booster.”

To which I scratched my head at the convoluted thought process: I can’t understand my child not wanting to do homework because I don’t have any homework of my own? However, I did go to school, and at that time, I did have homework. But those distant memories aren’t enough for me to emphasize or sympathize with my fourth or fifth grader today.

Furthermore, life is full of things we don’t want to do, like dishes, laundry, grocery shopping, housecleaning, bill paying, taxes, etc. All of us, no matter if we “work” outside the home or not, have busy work (aka, homework) that needs to be done that we don’t particularly like doing. Learning how to summon the internal will to do such work is part of growing up—and the more our youngsters have to deal with unpleasant but necessary tasks, the more used to them they’ll become and the more able to overcome their natural resistance to get ‘er done.

I originally posted a brief comment on Facebook after receiving the email, and I quickly found out I wasn’t the only parent wondering why this was put forth as a good idea. One local reader—who has kids in Fairfax County Public School too—said, “What cracks me up about that argument is that we have experienced it…because we went to school. And we had homework! And my parents just asked if I did it. They didn’t sit over my shoulder to make sure I did it and they certainly didn’t offer to do any assignments with me!”

Another pointed out, “The great thing about being human is that I can imagine what it’s like to have a mouthful of thumbtacks without experiencing it!!!” One poster had a good thought: “If kids can give parent’s homework, then can parents give teachers homework?”

The bottom line is that parents can empathize with our kids without resorting to dumb ideas like allowing them to assign us homework that we pretend to have trouble doing. When I read this out loud to my kids at dinner one night, my high schooler, middle schooler, fifth grader and fourth grader thought it was a pretty funny—and very strange—idea. As my fifth grader said, “Why would I want to give you homework?”

It’s ideas like this that make kids sometimes view adults as, well, not the brightest bulb in the socket.