Resting in Connection ~ Slowing Down Enough to Heal and Form Secure Attachments
Healthy relationships require us to rest in connection. In resting we come home to ourselves and into the arms of another. We soften enough to open our hearts and trust and receive the love we long for. This resting state is experienced to the extent that our nervous system allows for it. Our parasympathetic nervous system (responsible for calming) must be engaged and our sympathetic system (responsible for arousal and mobility) must be disengaged enough to allow for what Peter Levine calls “homeostasis” or “relaxed alertness”. In other words, resting in connection depends on there being a “smooth back-and-forth shifting between moderate levels … of (nervous system) activity”, or a “flexible seesawing” between parasympathetic and sympathetic systems, which enables us to be balanced, centered and […]
“It’s okay.” “I’m with you.” “It’ll all be fine.” ~ Why Children Need to Hear These Words More Than You May Know
“New research at Stanford University encouraged middle school teachers to take on an ‘empathetic mindset’ when students were being disciplined. The study found that the number of pupils who were suspended across the academic year halved, from 9.6% to 4.8%.” ~ Study: Focus on Empathy, Not Punishment, Improves Discipline We all know how well children saturate themselves in the present moment. Lost in doodling, leaves, bugs and clouds, the present moment wraps itself around young ones like a warm, secure blanket. Here children enter a deep state of relaxation where they trust all is good in life. One reason children rest so well in presence is because they rest well in their heart. The heart dwells in what I call the “zero point”: The child […]
Discerning Unspoken Needs from Spoken Desires: Remembering What Matters in Relationships
“Learning is a result of listening, which in turn leads to even better listening and attentiveness to the other person. In other words, to learn from the child, we must have empathy, and empathy grows as we learn.” ~ Alice Miller When a boy asks his mom for a toy car at the store or a woman asks her husband to do his share of the household duties there is a spoken desire and unspoken need at play. In the first example, the boy’s spoken desire is for the toy car; the unspoken need is to be heard, validated, seen, valued. In the second example, the spoken desire is for the husband to clean the oven; the unspoken need is for shared responsibility and rest. […]
In Your Attempts to Be Positive Be Sure Not to Sacrifice Being Real ~ Feeling Your Way Into Freedom and Aliveness
“Perhaps if tearful little boys were comforted instead of shamed there wouldn’t be so many angry men struggling to express and empathize with emotions.” ~ Lelia Schott Many of us have been taught that feelings such as anger, sadness and fear are “negative” or “bad”. The truth is, they are just feelings; they are an experience of energetic movement in the body; hence, e-motion—energy in motion. When we layer these feelings with the aforementioned limiting labels we deny our humanity and our capacity to be fully alive. Children demonstrate whole-heartedly, and often dramatically, how to feel fully. From anger, to sadness, to laughter, they quickly move through their emotions without inhibitions. They kick, scream, wail while pounding the floor, all followed by triumphant beams of […]
Put “Reality” Aside. Children Need You to Dream With Them and Dance In Their Wild World.
“The magic, the wonder, the mystery and the innocence of a child’s heart are the seeds of creativity that will heal the world.” ~ Michael Jackson In one of my Remembering to Play playshops a father shared that his young son expressed interest in one day becoming an astronaut. “How did you respond?” I asked. The father replied, “By saying, ‘how are you going to do that?’” It wasn’t just about the words the father chose but the doubt and concern he reenacted in his tone, a tone his son would have felt. It’s very tempting and easy to jump to the How. For the inhibited, rational adult, forgetful of the child within, the logistics of the dream are far more alluring than the dream […]
Most of What Kids Learn in School They’ll Never Use ~ Making Room for Wonder, Intrinsic Motivation and People Skills
“Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.” ~ Oscar Wilde A few months back I was walking along the streets of Kitsilano when I happily ran into one of my favourite people—Sandra, a grade 9 student. I hadn’t seen her since she began year two of high school so I seized the moment to ask her how it was going. A sour look fell upon her face, followed by, “It’s boring. We’re learning how to measure the circumference of a circle.” She then went on to say with a little bit more bite, “Like we’re ever going to need to know how to do that in the world!” […]
The Wisdom of Giving Your Child a Sword to Play With Instead of a Gun
There is a great debate amongst the educators and parents I present to about children playing with guns. In fact, it may be the hottest of all debates (even more than whether to allow children to go up slides!). Does playing with guns support or hinder child development? More so, how might a child playing with guns today impact society tomorrow? As a boy, I remember happily playing with guns. Whether it was with my cork gun shooting cans in my backyard or playing war with plastic guns with my friends, I only have good memories. Gunplay was a means of using my imagination, connecting with others, and being in nature. Looking back now, however, I view those times from mature hindsight, with a depth […]
Connection Precedes Learning and Self-regulation ~ Why Relationships are Foundational in Education and Life
Note to the reader: If you have already read my previous articles on connection and the right brain, you may wish to skip further down to the section on co-regulation. Connection precedes learning How often and in how many ways do we make learning far more important than connection? The school system has been designed to make learning paramount and so often at the cost of the core biological need to bond. This breaks the hearts of so many teachers I present to, leaving them in tears, angry, frustrated. They dearly want to connect with their students, but find it extremely difficult given the expectations of the institution and classroom size. They dearly want to listen to and connect to their own hearts, and do […]
Maybe It’s Not Meant to Be Solved ~ Surrendering to the Heartbreak of Not Having the Answer
“The mystery of life isn’t a problem to solve, but a reality to experience.” ~ Frank Herbert “If you’re really listening, if you’re awake to the poignant beauty of the world, your heart breaks regularly. In fact, your heart is made to break; its purpose is to burst open again and again so that it can hold evermore wonders.” ~ Andrew Harvey Maybe the problems we face are not meant to, nor can be solved. Our determined beliefs tell us otherwise. We can solve our flat tire and painstakingly slow computer, and we are fortunate to have our broken leg fixed at the hospital. These are relatively simple issues to deal with. But the same linear, quick-fix mindset from which we approach these human dilemmas […]
Nothing in Nature is Linear, Yet We Push and “Ready” Children Along Straight Pathways
“Logic will get you from A to B. Imagination will take you everywhere.” ~ Albert Einstein “(A) study, titled ‘Is Kindergarten the New First Grade?,’ compared kindergarten teachers’ attitudes nationwide in 1998 and 2010 and found that the percentage of teachers expecting children to know how to read by the end of the year had risen from 30 to 80 percent. The researchers also reported more time spent with workbooks and worksheets, and less time devoted to music and art.” ~ The New Preschool Is Crushing Kids | Erika Christakis, The Atlantic “In the 1970s, the German government sponsored a large-scale comparison in which the graduates of 50 play-based kindergartens were compared, over time, with the graduates of 50 academic direct-instruction-based kindergartens. Despite the initial academic gains […]