Happy Kids by Cathy Glass (best pdf reader for ebooks TXT) 📗

and this is more difficult – watch out for signs that your child could be bullying others. None of us likes to believe that our little treasure is capable of wilfully harming another child, but all children at some time will say or do something that is unkind, dominating or hurtful to another child. If such behaviour comes to your attention, don’t ignore it, as it will escalate if left unchecked, but don’t over-react either. Act swiftly and firmly, and deal with the incident as you have been dealing with all your child’s negative behaviour, by using the 3Rs. And remember, it is the behaviour and not the child that is wrong – ‘Tom, it was cruel to do that to Sam,’ not ‘You are cruel’. Explain to your child why the behaviour or remark was wrong (that it was hurtful and we should be kind to others and respect their feelings), and that it mustn’t happen again.

Some children are naturally more forceful and domineering than others, and while a child continually insisting that he or she should be the leader in a game or being very bossy isn’t bad bullying it is a form of control, which is only one step away from bullying. The child needs to be taught that their playmates should be given a turn to be in charge of the game. Children at this age vary greatly in their confidence and leadership skills, and while some children have a flair for organising, others need a lot of encouragement. Obviously you won’t be able to oversee your child in the playground, but listen carefully to what he or she tells you about time spent in the playground with other children.

When your child has friends home to play, be aware of their conversations, and make sure their games are not one-sided, with Tom or Claire controlling everyone else all of the time. It is essential that children learn teamwork and cooperation with others at this age, not only for successful and enduring friendships, but to put in place the skills they will need in adult life to function at work and in their relationships with other adults.

Being disliked by your child

Don’t worry about being in your child’s ‘bad books’. We are all there sometimes – it comes with the territory of good parenting, particularly with children of this age. Any parent who avoids enforcing rules or disciplining their child because they don’t want to incur their child’s displeasure will have their authority and respect severely diminished in the child’s eyes. In the same vein, don’t ‘curry favour’ with your child in matters of behaviour. Obviously you will be loving and caring towards your child, but don’t try to ingratiate yourself by ignoring or endorsing bad behaviour. Your guidelines for good behaviour are essential and reasonable. Explain why you have asked your child to do something or have stopped them from doing something. That is sufficient.

Expect to be disliked sometimes by your child, and don’t take it personally. Enforcing boundaries is an integral part of successful parenting. It shows your child that you love and care for him or her enough to go out of your way to make sure they behave. It is far easier to give in to or ignore unacceptable behaviour, but that will send your child the message that you can’t be bothered to enforce discipline and therefore don’t care. Clear and consistent boundaries, put in place and enforced through the 3Rs, create a healthy, loving and respectful environment in which your child will flourish and become a credit to you.

Cause and effect

At this age your child will be assuming more and more responsibility for him or herself, and for his or her behaviour. It is very important that your child understands the consequences of his or her actions – cause and effect. So many of the children I foster with behavioural issues have lived in a bubble (as their parents do), going through life with total disregard for the consequences of their actions, in respect of others and society at large. It can come as quite a revelation to the child that what he or she does has an effect, positive or negative, on another person, and that he or she is solely responsible for that effect. They will learn this if you show them that good behaviour equals praise and bad behaviour equals a sanction.

It is relatively easy to notice and praise your child’s positive actions, and easy for your child to accept the acknowledgement of his or her good behaviour – ‘Thank you, Tom, that was very kind of you,’ perhaps said when Tom held a door open for you. Or tidying up his bedroom on the first time of being asked – ‘Well done, Tom! You’ve done a great job. That looks so much better.’ Or perhaps your child went out of her way to draw a less confident child into a game – ‘That was very thoughtful of you, Claire. Well done.’ The list of your child’s little actions that require praise will be endless, but it is important (without going over the top) that your child knows you are aware of his or her positive behaviour and that you are very pleased.

However, while children are happy to acknowledge and accept the effect of their positive actions, many are less happy to accept responsibility for their negative actions, even dissociating themselves from them to the point of lying. So that when you present Tom or Claire with their negative behaviour they might say, ‘It wasn’t me,’ or ‘It just happened,’ or ‘I don’t know who did it,’ when they were clearly responsible. I call it the Mr Nobody syndrome, and in my house, Mr Nobody could be held responsible for rather a lot if I let him. It is not helpful for a child of any age to believe that he or she can escape the consequences of his or her negative behaviour by either denying he