A couple of weeks ago I wrote about ‘praise’ - this week, I’d like to deal with it’s cousin ‘expectation’.
That voice that comes from inside us, telling us not to even bother trying, because we’re just no good at it; telling us we are and always have been hopeless at maths, spelling, art or whatever - that voice came from somewhere.
Here is the latest in my series of articles based on conversations with children, first published in Teach Early Years magazine. In each piece, I focus on one prominent theme. For this one, it’s TRIVIALISING FEELINGS. My thanks to editor Jacob Stow for allowing reproduction, and if you want to know more, details of this and their other magazines and resources are available at: https://www.teachwire.net
* What annoys you about how adults speak to you?
* When I'm crying and they say, 'You're just tired.’ (G - female)
During this little girl’s short interview, she mentioned this issue twice in slightly different ways. No doubt something had happened recently that made this perceived injustice so fresh and raw, but what lies underneath is a common source of upset.
Do you think you received enough praise as a child? Or maybe you received too much? Do you think you praise your children enough? Or too much? Do you see any connection between your own experience regarding praise as a child and how you behave now as an adult?
Last week I spoke about how children are often willing and able to embrace complex vocabulary, and I’d like to expound on that here.
Never be afraid to use a long word with a young child. Children love playing with language and long, complicated words can be fabulously alluring.
We all have memories of secrets hidden from our parents and other grown-ups, of wanting to mark out the territories in our lives where they were not allowed to go. Sometimes these can be physical spaces, whether a private meeting place or a den or the sacred inner sanctum of a teenager’s bedroom, and sometimes the boundaries are more conceptual.