Spending more time outdoors, preferably in natural settings, may be the simplest, healthiest, and most economical remedy for the terrible increase in numbers of children diagnosed with social, emotional, and learning problems over the past two decades. It may also be the answer to many problems suffered by adults in our increasingly rushed, technology-focused lives. And on a global scale, there’s evidence that more people spending more time in natural spaces would contribute to solving the environmental challenges that are increasingly disrupting our lives. Read more
Happy people make different choices than others, and the good news is that their habits can be learned–kindness, seeing problems as opportunities, expressing gratitude , and more. These behaviours are all choices that parents can teach their kids to make. No matter a child’s temperament–and yes! some kids are a lot more difficult than others!–she can learn to choose happiness. Read more
July 3, 2012
New research is showing the importance to our brain’s best work of making sure we build time into our busy lives for reflection, introspection, and imagination—with electronic devices and access to social media turned off. This is as true for children as it is for adults.
In an article entitled “Rest Is Not Idleness” in the July issue of Perspectives on Psychological Science, Mary Helen Immordino-Yang and her colleagues consider what’s happening when our brains are wakefully resting. According to these authors, fMRI data shows that when there’s little by way of external stimulation or intellectual effort required, our minds wander, engaging in a default mode of restful neural processing that is usually suppressed when our attention is focused on the outside world.
In their survey of the literature from neuroscience and psychological science, they conclude that brain systems activated during rest are important for certain kinds of social and emotional processing. These systems are important for our intellectual and psychological functioning, and are associated both with mental health and with cognitive abilities like reading comprehension and divergent thinking. Learning, memory, and well-being are implicated; Immordino-Yang and her colleagues argue that research on the brain at rest can shed light on the importance of reflection and quiet time for learning.
They discuss practical implications of this research for education. “We focus on the outside world in education and don’t look much at inwardly focused reflective skills and attentions, but inward focus impacts the way we build memories, make meaning and transfer that learning into new contexts. What are we doing in schools to support kids turning inward?”
The authors observe that while outward attention is essential for carrying out tasks and learning from classroom lessons, the reflection and consolidation that can accompany mind wandering is equally important, fostering healthy development and learning over the long run. As with so much else, balance is the key. Attention to content mastery is critically important, but time spent reflecting and imagining—appearing to do nothing, to daydream, or waste time—can actually improve the quality of outward attention that people can sustain. Mindful reflection is also essential to our ability to make sense of the world around us. It contributes to the development of moral reasoning, and is linked with overall well-being.
Immordino-Yang and her colleagues warn that the high attention demands of urban and digital environments—very much including social media—may be distracting young people from looking inward and reflecting, and that this could have a negative impact on their psychological development. They write, “Consistently imposing overly high-attention demands on children, either in school, through entertainment, or through living conditions, may rob them of opportunities to advance from thinking about ‘what happened’ or ‘how to do this’ to constructing knowledge about ‘what this means for the world and for the way I live my life.’”
This research provides valuable information for parents. It suggests that children who are given the time and skills they need for mindful introspection, reflection, and contemplation, will be more motivated, be less anxious, perform better on tests, and plan more effectively for the future. It also suggests that parents should be modelling reflection and contemplation themselves, maybe even giving themselves permission for a bit of daydreaming now and then.
In Being Smart about Gifted Education and elsewhere, Joanne Foster and I emphasize the importance to children’s best development of what we’ve called ‘do-nothing times.’ It seems that current scientific research is providing compelling evidence for just that.
Authors: Mary Helen Immordino-Yang, Joanna A. Christodoulou, and Vanessa Singh
Article full title: ‘“Rest Is Not Idleness”: Implications of the Brain’s Default Mode for Human Development and Education’
Journal: Perspectives on Psychological Science http://pps.sagepub.com/content/current
Thank you to Rebecca McMillan and The Brain Cafe for bringing this to my attention!
February 22, 2012
Children need more unstructured playtime in their lives. They need time enough to get bored. If they’re going to learn and grow and achieve as much as they can in the long run, they need ample opportunities to develop their self-regulation, imagination, self-awareness, and other important life skills.
Over the past few decades, playtime has become more about things—toys, educational puzzles, electronic games, etc.—than about imagination and activities that children invent for themselves. It’s also become a lot more adult-directed, with an eye on academic learning and productive use of children’s time, a lot less child-directed and apparently aimless. Instead of being filled with spontaneous improvisation and discovery, children’s time is increasingly being scheduled by adults and gobbled up by electronic devices.
While many parents think that an increased focus on the productive use of their children’s time will give their kids a leg up in the competitions to get into the best preschools, schools, and—eventually—colleges and universities, there is increasing evidence that it does the opposite. By robbing kids of ample time for imagination, exploration, and collaborative invention, we are taking away essential opportunities for them to develop the skills prerequisite to real achievement and fulfillment over time.
Self-regulation skills include managing and controlling one’s feelings, moods, behaviour, and intellectual focus. Like self-regulation, collaboration skills and self-awareness are key components of emotional intelligence, which is a much better predictor of academic, career, and other kinds of success than IQ or other intellectual or academic ability scores.
Kids who spend good chunks of their time building forts, playing house, or constructing narratives of pirates, paupers, cowboys, and circus clowns are more likely to take ownership of their own learning and their own environments. Interestingly, they’re also more likely to co-operate independently in cleaning up after a free-choice period in preschool. In an interview on National Public Radio in the USA, child development expert Laura Berk reported, ‘Children who are most effective at complex make-believe play take on that [clean-up] responsibility with greater willingness, and even will assist others in doing so without teacher prompting.’ (To see the complete article, go to http://www.npr.org/templates/story/story.php?storyId=19212514)
Although it may look like they’re wasting time or doing nothing much at all, kids involved in imaginative play may be investing their time as productively as possible for the long run. When they’re making up their own rules and their own games, they’re learning about themselves and others, exploring and finding out what they like doing, what they want to learn more about, and how to interact successfully with others. So, let’s not insist on giving kids the scripts and the props we think they need for their play, but rather, let’s allow them to find and invent their own ways of playing and learning, at least for good parts of their day.
Children do need planned stimulation and enrichment opportunities—classes, clubs, puzzles, building toys, educational activities, museums, performances, outings, etc.—but their lives shouldn’t be so jammed with these good things that there’s no time left for imagination and unstructured playtime. Somewhat counter-intuitively, too much focus on enrichment and achievement can actually impede their cognitive and emotional development. Do-nothing times can be the most productive times of all.
December 3, 2011
We come back to a theme we’re encountering a lot these days: parents – stressed by the demands and insecurities they’re experiencing in their own lives— wonder how they can ensure their children will have the intelligence edge they’ll need in this fast-paced and rapidly-changing world. What can parents do to support their children’s ability to cope successfully with—and even welcome— the challenges they will inevitably encounter?
So much is changing so rapidly in the world right now, and in individual people’s lives. Very few of us feel as confident about the future as we once did, and when so little seems stable and predictable, it is easy to become overwhelmed by worries. Parents I talk to are concerned about the stresses in their own lives, and have questions like these about raising their children:
How can I make sure my children aren’t damaged by the sex and violence that surrounds them–in advertising, computer games, music, cartoons, television, and more?
Is it okay if my child has no interest in reading?
I’m feeling uncertain about my own job. How can I possibly prepare my child to earn a living one day?
The bottom line for these and many other questions concerns how parents can best prepare their children to thrive in a fast-paced and rapidly-changing world.
The answer to most of these questions is surprisingly simple, although not always easy to implement. The single best way to give children an intelligence edge—a well-developed ability to cope successfully with and even welcome the challenges they will inevitably encounter –is to spend time with them.
Listen patiently and respectfully to their concerns. Discuss your ideas and theirs, and do some problem-solving together. Convey a confidence in their ability to figure things out—with your help, as needed, and only in those areas where they have some reasonable age-appropriate control over the situation. Be present to their fears, their hopes, their worries. Help them see that managing change and meeting challenges can feel good.
There is more than this to being a good parent, of course, including supporting your children in developing habits of mind like perseverance, hard work, critical thinking, creativity, and flexibility; and in having character traits like honesty, kindness, loyalty, and integrity. Children need lots more than just being listened to — love, for example, and guidance, patience, social interaction, physical play, sensory stimulation, and intellectual challenge.
Joanne Foster and I discuss all these important things at length in Raising Smarter Kids, but if given the time and opportunity to make only one suggestion to a worried parent, it is almost always about the intelligence edge their children will have if they have someone with whom to communicate openly—someone who they can trust in order to share their perspectives and ideas. And, that is truer today than ever.
When the world is rushing along madly, children need to feel a sense of sanctuary, attention, and respect at home.
Although wisdom is often associated with later adulthood, its seeds are planted in childhood. The most important thing that parents can do to support the development of wisdom in their children is to model these attributes in their own lives. That means taking others’ needs into account, as well as one’s own, and doing that explicitly, sharing the reasoning processes with children.
“Intelligence plus character—that is the goal of true education.”
Martin Luther King Jr.
I’ve been thinking lately about the importance of wisdom in coping successfully with turbulent times, and realising that wisdom is as important for children as it is for adults. Although it is often associated with later adulthood, the seeds of wisdom are planted in childhood. More than ever, now is a time for parents and teachers to help children learn to make calm, reasoned sense of what’s happening around them, and to make wise decisions in their lives. This is always true, of course, but the urgency of thinking and behaving wisely is accentuated in times of stress.
Think, for example, about the British campaign asking citizens to ‘Keep Calm and Carry On’ during the bombing raids of the second world war. This was an appeal to people’s wisdom, and the collective ability of the British population to respond positively to this message was almost certainly a factor in the outcome of the war.
Practically speaking, what can parents do to support the development of wisdom in their children? Because wisdom is an abstract idea like love or compassion, it’s a good idea to start with what it looks like in practice: ‘Wise people do not look out just for their own interests, nor do they ignore these interests. Rather, they skillfully balance interests of varying kinds, including their own, and [others’]…Wise individuals realize that what may appear to be a prudent course of action in the short term does not necessarily appear so over the long term.’ (from Explorations in Giftedness (2011), by Robert Sternberg, Linda Jarvin, and Elena Grigorenko)
So, we’re back to the question that motivated this blog: how can parents support the development of wisdom in their children? The quote at the top of the blog from Martin Luther King provides a clue: wisdom requires well-developed thinking skills (or intelligence), as well as a strongly developed character. I have addressed elsewhere the ways that parents and teachers can support the development of their children’s intelligence, and focus here on the ‘character’ component of wisdom. This is where Sternberg’s description comes in, suggesting that wisdom includes a focus on skillfully balancing interests of varying kinds, including one’s own as well as others’; and an understanding that one needs to consider the longer term, as well as immediate and short term, effects of a decision or action.
The most important thing that parents can do to support the development of wisdom and character in their children is to model these attributes in their own lives, sharing the reasoning processes with children, as they become able to understand some of the factors that are involved. ‘Others’ here is broadly inclusive, from immediate family members, out through extended family and friendship networks, and community, national, and global interests. That means, for example, thinking about the environmental effects of one’s actions. It means treating others the way one would like to be treated, and also being as good to oneself as one is to others. It means making a habit of asking, ‘What would happen if everyone behaved as I do?’
Modeling wisdom also means thinking about the long term consequences of any behaviour or action, as well as possible immediate and short-term consequences. It might be alright to eat one more chocolate bar right now, but in the longer term, too many decisions like that will prove unwise. The family might be able to afford an expensive holiday this year, but perhaps that will mean depleting resources, and having trouble if the roof starts leaking or the car needs repairs. Sometimes a holiday is badly needed—whether for physical or emotional or family-building reasons –and is the best possible way to spend the family savings. Knowing when it’s a good idea to push the limits, and when it’s a good time to conserve, is where wisdom comes in.
Second to modeling wise decision-making, the most important thing that parents can do is include their children in decision-making processes, as appropriate to the child’s age and abilities. This is best if it starts small and personal – should Maria do her homework when she gets home from school, for example, or can she wait until after dinner? By the time a child becomes a teenager, decisions are getting more complex and have bigger consequences, so it’s great if some wisdom has already been acquired. Because children of eleven through fourteen are going through extraordinary internal and external changes, they go through a stage when they may appear to have lost any wisdom they’d already gained, so it’s important that they’ve already consolidated some basics of wise decision-making before that.
Raising kids who are not only smart, but who are also wise enough to make the decisions that will lead to a sense of fulfillment and happiness across the life span, is a serious challenge faced by all parents. This is the challenge that Joanne Foster and I address in our work together, most explicitly in Raising Smarter Kids. We write there about what we think parents’ ultimate goals for their children should be. This includes a feeling of well-being, and, ideally, happiness. Integrity. The recognition that change and challenge can be good. The ability to welcome adversity, and to cultivate resilience in the face of hardship. The ability to think, communicate, and act coherently, responsibly, creatively, and decisively. A collaborative spirit. Ample capacity for fun and relaxation. And, a lifelong love of learning, fueled by a calm, self-assured motivation and drive. Wisdom, in other words.
As with creativity and intelligence, parents have a much larger role in their children acquiring wisdom than many realize. Parents can make a difference by providing the kinds of environments, challenges, role models, and social supports that increase the likelihood of their children making wise decisions, both in the short term, and in the longer term.
About Beyond Intelligence
Dona Matthews, PhD, and Joanne Foster, EdD, authors of the award-winning Being Smart about Gifted Education, and several other titles, are experts on children’s optimal development and education. Our work focuses on children who love to learn, and those who don’t. We provide information and resources for parents and educators who want to provide the necessary supports in the learning process– guidance, challenge, and encouragement.
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