The courage to 'wait'
I came across this article about ‘waiting’. Sometimes it seems like there is persistent pressure on parents to give their children every experience possible before the age of five when what our children really need is for us to have the courage to wait for them to be ready. Here are a number of areas where we could wait.
1. Wait for development of an infant or toddler’s motor skills, toilet learning, language and other preschool learning skills. Notice a child’s satisfaction, comfort and self-pride when he is able to show you what he is ready to do, rather than the other way around. As Magda Gerber often said, “readiness is when they do it.” Ready babies do it better and they own their achievement completely, relish it, and build self-confidence to last a lifetime.
2. Wait before interrupting and give children the opportunity to continue what they are doing, learn more about what interests them, develop longer attention spans and become independent self-learners. When we wait while a newborn gazes at the ceiling and allow him to continue his train of thought, he is encouraged not only to keep thinking, but to keep trusting his instincts. Refraining from interrupting whenever possible gives our child the message that we value his chosen activities (and therefore him).
3. Wait for problem solving and allow a child the resilience-building struggle and frustration that usually precedes accomplishment. Wait to see first what a child is capable of doing on his own.
When a baby is struggling to roll from back to tummy, try comforting with gentle words of encouragement before intervening and interrupting his process. Then if frustration mounts, pick him up and give him a break rather than turning him over and ‘fixing’ him. This encourages our baby to try, try again and eventually succeed, rather than believe himself incapable and expect others to do it for him. This holds true for the development of motor skills, struggles with toys, puzzles and equipment, even self-soothing abilities like finding his thumb rather than giving him a pacifier.
4. Wait for discovery rather than showing a child her new toy and how it works. When you teach a child something, you take away forever his chance of discovering it for himself. –Jean Piaget
5. Wait and observe to see what the child is really doing before jumping to conclusions. A baby reaching towards a toy might be satisfied to be stretching his arm and fingers, not expecting to accomplish a task. A toddler looking through a sliding glass door might be practising standing or enjoying the view and not necessarily eager to go outside.
6. Wait for conflict resolution and give children the opportunity to solve problems with their peers, which they usually do quite readily if we can remain calm and patient. And what may look like conflict to an adult is often just “playing together” through an infant or toddler’s eyes.
7. Wait for readiness before introducing new activities and children can be active participants, embrace experiences more eagerly and confidently, comprehend and learn far more. It’s hard to wait to share our own exciting childhood experiences (like shows, theme parks or dance classes) with our children, but sooner is almost never better, and our patience always pays off.
8. Wait for a better understanding of what children need when they cry. When we follow the impulse most of us have to quell our children’s tears as quickly as possible, we can end up projecting and assuming needs rather than truly understanding what our child is communicating.
9. Wait for feelings to be expressed so that our children can fully process them. Our child’s cries can stir up our own deeply suppressed emotions; make us impatient, annoyed, uneasy, and even angry or fearful. But children need our non-judgemental acceptance of their feelings and our encouragement to allow them to run their course.
10. Wait for ideas from children before offering suggestions of our own. This encourages them to be patient thinkers and brain stormers. Countless times I’ve experienced the miracle of waiting before giving my brilliant two cents while children play, or providing play ideas when children seem bored. Biting my tongue for a few minutes, maybe saying some encouraging words to a child like, “It’s hard to know what to do sometimes, but you are creative, I know you’ll think of something” is usually all that it takes for the child to come up with an idea. And it’s bound to be more imaginative, interesting and appropriate than anything I could have thought of. Best of all, the child receives spectacular affirmations: 1) I am a creative thinker and problem solver; 2) I can bear discomfort, struggle and frustration; 3) Boredom is just the time and space between ideas… (and sometimes, the wellspring of genius.)
Instincts may tell us that waiting is uncaring, unhelpful and confidence-shaking — until the results are proven to us. Sitting back patiently and observing often feels counterintuitive, so even if we know and appreciate the magic that can happen when we “wait”, it usually involves a conscious effort. But it’s worth it.
