How Toddlers Thrive

What Parents Can Do Today for Children Ages 25 to Plant the Seeds of Lifelong Success

Tovah P. Klein, PhD

A TOUCHStONE BOOK

Published by Simon & Schuster New YorkLondonTorontoSydneyNew Delhi

Touchstone A Division of Simon & Schuster, Inc. 1230 Avenue of the Americas New York, NY 10020 Copyright 2014 by Tovah Klein All rights reserved, including the right to reproduce this book or portions thereof in any form whatsoever. For information address Touchstone Subsidiary Rights Department, 1230 Avenue of the Americas, New York, NY 10020. First Touchstone hardcover edition February 2014 TOUCHSTONE and colophon are registered trademarks of Simon & Schuster, Inc. For information about special discounts for bulk purchases, please contact Simon & Schuster Special Sales at 1-866-506-1949 or business@simonandschuster.com. The Simon & Schuster Speakers Bureau can bring authors to your live event. For more information or to book an event, contact the Simon & Schuster Speakers Bureau at 1-866-248-3049 or visit our website at www.simonspeakers.com. Interior design by Aline Pace Jacket design by Eileen Carey Jacket photograph Laura Flugga/E+/Getty Images Manufactured in the United States of America 109876543 21 Library of Congress Control Number: 2013032839 ISBN 978-1-4767-3513-9 ISBN 978-1-4767-3515-3 (ebook)

chapter one

Setting Up Toddlers to Thrive

Self-Regulation and the Key to True Success

Why do toddlers drive parents crazy? Maya, having just turned three, reported to her mom that she was a big girl now. She was fully toilet trained and recently moved out of the crib into her big girl bed. The Monday after her birthday party, Maya woke up with exuberance and announced, I can get dressed all by myself! Unlike past mornings when she battled to get dressed or simply to pick out clothes, today she was ready to be on her own. Go away, mommy, and Ill surprise you. Maya picked out her full outfit and got dressedshirt, pants, socks, and even hair clips. She proudly announced this success to her family and sat down to eat breakfast, without the usual morning battle. Her mother was thrilled and sure they had gotten past the worst of her toddler behavior. Maya chatted away, and then
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put some toys in her backpack, ready to head off to her toddler preschool. But it wasnt time to leave yet. Her mother suggested they read a book. Maya happily picked out a book and plopped down on her moms lap to read. It was a calm and affectionate moment. While reading the book, they turned the page to a drawing of the book character eating pink ice cream. The mother read the words to accompany it. As happy as ever, Maya jumped up. I want ice cream, too! she announced and marched toward the kitchen. Her mother kindly explained that they didnt eat ice cream in the morning, and besides, they did not have any. In mere seconds, Maya crumpled to the floor, insistent on the ice cream, now screaming and yelling, devastated that there was no pink ice cream for her. Her mother again explained that they did not have it, but she would buy chocolate ice cream (Mayas favorite) at the store while Maya was at school. Nooooooo! screamed Maya. I need pink ice cream. Pink ice cream now! Her mother felt helpless and frustrated as she struggled to get Maya, still flailing on the floor, in her coat and out the door for school. What just happened? her mother wondered. Just five minutes before we were in this lovely moment, she had dressed herself, and now she is back to that irrational, demanding baby again.

The Toddler Paradox: Whats Going on Inside

Toddlers: They love us, they hate us. They seem carefree and secure one minute, playing with confidence, and afraid of their own shadows the next, fiercely clinging to our leg.
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They act and speak rationally one moment and irrationally the next, screaming because we cut their bread the wrong way. They want to stay glued to our sides, seemingly helpless and completely dependent one day, and then push us away in fierce independence the next, yelling, I can do it myself! They act like big kids one moment, feeding and dressing themselves, being politeand then are helpless babies the next, unable to do anything for themselves. They are laughing and full of joy one moment, and whining and in a full meltdown the next because of a simple No. You get the picture. Toddler behavior is often paradoxical: they seem to swing between extremes for no apparent reason or at least, this is the way it looks to us adults. The behavior of toddlers is often mystifying, confusing, and downright challenging. Why do their moods and their actions seem so erratic and hard to predict? How can we love them with all our hearts, but feel so powerless in the face of their crazy-making behavior? The answer to these questions is found when we peek inside their brains and understand what makes toddlers tick.

Tanya was a quiet and observant two-year-old. She took her time before deciding which activity to do each day at our center and avoided being near children who were playing in a physical manner. I worked with her parents to help her feel more comfortable with her physical abilities and not be so afraid of physical play. By the end of the year, she was becoming more comfortable. Her parents returned to see me when she was three and a half. They were confused. They described Tanya as being a kind and sweet little girl, but now she was also rude, they
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said. They didnt understand why. They reported that she had become more confident and outgoing at school and easily made friends. She tried more things on her own. She was less afraid of making mistakes. They were proud of these attributes. Then they described some recent incidents. The mother explained, When we get into the elevator at our apartment, Tanya is sometimes approached by a woman who asks her what her name is. Instead of answering, Tanya hides behind my leg and very loudly yells, I dont like you. Be quiet! Now if we get in the elevator and she sees this woman, she does not wait for her to say anything. She just screams at her, I dont like you! I am so embarrassed. Sound like a rude behavior? From an adult point of view it is, but Tanya does not mean to be rude. More than likely, Tanya behaved the way she did because she felt like a small person in a crowded elevator. Maybe she is frightened by the woman she hardly knows, or unsure of herself, or put on the spot. All could explain her desire to not interact and instead close down the situation.

What Ive observed again and again in these paradoxes is that our children often trigger well-meaning parents to try to control or fix their kids bad behavior, without seeing the underlying need behind the behavior. I understand why this happens. A childs actual need can be hard to decipher. Toddlers often do not communicate in straightforward ways. What children are expressing through this chaotic, turbulent way of acting is actually fairly transparent: sometimes they feel in control of the big world they have just become a part of and are eager to explore and get to know, and sometimes they are
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completely overwhelmed by this same world, which can lead to feelings of anger, worry, fear, or a need for comfort. Sometimes they are able to brush their teeth and get into bed like mom or dad has requested; other times, this request to leave their toys or the family room where mom and dad have just been sitting around the television feels like being excommunicated from the family. Go to bed and be left all alone in that dark, scary bedroom without you? Are you kidding me? Children are not mini adults. They dont think like we do. They dont see the world like we see it. Toddlers are not thinking ahead of themselves. They cannot. They are beings tied amazingly to the present tense, thinking only about themselves and wanting to feel safe, loved, taken care of, and yet independent all at once. And this is true even when toddlers seem to be acting in ways that feel adult-like: When they talk back rudely. When they walk away callously or suddenly have very specific opinions about food they will eat or clothes they will wear. Again, this behavior may confuse parents. They try to meet the childs expressed need or demand, but what is expressed may not really be what the child needs deeper down. And thats what we are going to do: learn to decipher toddler behavior so that you can help your child learn to manage the world on his or her ownand not through controlling their behavior but by guiding them. Many parents who come to see me start the conversation with some variation of this question: What happened to my darling little baby? So what is going on during the transition from being a baby to being a toddler? As children transition from infancy to toddlerhood, they are now moving around on their own, they are talking and
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talking back, they suddenly have opinions, and they can refuse food, naps, and baths. They have their own desires, and when they want something, they want it now! Our wonderful, lovely, dependent babies vanish overnight and in their place are sometimes whiny, demanding, still-adorable imposters. Who are these little rascals who are still so cute and yet so monstrous? Who need us but dont want us? Who seem driven not by distraction but by an unstoppable inner desire to explore the world and all that is around them with their eyes, feet, hands, noses, ears, and yes, even their tongues? When they dont behave, or they act out, or they seem to ignore our directions, we resort to certain tactics: We want them to follow our rules, be good, and behave. We cajole, beg, and bribe them with rewards. We pray and hope that by example they will model themselves after us and our good behavior. Sometimes we resort to threatening them. Or yelling at them. If were lucky, when our toddler is really working our last nerve we can pass a child off to a babysitter or to a teacher or to a spouse and just walk away. Then, of course, our willful, strong-natured toddlers who just a minute ago didnt seem to care for us at all are suddenly blue in the face with anger and frustration. They want us! They need us! Come baaaack! These scenarios probably seem familiar. Parenting a toddler sometimes feels like a battle that cant be won. Most of us have felt totally helpless in the face of our toddler at one time or another. Or maybe even many times. But it doesnt have to be like this. It may be hard to believe, but life with our toddlers can actually be calm, fun, and enjoyable. The problem is that helping our children become happy and well-adjusted in their lives does not happen because we wish it so. Nor does it happen if we try to mold them or force them into being that person we desire them to be. There is no magic trick to force kids into becoming happy, successful adults. But when we learn to accept the good
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and bad of what our kids expressand start to understand why the furious development, emerging sense of self, and growth in their brains are actually whats driving these dramatic swings in behaviorit all starts to make a lot more sense. Youll be able to move away from immediate judgments of the actual behavior, and instead finally be able to understand what your child is really trying to tell you. And when you know what they are communicating, the response becomes much more clear.

How the Toddler Brain Grows: Interactive, Dynamic, and Variable

As frustrating as this changeability of the toddler may be, these instances actually give us a great opportunity to get inside our kids and figure out what they are thinking and feeling and how their brain is growing at this age. We can learn to use these seemingly contradictory behaviors to understand how our children see and experience the worldand when we see the world from their vantage point, we understand who they are and what they need, putting us in a much better, calmer, and more effective position to guide them.

Indeed, how we interact with our toddlers now plays an enormous role in how they develop later. Set a strong foundation during the toddler years, and ongoing development has a rm base. Weaken that foundation during these crucial years, and the consequences are seen for years to come.

During these years, your child is emerging as her own person, separate from you. This is an emotionally challenging process that makes the toddler years fragile, challenging, and
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exciting all at once, with tremendous leaps in learning and growth. But as weve been seeing, toddler behavior reflects this explosive period of growth and change. Indeed, underneath the behavior is the toddler brainwhich is both malleable and vulnerable, dynamic and responsive to outside factors. The toddler brain is not fixed by some hardwired genetic code that solely determines who children are or how they behave. All aspects of childrens developmentphysical, emotional, social, and cognitiveare a result of the dynamic interplay between the childs biology and inherited tendencies (which include temperament) and their individual experiences (including interactions with their parents, teachers, and siblings, as well as their nutrition, opportunities for stimulation, and protection from stress). Just as its hard to predict who will grow up to be our next president, Nobel Prize winner, or Olympic athlete, its also hard to predict when our children will grow into their best selves. But there is one certainty: The toddler brain cannot grow or develop in the best way possible if a child is under constant stress, if he or she doesnt feel safe and secure, and if she or he is not given the kind of freedom coupled with support and limits to begin the long process of separation and individuation. Security, comfort, freedom, and limits are essential ingredients for healthy developmentof the brain and the person. Of course, every parent wants their child to grow and develop optimally, which is why psychologists and educators have been peering into the minds of young children, observing their behaviors, and analyzing their similarities and differences for centuries. Based on these scientific studies and observations, theorists have tried to define how most children grow and develop over timeas if there was some average or generalization that could be made. This line of thinking might remind you of
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the old debates over nature and nurture, and which is more important for development. What I can tell you is that many decades and thousands of studies demonstrate that it is a combination of the two that makes a person who they are. In fact, recent studies of the brain confirm that its not nature versus nurture; its nature and nurture. Some of what a child does is inborn, including temperament. This refers to how strongly a child reacts emotionally, how sensitive they are to noise or other distractions, how active they tend to be, how focused they can be, and how they approach new people or things. I refer to these inborn qualities as the childs style or approach in the world. But this is only one piece of the child; by no means does inborn mean destiny. Instead, those inborn qualities or tendencies are then molded and shaped by their interaction with their life experiences. Nor does every child develop in the same way at the same time. As developmental psychologists have known for a long time, and neuroscientists are now starting to corroborate through brain research, childrens development happens in response to many different factors. If it were simply about genetic makeup and hardwiring, development across children and even within one child would be remarkably consistent. And yet, no two children in a family are the same, as my own boys attest. Each child has unique needs, which in turn require different kinds of responses from us. What they all have in common is a parent who responds to their particular needs, provides ongoing guidance and comforts, and shares in the childs joys. In other words, trying to label milestones or skills as normal or typical is so broad that it becomes useless. Take walking, for example. Pediatricians consider it within normal age range for a baby to begin walking anywhere from nine to sixteen months. That is a wide span for a basic skill. Similarly,
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normal within one child is also variable. A baby who is an early talker, speaking multiple words at ten months and sentences not long after, may not crawl until twelve months, and walk at seventeen months. Variation is the rule, not the exception. For toddlers, indisputably the most important context for the shaping and molding within the brain is the relationship with the parents or the main caregivers raising them. Brain studies show the lasting effects of positive or negative parental care during infancy affect the offspring into adolescence and beyond: if a young child is neglected or is raised in a chronic environment of high stress (such as the emotional stress of living in poverty or the physical stress from abuse), that childs brain will be forever altered. We also know that simply feeding and giving basic care is not enough. As clearly demonstrated by attachment studies, young children need to be held, responded to, and loved. The newer and rapidly expanding field of brain research confirms and extends this understanding, reinforcing just how crucial this early caregiver interaction is to the healthy development of a childcognitively, emotionally, and sociallyand underscoring the damages and long-term consequences of not having a positive caregiver-infant relationship. These basic needs for love, nurturance, and care must be met for a child to thrive. If any or all are absent, a childs brain architecture will literally develop a different pathway, one that can hijack a childs ability to grow and learn to his or her full potential throughout life. The bottom line is this: Early experience matters and early caregiving relationships matter a lot. This is probably no surprise to you. Most parents recognize this importance. But what is often not made clear to us in the throes of this turbulent time is how to interact with our young children. How should we pro12

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vide them with the love and comfort they need? To help them feel understood, and at the same time provide boundaries to give them the structure they need to navigate this stage of life? The answers to these crucial questions are about balancea balance between giving them the room to move on their own and providing them with limits. Overly controlling a child this age can be damaging long past the toddler years, but so is a free-for-all without rules and limits. When you understand the world through your childs eyes, seeing their unique needs gets easier, and so does giving the response that fits and provides the optimal balance. The toddler years set into place the grounding children require for healthy lifelong fulfillment, achievement, and success. But it is not always a smooth ride, as any parent or caregiver knows.

Self-Regulation Is the Key

Toddlers are in the throes of many new and complex emotions (anger, fear, worry, sadness, elation, pride, shame) and making new neural connections every day (through their senses, through language, through their play). And often toddlers dont quite know how to handle all this new information and stimulation. Their thoughts, feelings, and responses hit them intensely. This is why toddlers throw themselves on the floor in hysterics, or unexpectedly go from happy to angry or sad within seconds. They cant yet control the rapidly shifting feelings that all this new information triggers inside them. And this is all totally normal. But what toddlers are also starting to learn (albeit slowly and somewhat painfully) is a set of emotional and cognitive
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skills or processes that come together under the umbrella called self-regulation. It is a term you may have heard or read about in the media. Developmental psychologists have studied this for decades. Neuroscientists are investigating it closely. There is a reason for so much focus on it. Self-regulation is what enables a child to handle intense thoughts and emotions, keep on task, bounce back from a disappointment, solve problems, listen to his parents or teachers, make friends, manage everyday stress, and develop the coping mechanisms to do so. Self-regulation skills are a mix of social, emotional, and cognitive (thinking) skillsI refer to them as key life skillsthat enable kids to navigate both their inner world of thoughts and feelings and the world around them. Self-regulation skills are consistently tied to lifelong success in academics, physical and mental health, personal relationships, and overall quality of life. These skills are among the core aspects of what is referred to as executive function. And though children dont learn or master these skills all at once, or even completely until later in life (during late adolescence), the toddler years provide an amazing opportunity to lay their foundation. These life skills enable a child to calm herself down, communicate what she needs, and stay relatively secure throughout the day, even during times of change and transition. (For more on transitions, see chapter 7.) As the child gets older, these skills are essential and allow him to make good decisions, handle hard situations, focus attention, problem solve, and override inappropriate actions (such as wanting to hit someone when angry, or thrusting a toy across the room because the desire is there). For the sake of being clear, there are two ways to think about how toddlers develop these crucial self-regulatory skills: first, their brains are hardwired to do so, if the conditions are
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good enough; and second, we, their parents, caregivers, teachers, and guardians, help them to develop these skills through modeling, guiding, providing comfort, and scaffolding. Developing self-regulation skills takes repeated practice over time, and much parental guidance is required. In other words, we are a big part of how kids learn to self-regulate.

Self-Regulation in the Brain

Lets first take a look at whats happening with the toddler brain. As toddlers emerge from infancy, their brains are just beginning to develop the structures that manage vitally important functions. While neuroscience on this stage of development is new and growing each year, there is still much to be learned. Nonetheless, we have a basic understanding of some of the pieces that make the toddler years both critical for lifetime well being and success and at the same time challenging to parents or adults who care for young children. It is important to understand that there are three processing centers in the brain, and they are all interconnected and yet distinct. At the bottom of the brain is the area that controls breathing, heartbeat, and other automatic functions: the things that keep us alive. The middle section of the brain is the emotional center. All sensations and experiences travel through this part before going to our highest, thinking level of the brain, the cortex. It is important to know that the two lower centers of our brain are wired much earlier and more completely than our cortex. They also fire much faster. So all of us experience our emotions long before our reasoning kicks in. But for toddlers this difference is even more dramatic. Toddlers often feel the full force of an emotional response
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without having the ability to rationally think their way out of it. Through the toddler years, connections are being made between the higher level of the brain and the emotional centers. In fact, this is the most important learning and wiring occurring in toddler brain development. But connections take years (many!) to create and become automatic. This network develops over many, many life events. This linking between thinking and emotion happens in the hundreds of small interactions your child has with you and other important people every single day. Every time you comfort your child or walk them through a routine, you are helping form these connections. As parents, we can want to hurry up this process, looking forward to calmer times. But learning simply takes time. Do you ever wonder why you have to repeat the same routine every day (first socks, then shoes), maybe even several times in a day? It is because these connections are forming but are not yet complete. Think back to the last time you learned a difficult and complex task (golf, knitting, making a souffl). It took several or even many trials before you became proficient. And some days, that skill seems to suddenly disappear (how did you land in that sand trap after all this time?). The same is true with toddlers. They need to experience events over and over (and over!) again to master them, especially something as hard as managing strong emotions. Lots of practice and repetition are needed. Every time you respond to a frightened child with comforting words, Oh ... that was scary. The noise was so loud. Im here with you. Youre safe, or you encourage your child to persist in a task by labeling their feelings, Youre feeling so frustrated because that puzzle piece doesnt fit! You can try again and it might fit, your child is building connections between thoughts, feelings, and soothing. Over hundreds or even thousands of trials, your child will begin
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to internalize this process. Shell start to say to herself, This is hard but I can do it, or your son will say, Its scary but Im okay. Children learn to use their thoughts and words to manage feelings and organize their behavior based on these many interactions with you over time. (Hitting people hurts. But I can hit that hammer toy instead.) And its this ability to cope with strong feelings and handle behavior in socially acceptable ways that is the essence of self-regulation, which is also one of the best predictors of achievement and well-being throughout the life span (more on that later in chapter 8). At the brain level, the prefrontal cortex (that part of the brains architecture that supports regulation and the main executive functions) is very much still developing at birth and even well through adolescence and into early adulthood. The infant is fully dependent on the caregiver to calm them and help them regulate. Toddlers, thanks to a combination of these gradually developing structures in the frontal lobe, coupled with their growing desire for independence, start to handle life a bit more on their ownbut they still rely on us. As a parent, you know this, because children, at around age two, first push back with their own ideas and preferences with a mind of their own. The difficulty arises because toddlers have their own ideas at a time when these brain structures are only beginning to develop; they still have a long way to go before they will be fully on board and useful. Which is why toddlers do not yet have a well-developed brain capacity for thinking through situations, for controlling emotions or behavior, for acting politely or stopping behaviors they should not be doing, for making decisions or knowing what is right or wrong. Yet. These abilities are a work in progressand they will, with proper support and attention from us, improve as the brain matures. At this point in time, you, the parent, act as their organizer and regulator. Later,
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the child will be able to do it for themselves. Did I mention that toddlers and teenagers have a lot in common? The grounding for self-regulation and executive function begins to be laid starting with the earliest caregiver-infant interactions. The comforting and calming that parents provide for their infants is thought to build these brain structures. Think back to infancy. When our children were infants, we knew they needed our help calming down. We swaddled our newborns; we held, rocked, and comforted them. We relied on routines to help them settle in at night and wake up in the morning. We knew in a commonsense way that babies need food and sleep to grow. But when our babies become toddlers, we automatically begin to interact with them in a different way: we begin to take

Toddlers Need to Make Mistakes ... and We Need to Let Them

Toddlers modus operandi is to test themselves and gure out how to do tasks on their own. They learn by making mistakes, over and over, and trying again. This is part of guring out who they are. But if they see an attempt as a mistake, if they think they have failed, they dont keep trying. They give up. When we as parents insist there is always a right way, we take away the opportunity for our children to exercise independence and learn from mistakes. We also tell them that their way is wrong. Correcting a child is the same as controlling him, and both correcting and controlling rob your child of the chance to prove that he is growing. Thats what he wants you to see and acknowledge. Thats how he gures out what he can do. Toddlers are all about learning through their mistakes, through trial and error, regardless of the outcome. And when you support his explorations and share in his delights, he feels valued and safe.
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a step back and often take away some of the care and attention. This makes sense: its our hardwired human instinct to help the toddler on her path toward becoming independent. But what we need to keep in mind is that even though they are acting like they want independence (which they do!), they need us just as strongly as they did when they were babies, just in a new and different, and sometimes quite intense, way.

Giving Your Child the Skills to Thrive

Ask any parent what he or she wants most for their children and the majority will say, I want my child to be happy. Yes, parents also want their kids to be safe and resilient, knowing the world can be an adversarial place and that in order to truly succeed in lifein whatever they aspire to do and bethey need to develop certain emotional skills and become well-adjusted. They will also say they want their children to be kind, caring, respectful, and often successful and smart. These are all values that most of us share. Who wouldnt want a child to grow up to be kind, caring, successful, and happy? But can we really make our children happy? Can we force them to be genuinely kind? No. We really cant make our kids do anything. We can kiss them, love them, hug them, and indulge them. We can sign them up for myriad activities, plan playdates and vacations, give them music lessons, Mandarin classes, gymnastics, soccer, and ballet, and do our utmost to get them into the best schools. But think about it for a momentis happiness really what we are after anyway? This drive we have as happy-seeking, often overachieving parents begins earlyour plump little babies are allowed to coo, cry, spit up, and awaken us at night until they are about
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one year and ten months. Then, whammo! As soon as they reach two years old, suddenly and as if overnight, we have a whole new set of rules for them: we want them to behave, listen, follow rules, and be nice. And just as we shift our expectations of our nolonger babies, all hell seems to break loose. A switch is flicked and our sweet little ones turn into demanding, irrational, often defiant toddlers. We worry that if we dont clamp down on their bad behaviors now, they will have these behaviors forever. It may surprise you to know that parents often unwittingly, unintentionallyget in the way of their toddlers growing into the well-adjusted, empathetic, resilient, happy older children and adults they envision them to be. Parents often think they are doing what is best for their children, when in fact, all they are doing is blocking the needs that are at the core of who that child is. And when we suffocate those needs, or even simply overlook them, when we, unwittingly or not, try to mold our children, and shape their behavior according to some preconceived expectations of who they are and who we think they ought to be, we stamp out and smother them. We deny them the crucial foundation necessary for every child to grow up well. By getting in their way (well explore the ways we can inadvertently sabotage our childrens development in chapter 4), we take away their ability to understand themselves, to explore the world in a way that makes sense to them and encourages their curiosity. We truncate their motivation to learn. We take away their confidence to forge relationships, and most crucial of all, we interrupt their ability to develop the emotional skills necessary for them to succeed in school and in life. I dont mean succeed in the way we tend to think of success these days: that they will become straight-A students, awesome athletes, accomplished artists, or the next great business innovatorsthough all of that might happen, too. What I mean
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by success is this: a person who feels confident to explore the world around him with excitement and curiosity, who is not afraid to make mistakes, who feels secure enough to begin to make friends, and who feels well-adjusted enough to bounce back when she is disappointed. A person who can handle life is motivated to learn, stands up for herself, and cares about others. Sound too good to be true? Not at all. Toddlers do or say many things that from an adult point of view appear to be irrational, unsocialized, or even absurd. Indeed, many of our toddlers seemingly illogical choices make us parents very nervous. We can get embarrassed. Our response? We tend to overcorrect them, or criticize them, or simply stop them. As adults, we see our toddlers erratic behavior as needing to be controlled because they seem so out of control, which, from an adult view, they might be. This is when we tend to fall back on generalizations about the classic terrible twosor threes or fours. We see kids this age as misbehaving or rude or not listening or losing it or throwing temper tantrums over nothing. But when looked at with fresh eyes, these misbehaviors can make sense, even to us. Then you will be able to guide your child through it to a more socialized way of being. Eventually.

So what can parents do? There are six key ways parents can interact with their toddler. Parents can: 1. mirror back a sense of safety and relative order; 2. listen to children instead of always talking at and directing them; 3. give children freedom to play and explore on their own;
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4. allow children the space and opportunity to struggle and fail; 5. work to understand who each individual child is and what he needs at a given age; and 6. provide children with limits, boundaries, and guidance. These simple actions (which I will expand upon in later chapters) give any child a strong foundation to grow during a time when they are just beginning to test and understand themselves in relation to others and respond to and manage their complicated feelings. And guess what happens when we interact with our kids in this way? We suddenly become disentangled from the battles; calm and clear enough to respond to what our child is really needing at any given moment (rather than starting with what the adult needs at that moment); and flexible enough to give our kids choices while at the same time providing support and boundaries. My approach is a child-centered way of guiding kids safely and confidently, stimulating their minds and imaginations and motivating them to develop a strong sense of self and meaningful relationships to others. By parenting in this way, we give our children the opportunity to be curious, creative, resilient, and, yes, happy; a recipe for lifelong success. At the same time, its up to us as parents to provide a road map and set boundaries and limits. By shifting your perspective and learning to see the world through the eyes of your child, the way you parent will change, enabling your children to be and become who they are meant to be. This is not a boilerplate guide that offers one, two, three steps to discipline and manage your child. Its not a set of rules
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to follow that promise that your child will be well behaved, well regulated, and end up happy. At the end of the day, any attempt to proscribe childrens behavior based on desired outcome will likely fail. Instead, my approach is about shifting your point of viewshowing you how to look at the world through your toddlers eyes so that you can understand your childs needs more clearly and accurately. Your child, in turn and over time, begins to learn how to meet these needs for themselves, always with your support. When a childs essential needs are taken care of (and well see what needs are indeed essential and which are not), you not only lay down the emotional and psychological foundation that enables your childs fullest potential but you also feel much more fulfilled and happy as a parent. The two go hand in hand. Although not tied to a prescription (because no one-size prescription can fit every child as if they are all the same), my approach does offer a practical framework and set of strategies that will not only give you a stronger sense of flexibility and options about how to help your children calm down or move through transitions, for example, but will also position you to direct your children more kindly and gently, in ways that kids can actually benefit from. With this kind of parenting, kids flourish because they begin to understand the different feelings they have, internalize self-regulatory skills, make choices and decisions, understand consequences of their actions, and understand who they are and how they relate to others. In short, they become able to manage their own behavior and learn how to handle life. And according to the latest findings in neuroscience and psychology, these skills form the basis of lifelong success, ranging from school achievement to friendships to being empathic, creative, and innovative. You may be thinking, So what does this shift in perspective
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How Toddlers Thr ive

look like? Hearing directly from parents will best illustrate this shift. As one parent said to me, Helena was about to go into a tailspin about what she was wearing; if I reacted to her by yelling at her, or getting upset that she couldnt decide, or wouldnt get dressed, then she would get more upset. But I now understand how hard this seemingly simple request can be for her. So, if I dont react, and give her some time to work through her indecision, she usually calms down. The moment passes and we move on. Another noted, I was so worried about my child being weak and whiney. There was so much he could not do and I worried there was something wrong. But since you helped me see that I had to trust him to do more for himself, and that he actually wanted to do more, he is so much better. In two weeks, I have let go and let him make mistakes. He is so much happier and feels so good about himself! Parents have to learn to trust themselves as they make this shift in perspective and begin to see the world from their toddlers point of view. At first it may feel awkward, even uncomfortable. But when you cue in to your child, and check your own response to a certain situation, you will begin to see underneath your childs behavior and understand what she or he really needs. And then remarkable things happen. Parents stay calm and confident, and kids slowly but surely learn how to navigate their own feelings, make decisions, and trust themselvesyes, at two, three, four, and five years old. In some ways, this book is a gentle reminder of what many of you probably already, intuitively know: how to parent in a way that enables your child to become that kind, compassionate, motivated, curious, well-adjusted, and happy person you envision. Parenting not from the point of view of trying to manage or control their behaviors with hopes that they turn
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Setting Up Toddler s to Thrive

out how you wish for them to be. Parenting, instead, is about understanding the unique person your child isone who is in an intense, not quite predictable, state of emergence and flux, especially at the prime ages of two to five. And this means both guiding them through the day-to-day challenges of eating, handling tantrums, getting dressed, and getting along with friends while helping them build the lifelong skills needed to become a well-regulated, competent, and caring person who can handle life with all its ups and downs.

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To keep reading, order your copy of How Todders Thrive today.

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