Book Review: Slouching Towards Adulthood

Posted by Dr. Marian Fritzemeier, Ed.D.

I just returned from a cruise where I heard parents talking about how many of today’s high school graduates are not emotionally prepared ready for college.  A discussion ensued about Stanford’s freshman counselor who found students unprepared and wrote the book, How to Raise an Adult: Break Free of the Over-parenting Trap and Prepare Your Kids for Success. A similar book I recommend is Slouching Toward Adulthood. Below are some of my thoughts on this book.

“Adultescents” 

The former title, Slouching Toward Adulthood: Observations from the Not-So-Empty Nest written by Sally Koslow documents why a generation of carefully nurtured young adults is delaying adulthood. Though she offers no solutions except during a brief last chapter, she simply reports what she discovered from research and interviewing parents and what she calls “adultescents” during 2010 and 2011.

The Book

This thirteen chapter book provides a picture of college graduates returning home and living with their parents another decade or so. In the first chapter, A Public Display of Reflection, she explains how she learned that “twenty-eight is the new nineteen,” and included a new decade, the “odyssey, the decade of wandering that frequently occurs between adolescence and adulthood,” (p. 11) and she panicked. This information triggered the impetus for her book.

Great Book

I found this book so engaging. It’s flagged with countless post it notes and comments written throughout the book. She examines young adults’ relationships to work or not to work, money, and their social lives. In chapter three: Choose Your Own Adventure, she addresses the challenges with decision making. “Forget Plan B. There isn’t a Plan A,” (p. 24).

No Place Like Home

This entitled generation comes home after college because “…there’s nowhere else they could live better,” (p. 68). Two of my favorite chapters include chapter five: The U-Haul as Umbilical Cord and chapter six: Adultesents Without Borders. If your children have returned home or you hope they don’t return home, read this book. It gives a solid picture of what’s going on with the current generation of “adultescents.”

Book Information

Slouching Toward Adulthood: How to Let Go So Your Kids Can Grow Up by Sally Koslow, Plume Reprint Edition, 2013. Hardcover $14.95; paperback $16.00; Kindle $4.99.

Let’s Play Ball

Posted by Dr. Marian Fritzemeier, Ed.D.

“It’s recess. Let’s play ball,” says a fourth-grade student at a low socio-economic elementary school.

“Oh, no. We can’t,” her friend Mia responds. “There’s only one soccer ball and a few four-square bouncy balls, but they’re already being used by other kids.”

Margarita suggests, “Maybe we could jump rope.”

“Not today,” a third grader replies. The fourth graders are already using the jump ropes we have.”

Not deterred Margarita says, “We could hula hoop,”

Mia says, “There’s not enough of those either.” Disappointed once again, the girls roam the playground aimlessly until the bell rings.

While these girls didn’t find trouble, elementary children will often create trouble when there’s nothing to do.

Can you help these students? Would you consider donating a four-square rubber ball? Perhaps you have a jump rope, hula hoops, soccer balls or frisbees laying around that your kids don’t use anymore.

I’m the Restorative Practices Trainer & Consultant who’s worked with this elementary school for five years. I’m praying that you are willing to donate new and /or used play equipment that these students can use them before school, during the morning recess, after lunch and during the afternoon recess. The school’s yard duty staff are requesting the following items:

  • Rubber playground balls (approximately 8 ½ inches)
  • Jump ropes (7 feet long, 8 feet long and 14-foot Double Dutch ropes (usually sold in pairs)
  • Hula hoops (30” or 36”)
  • Soccer balls (size 1 – skills ball, size 3 – junior for 8 & under, and size 4 youth for 8-12 years)
  • Frisbees

If you have items to donate, please drop them by the Youth for Christ office in Modesto at 1101 M Street, Suite 1, Monday through Thursday, 9:00 am to 3:00 pm. Thanks in advance for your help. For questions email me at [email protected].

 

Image: soccerball [en.wikipedia.org]

Christmas Books for Children

Posted by Dr. Marian Fritzemeier, Ed.D.

Are you looking for Christmas books for your children or grandchildren that tell the real meaning of Christmas? I enjoy creating a Christmas Book List for my readers.Last year I only found a few new books I liked.

I’ve loved cats since I was four-years-old so its no surprise I was drawn to The Stable Cat’s Christmas. This Christmas story is written from the stable cat’s perspective. A number of books feature animals sharing the birth of Jesus from their view but I particularly like this one because it’s a kitty. You can’t go wrong with that.

You can access the list of Christmas books that features the book’s cover, information about the book as well as a brief description of the book. I know you’ll enjoy the list with over 35 Christmas books for children.

You can access the list here. https://fromdiaperstodiamonds.com/wp-content/uploads/2017/11/Childrens-Christmas-Books-Updated-Nov-30-2017.pdf

A Glimmer of Hope at Thanksgiving

Posted by Dr. Marian Fritzemeier, Ed.D.

I recently flew home after spending a special week in Missouri with my daughter, son-in-law, and two oldest grands, Parker and Khloe. I will see them again for Christmas so that made leaving a little easier.

In my Facebook posts, I’ve been asking for prayer for my brain function for several months. On my trip home I experienced a glimmer of hope. Here are a few snippets.

In the TSA line I talk with a fellow traveler about waiting in lines. He says, “I threw everything in my luggage. I hope nothing falls out.”

“Are you traveling unexpectedly?” I ask.

“No. I was running late with errands and lost track of time. I barely got packed in time to leave.”

As I walk to the United gate at the Tulsa Oklahoma airport, I chat with a family traveling to Washington. The dad says, “Our three-year-old daughter is going to meet her sister today.”

“That’s really special. How old is she?” I ask.

“She’s 18 months. We’ve been waiting for years.”

“What a wonderful Thanksgiving gift. Blessings and have a Happy Thanksgiving,” I say.

On the plane I chitchat with a young lady in the window seat. “Where’s Oral Roberts University? I can’t remember.”

“In Tulsa. I’m flying to Colorado Springs for Thanksgiving. I transferred from a community college and now I’m a junior majoring in English. I plan to become a high school teacher.”

“That’s great. We need excellent Christian teachers.” Just as we land I ask, “Is your fiancé picking you up?”

“No, he has to work. My parents are picking me up.”

Bummer, I think. Waiting until January 2020 to get married must be hard. When I leave the plane I say, “Blessings on your wedding and have a wonderful Thanksgiving.”

These may seem like meaningless conversations, but to me they represent a glimmer of hope. When my brain functions poorly I move into introvert mode to automatically conserve brain energy. That means no unnecessary conversations. Whether I’m in public waiting in a grocery store line, in an airport, or at home, I don’t voluntarily speak. It’s the most challenging aspect of my disability. When my brain function is the worst, I can go weeks without carrying on conversations. I don’t even talk to my Cali kitty.

After living for eight years with my brain disabiity I still I don’t recognize myself. My God-given personality is an extrovert. I talk and talk and then talk some more. There are no strangers in my extrovert world. I’ve been talking since I was a toddler. My mom told me, “The other pre-school moms loved to talk to you. Your language was fascinating to them.”

On my trip home I’m thankful. God gave me a glimpse of my former self.

The flight attendant hands me a Diet Coke and cup with ice. “Have you been super busy?” I ask.

He sighs. His face says it all. “I get to be home for Thanksgiving.”

“Where’s home?”

“In Denver. I fly right back here from SFO and then I’m off.”

“Enjoy your family. I hope you have a blessed Thanksgiving.”

It’s been a long time since I’ve initiated conversations with strangers. I don’t know if I’ll have another good day tomorrow, but I’m thankful for the blessings of today. They offer me a glimmer of hope.

 

Create Bonds: Reducing Negative Peer Pressure

Posted by Dr. Marian Fritzemeier, Ed.D.

Create Bonds

Another tip to help reduce peer pressure is to create strong bonds with your children long before the adolescent years. With adolescence right around the corner, the school age years are a perfect time for strengthening the bonds you established in early childhood.

“The strength of a child’s relationship with his or her family will directly impact on whether peer pressure will be a productive or destructive influence in the child’s life.” 1

Family Night

Having a regular family night is one way to spend special time with your children. Let them take turns choosing a fast-food restaurant for dinner or take-out and then play games at home or watch a special movie. If you can’t afford to eat dinner out, make a special treat, like caramel popcorn or hot chocolate.

Meals

Eating meals together is one of the best strategies for building relationships. The older children get, the more challenging this becomes. Make it a priority to eat a certain number of meals together each week. It doesn’t have to be dinner. It could be a combination of breakfast, lunch and/or dinner times. You may need to juggle schedules and meal times, but the benefits outweigh the challenges. Implementing this tip gets parents on track for helping their school age children reduce negative peer pressure.

 

Sources:

  1. Adolescent Rebellion Can be Quelled, www.kidsgrowth.com/resources/articledetail
  2. Image: Together_(4739023417) [commons.wikimedia.org]

Teach Your Children: Reducing Negative Peer Pressure

Posted by Dr. Marian Fritzemeier, Ed.D.

When parents consider school-age peer pressure, perhaps they imagine the ways the child himself must resist the pressure. Although we’ll look at the child’s role in a later blog, there are parental roles that help reduce negative peer pressure for their school age children.

Teach Your Children

A great principal for reducing negative peer pressure for school age children is to teach your children. When do you teach them? I think of it as “way of life” teaching. As you go through each day, as you walk through life, you are using every day opportunities and examples to teach your children about life and what is important.

Principle

In the book in the Bible called Deuteronomy, there’s a verse I use to support this concept. Deuteronomy 11:19 instructs, “You shall teach them to your sons, talking of them when you sit in your house and when you walk along the road and when you lie down and when you rise up.” 1

When Do You Teach?

Basically, you are teaching your children when you’re at home, while you’re out and about, when they go to bed, and after they get up. If you take advantage of these various times, you’ll discover many opportunities for teaching your children. You can teach them as you drive them to and from activities or attending church, school, and community events together as a family while you’re participating in community service projects.

Helping Others

As you share your time, talents, and resources with non-profit organizations that address social issues, you’re teaching your children about helping others, the value of community service, and giving.

Role Modeling

You are also teaching them by your example. Do your words encourage and build others up or for gossiping and criticism? Can your children repeat your language or do you use swear words and tell them only adults can use these words? How do you treat your friends, the pregnant teenager, the elderly, those who have less than you do, and the homeless woman on the street corner? Do you instruct them not to use drugs while you drink and smoke? Be mindful that little ones are watching your examples.

 

Sources:

  1. New American Standard Bible
  2. Image: Children_marbles [en.wikipedia.org]

 

 

Peer Pressure: 5 to 8 Year Olds

Posted by Dr. Marian Fritzemeier, Ed.D.

 

“Be who you are and say what you feel,

because those who mind don’t matter

and those who matter don’t mind.” —Dr. Seuss

Since school age children are experiencing peer pressure, what does it look like? You may hear a child say, “If you’re my friend, you’ll play this game with me,” or “I’m mad at _______, so don’t talk to her.” Peers may pressure a child to ride their bikes too far from home or play with a gun. They may think it is funny to cut people out of the group or make fun of someone for any number of reasons. (1)

Positive Peer Pressure

But peer pressure isn’t all negative. Dr. Melanie Killen, a developmental psychologist at the University of Maryland found, “The emergence of peer groups in elementary school also aids children’s development by providing positive friendships, relationships, and social support.” (2)

Pleasing Others

Children ages 5 to 8 make a concerted effort to please their friends, classmates, and playmates, which is one reason this age can be so enjoyable. A positive aspect of peer pressure is that they can encourage each other to strive to do better in school, sports and creative activities. On the other hand, if the child acts in a way that is not natural for the child, this can be negative peer pressure. (3)

Why Children Give In

The reasons school-age children give in to peer pressure aren’t much different than the reasons adolescents or even adults fall into peer pressure. They want to be liked and fit in. And who doesn’t want that? They worry that others kids may make fun of them. Perhaps the child is simply curious and wants to try something new.

Experimenting

The common saying, “Everyone’s doing it,” influences some kids to ignore their better judgment or their common sense. (3) The child may be trying to figure out who he is by experimenting with his identity. (4) Parents may observe their child changing hair styles or hair color and wearing different clothing styles.

Be aware

It is important for parents to be aware of what peer pressure looks like for school age children and remember that peer pressure can have many positive aspects. As you help your child develop socially, remember the reasons that they may fall into peer pressure.

Sources:

1. Peer Proofing Your Child-Teen, Part 5, By Sharon Scott, LPC, LMFT, 2006, www.familiesonlinemagazne.com/peerpressure/peerproofing5.html. .

2. Younger Than You Think: Peer Pressure Begins in Elementary School, Rick Nauert, Ph.D., June 6, 2013, www.psychcentral.com.

3. Children’s Health: Peer Pressure, www.healthofchildren.com.

4. The Influence of Peer Pressure: Help Your Child Navigate Through Peer Pressure, Gwen Morrison, family.go.com.

5. Image: Helping Friends [thenounproject.com]

Preschoolers and Choices

Posted by Dr. Marian Fritzemeier, Ed.D.

As a college professor, I chose what committees I happily wanted to serve on. If the college dictated which committees I must be on, I wouldn’t have been happy.

What about you? Do you serve well if you have choices or have choices made for you?

Our preschoolers are no different. They too like to have control. Giving them the power to choose encourages autonomy (independence) while minimizing conflict.

Choices Can Begin Early

Choices can actually begin when babies become toddlers. Simply asking, “Do you want to wear the blue shirt or the green shirt today?” as you hold up the items provides a choice. A toddler can point which empowers them.

This or That?

Limiting choices helps preschoolers select. Many restaurant menus offer innumerable choices that sometimes overwhelm adults. Instead of asking your preschoolers, “What do you want?” ask, “Would you like chicken bites or a grilled cheese sandwich? Do you want milk or juice?” If the preschoolers are verbal, have the children order their own food.

More Choices Examples

Here are some more ways to give children choices. Instead of asking, “Do you want to take a nap?” (Why do parents ask this?) Inquire, “Do you want to nap with your teddy bear blanket or your doggie blanket?” When it’s cold outside, don’t ask, “Do you want to wear your jacket?” ask, “Do you want to put your shoes on first or your jacket?” After preschoolers make decisions based on two choices, gradually increase the number of choices. For example, “Do you want raisins, a granola bar, or yogurt for snack?”

You’ll discover that your preschoolers do better with choices just like we do.

 

Image Source: Stick_figure_choice [wikimediacommons.org]

What is Bullying?

Posted by Dr. Marian Fritzemeier, Ed.D.

How would you describe bullying? Has your child been bullied? Have you? When I taught a workshop at the California Association for the Education of Young Children (CAEYC) in Pasadena for adults working with children in the primary grades. 

Over 50 educators actively participated in my workshop: Bullying 101: Helping the Bully, the Bullied, and the Bystander: How Educators Can Help Break the Cycle of Violence.

The two months I spent preparing for this workshop were emotionally challenging. It was difficult to read books, research, and view videos about what’s happening on elementary campuses. As I read about bullying definitions, I often thought of the squabbles I observe weekly between five-year olds.

When a peer doesn’t do what their friend wants, I hear, “You’re not going to be my friend anymore,” or, “You’re not invited to my birthday party.” If they are really upset, they might say both sentences together. So is this bullying?

Bullying Definition

Although there are numerous bullying definitions, I chose this one because it contains multiple aspects. Three criteria distinguish bullying from other misbehaviors or isolated cases of aggression.

1. “It is aggressive behavior or intentional harm doing.

2. It is carried out repeatedly and over time.

3. It occurs within an interpersonal relationship characterized by an imbalance of power.” 1, p. 232

Are the squabbling five-year olds bullying?

Their behavior is not always aggressive but they are saying these things to express frustration. Most likely, it is the meanest thing they know so say. The words are intentional, although very short lived. Later, they are once again friends and get re-invited to the party.

Yes, it is carried out repeatedly over time, but by different children. It isn’t only one or two children who make these threats against certain children. It seems to be a regular part of their interactions as they learn more appropriate social skills. Is it acceptable? To me, it is not. I’d like the teacher to intervene and explain how that hurts others’ feelings and how to state their frustration in a more specific way. “I don’t like it when you take my cars.”

Finally, is there an imbalance in power? An imbalance of power could be by size, age, or abilities. Although the children are all different, I don’t observe an imbalance of power. In this situation, I’d say that the children are not bullying, but learning how to express themselves; however, they need more adult guidance. What do you think? Are the children being bullied?

Source:

1. Hirsch, Lee & Lowen, Cynthia with Santorelli, Dina (Editors). Bully: An Action Plan for Teachers, Parents, and Communities to Combat the Bullying Crisis. [Companion to the Acclaimed Film Bully] New York: Weinstein Books, 2012, p. 232.

2. Image Source: bully-oppression [Pixabay.com]

Pretend and Imaginative Play

Posted by Dr. Marian Fritzemeier, Ed.D.

My three-year-old grandson, Parker, gravitates towards playthings with push buttons while we stroll down the toy aisle. He hopes the buttons will make sounds and “talk” to him. As a child development specialist, I’m not too thrilled with his fascination because these toys don’t leave much to the imagination.

“Grams, this one doesn’t make any noise,” he comments rather confused.

“You’re right Parker, it doesn’t. You have to use your imagination. You can pretend and make the stuffed dog say anything you want.” I’ve given an interesting concept to a child living in a computer-generated world where imagination is virtually untapped.

Benefits

Pretend play helps children gain developmental benefits including creativity, imagination, self-confidence, mastering new concepts, and communication skills. So how can parents encourage pretend and imaginative play in a technological world? Provide open-ended toys and materials, dramatic play items, games, and interactions that facilitate children’s play.

Open-Ended Toys

Choose “open-ended” toys and materials. This means toys that offer different ways children can play with them. Examples of open-ended play items are blocks, cardboard boxes, wooden train sets, dress-up clothes, play dough, and art materials. Items children can build and create anything they dream of are ideal for imagination, such as: Duplos, Legos, Lincoln Logs, Mega Blocks, and magnetic blocks. One day a child builds a zoo while another time he/she constructs a ferry.

Dramatic Play

Another way parents can enhance children’s imaginations is through dramatic play. Building forts, houses, hospitals, and stores using common household items provides infinite creativity and pretending. Sheets, blankets, pillows, cardboard boxes, large appliance boxes, stools, chairs, and boards are great materials.

Children can also imitate real-life events to advance pretend play. For example, if the dog goes to the vet, children can invent a pet hospital at home. Set up a dentist’s office, doctor’s office, grocery store, classroom, hair salon, pet store, or auto shop. The possibilities are endless.

Dress-up Clothes

Children also enjoy dress up clothes in adult sizes that you can discover at used clothing stores, such as Goodwill. Choose items that represent both genders as well as clothes from different cultures. You’ll enjoy watching your children try “adult” roles as they express themselves in pretend play.

Games

Games provide another way for expressing imagination. Once children learn rules to traditional board games ask them to create a new game with different rules. You can also provide children with common game items and ask them to create a new game. “What kind of game can we play with a Frisbee and a ball?” You’ll be amazed at how much fun they’ll cultivate for your family

Benefits

Finally, talking to children while they play not only promotes children’s vocabulary, communication skills, and storytelling, but helps children’s imaginations. Suggestions like, “What else can you build?” or “How can you make your store higher?” stretches children’s problem solving abilities and the beginnings of abstract thinking. Puppets are another great way to facilitate pretend play and vocabulary. A chair with a towel over it becomes a puppet stage.

Encouraging your children to use their imaginations by providing a wide variety of play items and interactions will build skills that will last a lifetime.

 

Image Source: child-559378_960_720 [Pixabay.com]