The real preparation to education is the study of one’s self. The training of the teacher is something far more than learning ideas. It includes the training of character. It is a preparation of the spirit.
The real preparation to education is the study of one’s self. The training of the teacher is something far more than learning ideas. It includes the training of character. It is a preparation of the spirit.
The ancients who wished to illustrate illustrious virtue throughout the Kingdom, first ordered well their own states. Wishing to order well their states, they first regulated their families. Wishing to regulate their families, they first cultivated their persons. Wishing to cultivate their persons, they first rectified their hearts. Wishing to rectify their hearts, they first sought to be sincere in their thoughts. Wishing to be sincere in their thoughts, they first extended to the utmost their knowledge. Such extension of knowledge lay in the investigation of things.
Things being investigated, knowledge became complete. Their knowledge being complete, their thoughts were sincere. Their thoughts being sincere, their hearts were then rectified. Their hearts being rectified, their persons were cultivated. Their persons being cultivated, their families were regulated. Their families being regulated, their states were rightly governed. Their states being rightly governed, the whole kingdom was made tranquil and happy.
From the Son of Heaven down to the mass of the people, all must consider the cultivation of the person the root of everything besides.
To Our Little Lion,
The allusion to a New Year reflection post is intentional, as is the suggestiveness of the title that time is moving past us at a regretfully quick speed. Although the first few weeks and months of your life you were changing every single day, the change appeared more gradual and more difficult to notice. Around six months, the pace of change accelerated and after a year you are already entering your personhood and the volume of change occurring is almost impossible for us to note with any detail.
Whereas in the past I sought to document some of the specific observations about your behavior and development that stood out to me, this time I want to share with you about an episode along the way which was particularly trying for the Wolf and me. I want you to understand what happened and how we came to our decision. Finally, I want to do some reflecting but not about you, rather, about us.
When you were born you had some trouble forming a proper latch when you were nursing. It took us several months to figure out that you had a minor and surgically correctable condition called a “tongue tie”– essentially, the fibers underneath your tongue connecting it to the floor of your mouth were a bit too taut for you to control your tongue the way you need to to make breastfeeding easy for you and your mother.
Eventually, with the help of some of our medical consultants, we realized what was going on and had the short (2 minute) procedure performed at a local dentist’s office. However, it took some time afterward for you to develop the strength and dexterity in your tongue necessary to nurse without difficulty. For five or six months, the Wolf was completely dedicated to pumping her milk for you which was then fed to you in a bottle. She had to do this six to eight times a day, for twenty to thirty minutes at a time, and then you had to be fed afterward. It was very hard for her and she was very sad and even angry at times as she learned to accept her choice, which was to provide you with a diet that was largely (75%+) still her breast milk — “the best milk” — even though you couldn’t get to it on your own by nursing. She made that choice because she believed you really needed her and it was important to your immunity, your brain and body development and long-term, your intelligence, health and well-being. It was a difficult challenge, and it was an opportunity for her to form an even stronger bond with you.
Eventually you gained the strength and ability to resume breastfeeding. You were taken back off the bottle and formed the relationship through nursing with the Wolf that she had hoped to have with you from day one. It was a great relief to realize she could give up the pumping routine and just enjoy feeding time with you like that… we were concerned it might never be possible.
Unfortunately, it took us some time early on to understand what was going on with your feeding and during that time you were undernourished. Then, as we made adjustments, you rapidly began gaining weight and strength. Perhaps because of this, your gross motor development was different than the average infant and you were considered, on a relative basis, to be slow to develop your sitting and crawling.
Because of the trying ordeal with your feeding early on, the Wolf and I decided it was important to get more checkups with your pediatrician than we otherwise would bother with because our principle is to not visit with medical professionals unless something seems to be wrong. At the time of this visit, nothing seemed to be wrong, just the opposite, you seemed very happy, healthy and growing every day. But we were fearful because of our early experience and we wanted to be sure. So your mother took you in for a checkup.
The visit with the doctor was uneventful until the pediatrician noticed you were not sitting up. She became extremely alarmed and said that this potentially indicated a major problem for your health and that you needed to be screened by specialists right away. She didn’t offer many other details beside that and was not willing to entertain questions or curiosities from your mother and me. She claimed she had never in her practice seen a child your age not sit up on their own.
To say this was hard for us to believe would be an understatement. I began calling some of the screening agencies she recommended and tried to understand what it was they wanted to do with you and why it was necessary. I tried to get names and contact information for the specialists who were actually knowledgeable about the specific concerns the pediatrician had for you so I could consult with them directly and skip a step. The more I dug, the more confusing the process we were referred to appeared to be and I began losing confidence in the pediatrician’s recommendation.
Your mother and I spent a three week period feeling absolutely awful. We were worried for you. We felt alone and vulnerable, not understanding what was apparently wrong and not having anyone in an authoritative position we could turn to to just ask questions. We were leaning towards taking the pediatrician’s concerns seriously, after all, we had been wrong in not recognizing your earlier nutritional challenges. On the other hand, it was hard to avoid the sense that we were facing a choice of believing her or our “lying eyes”, as you seemed otherwise to be a cheerful and ever-changing infant.
It seemed like a defining moment for us, and for you and for our relationship with you– to begin to see you symptomatically, as somehow “wrong” the way you were, or to have faith that if you were not showing signs of distress or pain you would develop in due time in your own way and that would be fine.
We did manage to visit with an occupational therapist for a consultation, skipping the strange screening process that was recommended to us. The occupational therapist observed you for a half hour and told us that she saw nothing to be concerned about, that she believed you would learn to crawl and sit up with time and that we could choose to work with her to accelerate the process through therapy if we liked. She seemed confident but we still had some uncertainty, what if you did not? What if there really was a problem and you got further and further behind developmentally, whatever that meant?
Ultimately we decided to wait. The very week the pediatrician raised the alarm you got yourself into a crouching (pre-crawl) position on your own, without any encouragement or assistance from us. Your body just told you to do that. As the weeks went by, your crawling changed and you began pulling yourself up against furniture. Eventually you sat up on your own and began playing and manipulating objects in that position. Today, you are on the verge of walking, spending more and more time every day pulling yourself up on furniture and ledges and practicing standing. It’s clear your body just keeps telling you to try this and you are gaining strength and confidence with each attempt.
In hindsight, there was nothing to worry about. You got there and you are getting there, on your own, in your own way. What might’ve been a disastrous path toward treating a “condition” that didn’t exist and becoming the ward of a variety of specialists and other agents that have no business interfering with your health and development at worst, or a subtle transformation in our own perception of you as somehow “flawed” and not okay as you happen to be at best, is instead an already seemingly distant but painful memory. As difficult as it was to go through, it certainly has given the Wolf and I increased courage to be patient with you and to look to the good in you, to focus on what you are capable of right now and what’s going well for you than to dwell on what you can not yet do or to focus on potential items of worry. It has consequently reduced our stress as parents a great deal to have experience to back this mindset.
So now, a reflection about us as parents.
When I watch other people interact with you, I am always surprised to see how much of what they do and say seems to be about them than about you. What I mean by that is, they seem to be playing out their needs and you are an object utilized in the goal, rather than they are thinking about your needs and treating you as the subject of a relationship they have with you.
What seems to be true of them could of course be true of us, your mother and father. And its something I think we need to be the most mindful of in our interactions with you.
Many people conceive of parenting as a project in filling up an empty vessel. Whether that vessel is to be filled with love, values, knowledge, experiences or anything else, the implicit idea is that the child is empty and the parents’ job is to put things in. The result is a “full person”, a wholesome, well-balanced individual.
We think you’ve got almost everything you need to be who you are. It’s inside of you, just waiting for the right time and place to come out. We can feed you, clothe you and care for you in any other way you need us but the real development work is done by you, not by us. In fact, we can interfere and get in the way of your natural development quite easily, but it is difficult to impossible to think of ways we could improve upon it.
The ways in which we would be tempted to interfere would be the ways in which we feel incomplete as ourselves. What we want to pour into you are the things we wish we were in touch with ourselves. If we feel empty in these ways it becomes more likely that the time we spend together is less about getting to know who you are and more about getting to know the distant parts of ourselves. The danger is that we use you like an object on this quest for self-knowledge.
The true heavy-lifting we can do as parents is to keep working on ourselves. If we can model whole, complete, satisfied individuals to you through our own lives, we give you an aspirational development goal that is in alignment with our parenting goal. If we spend at least as much time working to become the best versions of ourselves we can be as we do trying to be “better parents” with more tips, tricks, techniques, tools, knowledge, experience, values, resources, etc., we will be of far more value to you as you grow than we would be if we convinced ourselves that giving you things or putting things into you could make up for the existential emptiness we demonstrate to you with our daily lives, lives you are intimately aware of because you are right beside us the whole time.
What’s interesting about this for us to realize is that this is actually best for us, too. But since our goal is to live with empathy and look for ways to cooperate it maybe shouldn’t be surprising that what’s best for you is also best for us.
by Irene Van der Zande, published 2011
A friend had recommended “The Toddler Years” as a resource for continued learning and practice with regards to piloting RIE from infancy into childhood. And indeed, the book is similar in format, structure, tone and event content to works we’ve read previously and enjoyed such as Your Self-Confident Baby and Dear Parent: Caring for Infants With Respect. Much of the material and insight in the book comes via childcare practitioners at a day facility in Santa Cruz, CA and the book has a preface by Magda Gerber. This is definitely “RIE-approved”.
As I was reading this book and noticing the similarities, I asked myself, “Why do we do what we do [as parents]?” When we first learned about RIE and NVC, it was easy to get overwhelmed with all the new DOs and DONTs in terms of behavior and lose sight of the goal. The goal is not to follow some set of rules, arbitrary or otherwise, or even to be Good Parents as some kind of exercise in living an ideal, but to live our lives in relation to our children a certain way– to treat them with the kind of respect we’d hopefully treat any other adult.
As I was reading the scenario-specific counsel in this book, I realized that “what to do” in any of these situations shouldn’t be mysterious. We can get to the answer quite easily by inverting the situation and asking ourselves what we’d do if an adult acted like a child? How would we treat that adult? With condescension, disgust, frustration, anger or worse, violence? Or would we practice patience, understanding, offer our assistance and respect their needs and choices as much as we could?
That being said, these lessons about commonly occurring parenting dynamics are indeed helpful pre-practice and may result in the thought processes and related behaviors becoming more intuitive and flow-y rather than flustering or rehearsed.
Just like all of us, toddlers are happier when they have some control over their lives. This also makes it easier for them to accept what they don’t have a choice about.
The first act of a child’s life, being born, is a set of circumstances the child itself had no choice in creating. Nor is the child aware of its lack of choice, in this situation or any others, for some time after birth. Nor even is the child capable of exerting any influence over the course of its life, via choice, even if it was aware of the choices that existed.
But over time the child’s life becomes increasingly defined by choice both in terms of awareness and in terms of action. It is no wonder then that “choice” is an important theme in the development of the life of the toddler and that we as parents and caregivers can render a great service to our children by giving them choices whenever we can and being understanding with them when they react against the situations where they lack choice but might like to have one for whatever reason.
One way to offer choice is via closed questions, that is, “Would you like to have an apple for your snack, or a banana?” versus “Would you like a snack?” The reason to offer closed questions is because it encourages the child to make choices we can live with. It can be easy to get bogged down in the subtle reality of how little toddlers have to choose about their life at times– we know they NEED a diaper change but they don’t WANT one, etc. Using closed questions frames the choice around taking a positive action the caregiver believes is necessary and hopefully avoiding fighting and antagonism over choices that don’t exist.
When there is no choice, we need to be careful not to offer one by mistake.
Saying, “We’re going to Grandma’s, it’s cold outside, do you want to wear your jacket?” might elicit a “No!” and a frozen child, when what we really meant was to offer a closed question such as, “Would you like to put your jacket on yourself or would you like me to help you put it on?”
Spend a lot of time giving children names for their feelings.
As adults, we have a certain awareness of our feelings such that we can distinguish one feeling from another, the intensity of the feeling, its source and perhaps most importantly, we can label our feelings in order to communicate about them more clearly. (This is the ideal with adults, anyway… any student of NVC is aware of just how limited even many adults’ capabilities are in this regard!)
With young children it is different. Feelings might seem to come from nowhere and shock or surprise. They might seem uncontrollable. One kind of feeling of a high intensity might seem similar to that same feeling at lower intensity (ie, just “good” or “bad”, pleasant or unpleasant) and there is most of the time no sense of the character of a feeling and the name it carries. Talking about feelings with young children and repeating the names of the feelings we observe them experiencing can help a toddler start to gain mastery and awareness of their feelings.
Children need to understand their feelings. They need to know their uncomfortable feelings are just as important as their pleasant feelings. By accepting these feelings, we teach our toddlers to accept themselves and each other.
The goal of many parents and caregivers seems to be to raise a child who only experiences good feelings. Feelings of pain are warded off, “Oh you’re alright, nothing happened!” as are feelings of shame or fear, “Be a big boy, don’t cry!” Perhaps the motivation is to provide children with that ideal experience, “childhood innocence”, as long as possible and to protect them from reality which is sometimes disappointing, frightening, infuriating or just plain unfair.
But accepting some feelings and rejecting others leads to self-repression and a certain kind of schizophrenia. There is the “me” that has feelings which are acceptable to the adults and caregivers in my life, and there is the “not me” that has feelings which make them uncomfortable, which seems to pop up in my life at the most embarrassing times. Helping children to experience all their emotions as equally valid allows them to build confidence in the unity of their self.
Limits can be stated in firm but respectful words. We can do this by using what is called an “I” message. That is, instead of saying “You must do this” we can make it clear that we are speaking for ourselves:
“I want you to be gentle.”
“I need you to help me get your clothes on.”
“I don’t like it when you run away.”
We can talk about what the child is doing rather than using blaming or labeling words.
Some people find parenting with respect challenging because they equate it with a kind of “anarchy” and the giving up of their authority even in matters of safety or in enforcing their personal preferences in their own home or life. It can be hard enough to adjust to living with a messy spouse, for instance, now a diabolical two-year-old is supposed to reign over me?
This is a false dichotomy. Respect is a two-way street. And imperative to having respect and giving respect is to be clear about who is respecting what. Using the “I” technique makes it clear that limits have to do with individual needs and don’t involve arbitrariness or authority.
Children who are confident in their ability to learn through practice are more likely to grow into independent people… making things happen rather than waiting for things to happen to them.
We learn to be action-oriented in our lives or we learn to wait for a rescue that isn’t coming.
There are two models of failure and its significance that humans can internalize according to recent psychological research. One model is failure-as-feedback, in which failure indicates that an action was not performed properly to achieve the desired result with the possibility that it could be performed properly with further practice.
The other model is failure-as-wrongness, in which failure indicates that a person is not appropriate to a task at hand in some existential way and their inability to achieve success in this instance is evidence of their wrongness or lack of completeness as a functioning person.
It is imperative that children have opportunities to practice actions, to experience occasional failure, and to be encouraged to try again in order that they build confidence in themselves and in the model of failure-as-feedback. Without internalizing this principle, they are apt to experience a life of growing self-doubt and confusion on a fundamental personal level.
Toddlers live in the here and now. Yesterday is ancient history and tomorrow might as well be next year.
How wonderful that toddlers can remind us that the present is all we ever have! As adults it is so easy to live with regret, or to drift through the present ever-anticipating the future.
Of course, they may serve us these reminders in unpleasant ways with their seeming impatience, or their repetitious requests or insatiable demands for things they’ve already been given before. But it’s important either way, for our own sanity and enjoyment of life, that we remember that they only behave this way because the present urge is the only one they know at this moment in their life.
Give warnings before bedtime so the child has a chance to finish playing.
Not only do small children seem to sleep fitfully at times, but they also go to sleep fitfully. And sleep seems to creep up on them and snatch them when they aren’t expecting it. One moment they are playing with their toys and screeching with gaiety, the next they are rubbing their eyes and ears and about to topple over with sudden onset of wooziness.
Adults can help children anticipate the future, and their own need for sleep, by following bed time rituals which include buffer time and light warnings that sleep is coming and it is time to begin winding down.
The “S word” – Sharing
Toddlers do not learn to share by having grown-ups make them do it. Having to give up a toy makes a toddler feel angry, not loving.
Why do adults think sharing is so important? Is it simply mindless repetition of their own childhood experience? Is it a social or cultural imperative tied to recent historical developments? Is it a way to feel equal while ignoring that we are not?
Sharing is not in the vocabulary of small children although, curiously, property rights are! The individual child’s property right, at least. While there are many ways to respect small children by thinking of them and treating them as capable of something they have not yet mastered, sharing seems to be one of those things that does not lend them respect or enjoyment when it is expected of them.
In our home we don’t care for sharing as a principle. So avoiding the “S word” will be relatively easy for us!
If a toddler finds out that having a tantrum is a way around our limits, the child may start throwing tantrums all the time.
Another idea that is interesting about tantrums is that they belong to the child, not to the parent. It is easy for the adult to assume a tantrum is a demonstration of a critical failure in their parenting, rather than a critical failure in the emotional regulation of the child. Of course they often come at the most inopportune times as well, right before trying to leave for an errand, or out in public amongst a bunch of gawkers.
Even during a tantrum, the child is experiencing an emotion they are truly experiencing and it’s worth it for parents and other caregivers to practice patience and understanding in these moments, validating the emotion even if it is disagreeable and talking through it with the child, along with giving them space to express their emotion, to exhaustion if necessary.
The time to start toilet learning is when our toddlers show signs of being ready, like:
The book does not call it toilet “training” for a reason. This is not a rote memory behavior or even a reflex. It requires conscious effort and it has a psychological root. Being ready to use a toilet for elimination is an egotistic decision and like many other similar experiences in life we can help the child by waiting until they’re ready rather than expecting to do something they’re not yet capable of or don’t see any benefit in themselves.
Eating and weaning
Toddlers will eat when they’re hungry, but might not eat much.
Toddlers need to eat more often than we do. Their stomachs are smaller.
Toddlers like to have choices.
Meals are served outside whenever the weather permits.
One thing I thought could’ve been added in this section is the observation that sometimes toddlers will eat quite a bit! In fact, too much and too fast if you keep putting food in front of them. We are learning to offer one piece of food at a time and waiting until our Little Lion requests more (with reaching, grunting and looking for the food). Even then, we try to pace things as his belly is bound to fill up quicker than his brain gets the signal that it’s time to stop.
It helps to remember that, just as there are no perfect people, there are no perfect parents or children. There are no perfect families either, even if they look that way from the outside. It’s not our job to be perfect, but to do the best we can.
I’ll let that one settle in on its own.
It’s healthy for our children to see us having interests besides our families.
It’s also healthy for our children to see us acknowledging their needs without actually fulfilling them, instantaneously or at all. New parents often forget that it’s okay to use the bathroom, even if it means a crying child. And these kinds of over-permissive decisions can extend beyond those first few months to picking the child up whenever it beckons, interrupting a rhythm or flow in some household chore to immediately respond to the child’s request, etc. The child isn’t always going to get what they want in life and it’s okay to model that now, in toddlerhood. Just realize you may hear a bit more crying and whining as a result of your decision.
Being polite by acknowledging people socially is an adult need, not a child’s.
Teaching children to wave hello and goodbye, to high-five, to smile or “be nice” to strangers who greet them and to say please and thank you may seem cute but it is not necessary and it may even be unsafe (why undermine a child’s instinctive apprehension of strangers?)
Some people who do not understand that children are individuals and not objects can find it frustrating and demeaning to deal with an “aloof” child. Why is it so important to this person to be acknowledged by a tiny toddler who is more interested in drooling over their toys? What does their need for acknowledgement and validation-in-existence truly imply?
Guilt keeps us looking backward and feeling bad about what we should have done instead of looking forward and feeling good about what we’re going to do next.
This idea is tied to the failure-as-feedback model. If we are always learning and growing, as the toddler is, and we want to model this as normal, we would do well to focus on what we’ll do next and not to obsess about the past.
Enjoying your child
Childhood passes quickly. And it never comes back. “They won’t need me as much as they do now.”
A truly bittersweet thought. To acknowledge that the pain, discomfort and disruption of being always needed is ephemeral; but so too is the joy, confidence and excitement of being the center of a young person’s world.
The Wolf and I have been a bit negligent about reading with our Little Lion to date. When he was just out of the womb, I spent the first few weeks of life reading through “Our Oriental Heritage” from the Story of Civilization series, while the Little Lion and the Wolf breastfed to sleep. We made a lot of progress– we got through all of Ancient Egypt and most of the Mesopotamian cultures, through to Persia. I think we stopped right around Ancient India.
Many things got in the way when we set the book down and forgot to come back to it, not just one thing. But the most important reason in my mind is that it seemed like our Little Lion developing his other skills and capabilities was more important than trying to read every day. Eating, sleeping, walking (me + stroller + doge), rolling and crawling, etc. Reading was one more thing that seemed to have limited benefit on a relative basis.
I know all Good Parents read to their kids everyday, even when they’re not paying attention or can’t sit still on their lap. I also know all Good Parents do Tummy Time. We didn’t do Tummy Time. And we didn’t read to our Little Lion every day. So we might not be Good Parents. We’ll see.
One thing we do with our Little Lion is we talk a lot. We listen to music. We have adult conversations with one another, using adult words, and with our Little Lion, using adult words. We talk about our emotions and we don’t hide from him when we aren’t getting along with ourselves, each other or other people. His home is partially bilingual (trilingual… but I can’t seem to catch a break on getting that third language spoken more frequently than the second!) so our Little Lion is getting a lot of exposure to language.
The Wolf and I are big readers. Even if we’ve been negligent so far with our Little Lion, he will have no questions about whether he’s living in a literary household. Some day he’ll read our reviews on this blog, and hopefully contribute his own! He will see the Lion and the Wolf reading all kinds of things, nearly every day, often for long stretches of time. If he grows up hating books, I don’t think it will be because we didn’t do a lot of story time for the first ten months of his life.
That being said, our Little Lion seems like he’s able to get some benefit from being read to now and seems like he can actually enjoy the interaction actively. So we’re diving in a bit on this one now, reviewing potential titles to add to his library. We’re also thinking about principles for selecting books for reading and principles for how to benefit from reading together. Here is what we have thought about so far.
Principles for Selecting Books
Principles for Enjoying Reading Time Together
Beyond this, we’ll be treating it like a science experiment and expecting a lot of learning from failure!
This past week I attended an event peopled mostly by engineers. Many of the engineers were trained as mechanical engineers but now work in companies on the forefront of engineering science– data and software-driven companies.
A topic that came up with several participants was the woeful state of education systems in the US, but not for the standard lament of their failure to properly teach the “STEMs”, but because of how efficient they are at killing creativity and the spirit to tinker, two things every engineer considers to be key to their mindset and personality.
Related to this lament were concerns about young people and screen time. There is a belief, backed by a lot of scientific study, that screen-based activities such as TV, video games and social media, breed passive minds because of their overstimulative effects. These engineers were concerned that many children will miss an opportunity to become creative and mechanically-oriented because their formative childhood years are increasingly dominated by interaction with media that treats them like a malleable consumer rather than a tool-wielding, problem-solving creator.
I share this overall concern, partly based in logic, partly based in my browsing of the scientific literature and partly based off my own personal experience. It has informed how we’ve approached the use of screens in front of our Little Lion– short story, we try hard not to use them at all in his presence, and frequently discuss how our habits and routines will need to change as it gets more and more difficult to use them only in his absence.
However, talking about this with the engineers got me thinking about three people I knew when I was younger who were video game players who all ended up with different life outcomes.
The first person I remember as a video game player growing up spent a lot of time playing games. Most of the times I visited him at his house we’d end up in front of the TV, usually with me watching him play something I didn’t have or that he was better at than me (an archaic form of the “Let’s Play” phenomenon). This went on for multiple video game generations, from the Nintendo SNES to the Nintendo 64. Over the course of our friendship we spent hours accumulating in days in front of the TV, playing games.
We also played outside a lot– handball against his garage door, riding bikes around the neighborhood, meeting up with other kids and hanging out. This friend was in Boy Scouts and was frequently found on camping trips on the weekends. He eventually made Eagle Scout. And he played team sports as a child, mostly soccer, until high school when he became an accomplished water polo player.
The second person I remember did not play many console games when we were younger. He was the first person who introduced me to PC gaming. I distinctly remember the weekend his family purchased an extremely economical “eMachines” brand PC with a Celeron-processor (read: slow) and a copy of the already almost decade-old Civilization II game. We stayed up until 2am, mindlessly punching keys trying to figure out how the game worked, for whatever reason we never thought to try reading the manual even though we were good enough readers to have done that. When we finally figured it out we were so excited we stayed up another 3 hours feverishly playing the game until we were so exhausted we passed out on the floor in the study where the PC was situated.
This person also introduced me to the card game “Magic”, and later in the era of the Xbox and complicated networking technology he was known for hosting Halo LAN-parties where he’d talk several other people into bringing their Xboxes and TV screens to his house where up to 4 supporting 4 players each could be networked together for a raucous neighborhood get together.
We, too, spent a lot of time riding our bikes around town together, he was also a Boy Scout and eventually an Eagle Scout, competed in soccer and other sports while younger and water polo in high school. Throughout his childhood he was extremely mechanical, building and racing offroad RC cars and RC gliders, camping and helping his parents rebuild and maintain an International Harvester Scout truck.
The final person I remember as a gamer growing up probably spent the least time overall playing games of the three, but it was definitely part of his life. I remember the time he brought his SNES over to my house and how jealous I felt seeing all the cool games he had that I did not. We also spent a lot of time riding around the neighborhood on our bikes, but a bit more aimlessly than the other two. With him we’d ride around until we found some mischief to get into, while for the first two bikes were a means of conveyance to other destinations and activities we were into.
He played soccer and basketball as a youngster, and in high school he did some cross country and track before giving up on team sports and, to some extent, giving up on his studies as well.
What happened to these three individuals who all played video games growing up?
The first one graduated high school with an excellent GPA after excelling in our school’s “magnet” math and science program. He was accepted at Stanford where I believe he studied engineering and may have continued playing water polo. He was hired by Accenture, the consulting firm, and I think has had a lucrative and enjoyable career.
The second one also graduated high school with an excellent GPA and also excelled in the school’s math and science program. He was accepted at MIT and studied mechanical engineering. I believe he went into a specialized mechanical field and has also had a productive and enjoyable career so far. Both of these guys are married and have families of their own now.
The third guy was a slightly sadder story. He seemed to burn out before high school ended. I don’t think he ever made it to college and last I had heard, he could be found around the beach on his skateboard with a very long beard and the nickname of “Jesus” because of his appearance. He may have even spent some time in jail for some pretty minor stuff I’d call “mischief” or “bad luck” rather than some kind of anti-social or menace to society kind of antics.
What I find interesting about all of this is that I never would’ve thought of the impact of video game exposure as children to their life outcomes until I had spoken to some of these engineers. Truly, what seemed to be more consistent in terms of impacting the drive and personality of each of these guys was their family lives. The first two guys grew up with siblings, their parents stayed married and they had what I’d call strong family cultures and values, even though they were slightly different from my own.
The third guy was a latchkey kid whose parents stayed together but it seemed like an awkward pairing and he’d regularly ridicule them behind their backs. It’s not clear what values their family had or that they even got through to their son about them.
Early video game exposure didn’t seem to stop the first two guys from having other interests and being mechanical and outdoorsy (Eagle Scouts) nor athletic (water polo, a terribly demanding sport). They seemed to be creative and had strong engineering minds (math and science outperformance) despite the stimulating effects of video games.
I don’t think I’d blame video games for “Jesus’s” life going down the tubes, either. As I mentioned, he played games but probably spent the least time with them. He was a decently intelligent individual and certainly didn’t struggle with math and science as subjects, he just didn’t seem to care much about them, school in general, or even apparently his life.
What I take away from all of this is that video games and screen time may not be “good” for a child’s development and may be distracting or counterproductive in terms of generating a passive vs. active mind and a consumptive vs. productive approach to stimulation. But looking at these anecdotes, it’s hard to draw the conclusion that video games or screen time necessarily would prevent a person from achievement in these areas.
More likely, natural ability mixed with a supportive family environment and complementary family values and lifestyle choices seem much stronger influences over future engineering talent and ability than how much time a child spends with screen-based gadgets.
Hello Little Lion!
Another 90 days (+/-) have passed since we last wrote and we thought it was time to catalog a few observations once more.
You went on your first cross-country trip by commercial jet in April. We decided to invest in a stroller and car seat system that were more travel-friendly and it was definitely worth the money. While we were a bit anxious about getting you and your equipment through security, onto the plane and then back off on each leg of the journey, the thoughtful design of our purchase made that part of the trip relatively stress-free, and believe it or not we got a lot of support and patience from the people in the TSA and the gate agents and flight attendants. You of course managed to fill your diaper several times before, during and after the flight but Papa Lion figured out how to get you changed in the tight quarters fairly quick and by the third time he felt like he was a pro and could do anything!
Our friends and their little daughter were so happy to get to meet you and spend some time with you while you were still little.
You slowly started to lose all your birth-hair over the last few months as it was replaced by new hairs you’ve grown outside the womb. You came into the world with a full head of fairly thick and long hair, and the way it fell out was so funny and left you looking wise beyond your years– you developed a “Philosopher’s crown” of long hair on the side and back of your head with a big bald spot on top. It’s now all replaced, except for a light patch on the back of your head where you pivot around to look while on your back. And also, your extensive original side burns, which remind us of the style of the Orthodox Jewish men.
Your teeth started coming in at four months! You have seven along the top and the bottom right now and you continue drooling and fingering your mouth so we think there are more. You’ve fattened up considerably from when we last checked in. We’re sorry to say we hardly recognize your early baby pictures, because we realize they are a glaring example of our first mistake as parents– not understanding how important it was to get you some extra supplementation with formula feeding. We really agonized over that decision and how to go about it but the encouragement to do so was unanimous from the professionals we consulted with along the way and they were absolutely correct. The tongue-tie you were born with just made it impossible for you to be a purely-breast fed baby.
Your mother, the Wolf, has worked tirelessly since your birth to pump for you so that you still get your primary nutrition from her breast milk, something we know is specially formulated just for you and your needs. We are happy that you shot right past our ignorance with her extra love and care for you and at this point no one would ever suspect you had started out the way you did if we didn’t tell them. You’ve had one minor cold that led to a few days of coughing and runny nose but aside from that you’ve been disease-free, cheerful and growing in weight and strength every day. Whereas last time we checked in you still looked and felt in our hands like something new and fragile, now you have some “heft” and chunkiness that makes you stand out as your own person.
Your mobility development as been amazing for us to watch! You learned to roll over a few months ago and just in the last week you have begun spinning on your stomach. You’re not yet scooting or crawling but that’s where you’re going next. By rolling and pivoting, you can get to a lot of places. We can no longer set you down on the middle of your play area and expect to find you there a few minutes later. And we’re having to get more and more creative at bed time in corraling you on the bed because you like to roll around a lot now as you continue practicing mobility in your sleep. We lay you down one way and come in at our own bed time to find you have rotated a completely different way.
You started sleeping through the night a few months ago, and we were so grateful to get a few weeks of mostly uninterrupted sleep. But you’re still growing and changing, and you’ve “regressed” to wakefulness at night again as you’re sensitive to our movements and your own, which are many. Sometimes you wake up in the middle of the night, talk to yourself and coo and play for fifteen or twenty minutes and then decide to go back to sleep! It’s really cute, but really challenging for us to get our rest right now. We’re never mad about it, though, we know this is what we should expect and we understand how important it is for you to keep growing and changing and we know we’ll get back to a place where we can all sleep peacefully. Eventually.
One thing we are so satisfied with right now is your incredible focus and self-reliance while playing. Your concentration and ability to emotionally self-sustain have grown over the last ninety days and it is very easy to lay you down on your mat and see forty-five minutes pass before you need an emotional recharge from us. Your toys are simple things– plastic hair rollers, wooden rings, rubber “muffin wrappers”, colorful bandanas, a geometric “wire frame” ball with holes for your fingers. You like test the properties of these toys in endless ways, handling them, chewing them, squeezing them, turning them around and around and looking at them from different angles, combining or swiping them past one another. Your at a stage where simple things that allow you to repeat and refine an operation over and over again are plenty stimulating for you. Every now and then you’ll look for our eyes, to see if we’re near, or to see if we’re watching, but mostly you like to just focus on what you’re doing intently.
Your verbalizations have changed, too. Cooing, quick breathing, incoherent chattering and shrieking. Oh yes, the shrieking! Sometimes you will use all your might to summon your voice and expel
(at this point, several weeks ago, you woke from your nap, I set my laptop down and failed to return to this post and complete it. So I am posting it as is… because you’re now 1.5 months older than when I wrote it and a lot of changes have taken place again!)