Developing independence 1-3

Help them act independently within reasonable limits, and by giving them choices to avoid power struggles
Organize your house so children can run and explore without hurting themselves or damaging anything
spend time with them, teach them how to play with others

Step 1: Deliver a warning in a firm voice that if they continue to misbehave, they will be put into timeout.

Step 2: Take child to time out spot (same place every-time).

Step 3: Explain why child is in timeout.

Step 4: Set timer (1 minute per year of child’s age)

Step 5: If they get up, return child to time out spot without talking.

Step 6: Have child apologize and reward with hugs and kisses.

Channeling Initiative 3-6

They try to learn and master tasks that will bring a sense of competence and connection to their word.
Childhood fantasies are often exaggerated, involving themes of power and aggression (they can feel bad over there aggression)

Nightmares are common
Emotions can be tumultuous
Children often express variations of love and resentment
They tend to take center stage but lack a secure sense of self
They want to get their way because getting there way is important to them
They can have a difficult time choosing between two things because they want both

Be patient and loving
Use firmness while allowing your children to test themselves within clearly defined boundaries
Set rule for TV, video games, chores, homework, bedtime and routine
Children need routine: it helps them feel loved
Administer discipline in a loving and kind way, using choices and consequences for behavior problems
Spend time with them
Take an interest in their activities
Arrange time for your children to explore, run outdoors and play with others

The child feels pleasure and develops confidence through learning, getting good grades and developing skills.
The child enters the broader social culture and feels acceptable and productive when able to compare favorably with others
Learning disabilities

They can write
Have a sense of humor
Know right from wrong
Very active and social
Have a best friend
They want to take on the world
They generally enjoy helping with chores, which gives them a sense of importance and accomplishment
They resist bossiness but generally respond to parental requests

Preadolescence
They tend to be calm, compliant, and easy to get along with
They are social, cooperative, and industrious and helpful at home
They value their parent and the opinions of their friends
They enjoy group activities at church and school
Between 10-12 sometime: Boys begin to really stink: feet, they don’t want to bath or brush there teeth

Puberty, puberty
This is Jr High: the toughest time for kids
Many experience emotional and behavioral roller coasters: bouncing from childhood to adolescence and back again, being responsible and irresponsible, testing rules and depending on them
Appearance can become important
Friendships may change abruptly, hurt feelings especially in girls
Changes in body can cause eating disorders
Interest in opposite sex

Give recognition for jobs well done
Join with them in projects and activities and help them succeed
Take time to listen
Help them solve problems and teach them how to resolve conflicts
Attend events in which your children participate
Involve your children in creating family rules, expectations, limits and consequences
Give increasing work responsibilities and limit Tv, video games, media, phone use and electronics
Understand the influence of these electronics and media on your children
Encourage your children to have reasonable interests and friendships outside the home
Have consequences to there behaviors that fit the crime

““Until next week May the light of the savior shine in your relationships and bring you joy each and every day.””

— Dru Christiansen