Quiet and Shy – and I’m OK! 

Season three of The Science of Parenting podcast has explored the many facets of temperament! The information shared each week celebrates the unique and rich gift each trait expresses! Every day brings new opportunities to master challenges and milestones. As parents watch their children grow and develop, they consider the temperament that a child possesses and other factors like family structure, siblings, and so much more.  

The child who is slow to warm up – or seems inhibited when interacting in their environment may need assistance from others to explore their surroundings. Parents must consider that their own temperament and their own actions are cues to their children about how to behave. Keeping the lines of communication open and asking questions of our children can help them explore “new situations.” Asking our child to tell us: 

• how they are feeling;  
• what questions do they have about the new situation;  
• what do you think might happen if you explore further;  
• how can I help you manage this new challenge;  
• could we set a goal – or simple steps to begin this new challenge?  

These few questions can be the start of helping your inhibited or shy child gain the self-confidence needed to interact and explore their environment.  

In the podcast, Lori and Mackenzie talk about these slow to approach kiddos and talk to expert Robert Coplan on helping those shy kids navigate the world.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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“Hey, you’re in a good mood today!” Has anyone said that to you lately? Our mood is a temperament trait! The Science of Parenting team has been exploring many temperament traits, and MOOD is just one that may resonate with many parents. Having children with a happy disposition or in a good mood is a joy. Finding ways to comfort our child when the mood is negative can be a challenge. Parents may find they need to adjust their own schedule or expectations if a child’s mood is one that is emotional or negative from time to time. Learning to soothe a child takes skill, patience, and time. It also takes the same to help children learn to self-soothe. 

Have you heard a child become whiney as they are learning to tie their shoes? Or do they have an “I Can” attitude when it comes to this new skill? Which mood will surface? 

Listen in on the Science of Parenting podcast, as our hosts discuss developmental milestones and how children’s mood may be expressed as they grow.   

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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Maintaining a manageable schedule when a newborn arrives is one of the first pieces of advice new parents receive. “Be sure to stay on schedule.” The schedule is something that may include feeding, sleeping, diapering, etc. The idea of a schedule seems important, yet it is something that may be out of your control if your child is not one to eat when you are ready; or sleep when they are tired! Although we cannot control our children, we can influence their environment, which can help them sleep and eat!  

Parents seek control because they feel confident when they can anticipate their baby’s needs. Children who can eat and sleep on our schedule help to keep things moving smoothly in our very fast-paced world. Many new moms and dads will have lengthy conversations about preparing for leaving the house with a newborn. Do we have formula or a safe place to breastfeed? Do we have diapers? Has the baby slept, been fed, or still sleepy? What do we need to anticipate to make our outing manageable? The schedule we keep can help us answer those important questions. So, it stands to reason that temperament may have to be considered when discussing these pivotal moments in the day. 

Helping our children get into a rhythm can be very helpful. Some children feel more secure when they know what to expect, and they are familiar with their body’s natural rhythm. How we help our children develop their own rhythms may look like the following: we adjust our own expectations for our children; we may put aside our plans or schedule to help our child manage their needs – like eating or sleeping or toileting. We may need to limit the competing distractions that children experience, anything from other siblings, television or screen time; and any loud noises that prevent them from eating on a schedule, or relaxing before sleep. We may provide the nutrition needed for healthy bathroom experiences and reminders about taking the time to go to the bathroom! Listen in as our hosts, Lori and Mackenzie, discuss this very important temperament trait.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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Sometimes we label things so that we can understand them better. In fact, the labels can be limiting if we are not careful to explore our own use of the labels. Have you ever heard someone say, “Wow, that child is difficult!”? Or, have you heard, “I’m so glad my child is not as difficult!”? Well, what does difficult mean? In terms of temperament – it may mean that a child has their own idea, of how they interact with their environment. They have an idea and want to put that idea into action! Often the “difficult” behaviors that may be observed, may also be accompanied by strong emotions as well. 

A child with strong ideas, and a willingness to act, may need boundaries and structure! When we acknowledge our child’s skills and temperament, as the adult, we can accommodate their needs by setting an environment and boundaries so that they can succeed.  

If our child gets dis-regulated, or frustrated because they experienced a challenge to their “action plan”, we may need to wait for them to calm down, and get – re-regulated before we can have a discussion about how to meet that same challenge in the future. Our child’s ability to make a good decision when they are experiencing big feelings is much more difficult, than when they are calm and ready to listen to reason.  

We can accommodate and put the “difficult” label aside! 

In this episode, Lori and Mackenzie discuss this and feature an interview with Dr. Sean McDevitt, Ph.D.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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What…did you say something? I was distracted.

Each week, we have been exploring temperament traits and discovering how those traits may or may not show up in children. Each of us is born with unique genetic features and within the same family, we can look alike but behave differently and have very different temperament traits. The differences between individuals can make parenting joyful AND challenging.

For children who find themselves easily distracted, we may celebrate their perceptiveness. In other words, they may be on high alert to everything going on around them. This attentiveness may make it more difficult for them to settle, quiet themselves, or find peace easily. They may be so alert that napping is difficult. Eating and other routines may be interrupted because so many competing distractions make it hard to focus on any task at hand.

Parents with children who are very perceptive may need to keep what I call “shiny objects” at a minimum. In other words, if we expect children to sleep, we may have to be intentional about minimizing the distractions in the bedroom, or limiting the noise, or reducing the stimulation that can interrupt a child’s natural desire to sleep or rest easy.

The constant stimulation that may occur in a household may be energizing for some family members, while being a total distraction for others. As you learn more and more about your child and their temperament, are there certain boundaries you can establish that will help your child feel comfortable and able to focus? Using praise and recognition when a child manages to stay focused or not get distracted is one approach.

Looking around your home environment may provide some solutions for reducing the stimulation that can be the cause of distractibility.  Another idea is to review daily routines and trying to honor the schedule and routine that assists your child’s ability to focus and become less distracted. I know that when I have many competing thoughts it is hard to prioritize and make good decisions. How many times are children faced with trying to make a good decision, when they are plain distracted? Join the Science of Parenting podcast hosts as they explore distractibility in children.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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Have you ever had an interaction with someone and they said, “No, do it my way”? And then did you resist, or were you able to try it a new way?

How we adjust to requests to “try something new” may be an indication of our ability to adapt. Like we adjust when working with other adults, parents may need an open approach when learning just how adaptable their own children are. Parents may perceive their easily adaptable child as compliant and even refer to the child as an “easy baby.”

The opposite can also happen. The child who is very focused on completing tasks their “own way” without help or assistance from others can be referred to as stubborn. Think for a minute of the child learning to feed themselves, or the older child learning to tie their shoes. It can take less time for a parent to simply feed the child rather than let the child learn to use a fork or spoon to self-feed.

Learning any new skill means we must adapt what we once knew to learn the new skill. In fact, childhood is a series of adjustments so that we can grow and develop. It really takes all kinds of patience and adaptability on the part of parents and caregivers to provide space for children to learn and grow.

Celebrating a child and their adaptability is as important as not shaming or blaming a child when they are slower to adapt or adjust. Continuing to communicate with our children and acknowledging that play is the way children learn can help all of us manage our expectations for child growth and development. Join the Science of Parenting podcast team as they discuss childhood adaptability.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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