From Gifts to Gratitude

Now that the gifts are open and the wrapping paper scattered, I began to think about how to help my children show their appreciation for what they received.

I remembered that when the girls were little we created small thank you cards and mailed them. I don’t exactly recall when we quit sending thank you’s but we did. As I sit and wonder, I can’t help but think that that the practice should have gotten easier as they aged because they could take on the task more independently. Why did we stop? I don’t know.

So I did what any curious mom would do while she ponders the importance of thank you’s and gratitude.  I googled ‘gratitude research’ to find out what science says about the topic.

According to research projects done through The Youth Gratitude Project: The Greater Good Science Center at the University of California Berkley, “Research convincingly shows that grateful youth, compared to their less grateful counterparts, are happier, more satisfied with their lives, friends, family, neighborhood, and selves. They also report more hope, engagement with their hobbies, higher GPAs, and less envy, depression, and materialism.”

There are pages of research on the benefits of modeling, teaching and sharing gratitude with children. We could probably blog on gratitude for a year and not run out of research to share.

So if it is so important, why didn’t I continue the practice? I don’t know. I can’t change what we haven’t done in the past, but I can change what we will do in the future. Gratitude. It’s important to my children’s health.

I would love to know how you have helped shared gratitude with your children. Share your ideas with me.

 

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Three Presents

I received a wonderful message from a reader of our blog. I asked the writer for permission to share.   I love when our readers let us know that something has touched them personally. 

Beautiful little girl child with shopping colorful paper bags in

Listen in on Laura’s thoughts….and thank you Laura for being willing to share.

When I was growing up, each of us seven kids in my family received three Christmas presents from Mom and Dad, under the guise of Santa Claus: a toy present, a clothes present, and a book present. There may have been discrepancies in the total cost of each kid’s gifts, but that didn’t matter to us. We each had three packages to open. It was fair.

This system also helped Mom and Dad administer their Christmas budget. They were not the type to go into debt; if they couldn’t pay for it, they didn’t buy it. But they could plan ahead – quite necessary when dealing with 21 presents (seven kids times three)!

In addition, they taught us kids a lesson about finances. They told us that parents would leave money on the kitchen table for Santa – to pay him for the presents. They said some parents could leave more money for Santa than they could, while other parents couldn’t leave as much. Santa then considered each family’s Christmas list against the money and provided accordingly. That made sense to us and was a simple way to explain why some of our friends might get more, or fewer, presents than we did.

But most important, my parents were sharing their values. We learned we couldn’t have everything we wanted – we had to make choices. Sure we may have wanted three toys, but we also needed socks or a new pair of pants – we learned to understand limits. We also grew to enjoy and value reading.

I took my parents’ three present system to heart, and my husband and I followed it with our own children.

I can’t quote the exact research that supports my parents’ – and my – approach to holiday gift giving. But it seems to be in line with the concepts the specialists’ teach: treat children fairly, practice love and limits, promote literacy, and stick to your budget.

Laura Sternweis

Laura is a communications specialist with Iowa State University Extension and Outreach. She has a B.S. in communications from the University of Wisconsin–Stevens Point and an MS in rural sociology from Iowa State. She’s a former farm kid and the parent of two young adult children.

 

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Consider Giving Kids Less Stuff, More Time during Holidays

father helps son with woodworking projectWelcome guest blogger, Mackenzie Johnson, Human Sciences Specialist Family Life.

Although the holidays can be a season of giving, sometimes the focus shifts to a season of getting, or so it may seem from a child’s perspective. It’s OK to give gifts to our children. We all want to see our children happy, and as parents we give from the goodness of our hearts. However, it’s easy to overdo it, especially around the holidays. This can become a pattern, and before we know it, we’re overindulging our children – giving them too much, too soon and for too long.

Research shows that overindulging children puts them at risk for a variety of negative outcomes, including a need for immediate gratification, an overblown sense of entitlement and a materialistic mindset and goals. Children who are overindulged may have poor self-control, as well as a more difficult time developing adult life skills.  Giving children too much stuff is just one form of overindulgence. Other forms include soft structure, meaning a lack of rules and responsibilities, and over-nurturing – doing things for children that they should be doing themselves.

So how can parents know whether they are crossing the line into overindulging their children?

Researchers Jean Illsley Clarke, David J. Bredehoft and Connie Dawson started the Overindulgence Project – Overindulgence.info – in 1996, studying the relationship between childhood overindulgence and subsequent adult problems and parenting practices. To date, they have completed 10 studies investigating overindulgence involving more than 3,500 participants.

The researchers suggest parents ask themselves four questions:

  • Do these gifts use a disproportionate amount of family resources?
  • Does what I am doing harm others, society or the planet?
  • Does this meet my needs (as the adult) more than the needs of my child?
  • Does it hinder my child from learning developmental tasks?

If parents answer yes to one or more of these questions, they probably are overindulging their children. However, there are some simple ways to get back on the right track.

  • First of all, if you have been overindulgent, take responsibility. Being in denial about it means that you can’t change anything.
  • Second, forgive yourself. If you’ve gone overboard in the past, don’t beat yourself up about it. Look at how you can move forward, do things differently and learn from your previous experience.
  • Next, work on one problem area at a time. Don’t try to suddenly change everything about your parenting style at once, as that will likely be too overwhelming. Maybe you start by deciding not to give your children so much stuff – toys, electronics, etc. – this holiday season, but consider giving them the gift of your time. For example, parents could create a “gift certificate” for a parent and child lunch date, or plan for an afternoon playing board games or having a baking day together. Or start even smaller and decide you won’t give in to your child’s next temper tantrum at the grocery store.

Just because you’ve overindulged your children in the past, doesn’t mean your children have been damaged forever. You can get back on track and raise your children to become responsible adults who show respect for others.
Share with us how you have takes steps to work on overindulging your children. Your ideas may help others!

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Grandparents, Gifts and Giving

Children benefit from relationships with grandparents, aunts and uncles and other extended family members. These relatives express love in many ways, including gift giving which some parents say can be excessive and difficult to manage.  Finding ways to set limits and preserve relationships can be accomplished with clear, respectful, assertive communication skills. Assertive communication can work wonders in channeling well-meaning generosity for your child’s benefit.

Avoid Blame  Using “I messages” is a communication tool that reduces the chances that grandparents will become defensive, increases the likelihood of problem solving and preserves relationships.   You own your feelings and do not blame the other.  Notice the difference between these two statements. Which feels blaming?

  1. “You are always giving the children junk. What were you thinking?”
  2. “I am concerned that the children have too many toys.”

The ‘A’ statements are examples of “you messages.” “You messages” blame and provoke arguments.  The ‘B’ statement is an example of an “I message.”  “I messages” allow the speaker to claim his/her own perspective without blaming the receiver.  “I messages” often start with the words “I feel, I want, or I need . . .”

Notice the use of ‘I messages’ in this conversation opener:

“I would like to talk to you about something that is very important to me.  I value our relationship and appreciate your generosity towards my children. I am concerned that the children have too many toys. I need your help to find ways to manage the amount of things my kids receive.”

Stay Calm Tone of voice, body language and choice of words all have an impact on the outcome of a conversation.  When emotions rise in us, and in others, it is a signal that something important is being discussed.  It is a good time to find common ground through a technique called “AIKIDO” communication.  This 4-step tool helps restore harmony and begin solution seeking with overly generous grandparents and other relatives. Notice the “I messages” used in each step. Start with a deep breath to calm your body and collect your thoughts.

Step 1 Alignment – As a parent, put yourself in the grandparents’ shoes and see the situation from their perspective.

“I would want to feel special to my grandchildren.”

“I can see how fun it is for you to see joy in your grandchildren’s eyes.”

Step 2 Agree – Find common ground.

“I agree that we both love the children deeply and want the best for them.”

Step 3 Redirect – Move the conversation forward.

“I value our relationship and want to work this out together. Let’s find a time before the next holiday to talk about this.”

Step 4 Resolve – Begin the solution seeking with a suggested action step.

“I am confident we can find gift ideas for the children that will strengthen your bond with them and be manageable for our family.  Let’s make a list of ideas and see what feels right for you and me.”

These 4 steps may smooth the way for some great problem solving.

Be Clear If emotions are still running high or aggressive communication or behavior continues, allow time for everyone to calm down.  Then you can use the following technique to be clear, respectful and assertive without compromising your needs.

The DESC communication technique helps to set clear expectations and reduce defensiveness. DESC is an acronym for Describe, Express, Specify, Consequences. Pick one option from each step below or modify it to fit your situation.  Then, follow the steps in order to maximize the results. Don’t try to tackle all the issues at once.  Deliver your “speech” on one issue as if you are giving a report. Use an even tone of voice, calm facial expression, and be patiently persistent. Writing out what you want to say or practicing with a trusted friend before you talk to the grandparent can be helpful.

Step 1 – Describe the situation, stating your observations using ‘I messages’:

“I know you love my kids and want them to see you as their special (grandmother/aunt).  I noticed that the gifts the children received for the holiday are (broken, ignored, not appropriate for their age/abilities, too many for our home).”

Step 2 – Express your feelings:

“I am concerned that (pick one of the following):

  • The toys go the landfill quickly.
  • The children are overwhelmed and will not be able to use/appreciate these gifts.
  • The child is not old enough yet.
  • We do not have space to store/play with them.”

OR

“I want my children to learn the value of (education, saving, working toward what they need, appreciating what they have, family relationships, etc.)”

Step 3 – Specify your needs:

“For future gift giving, I want the children to receive more gifts of time/experience/savings like:

  • special activity with the child
  • family pass to zoo/pool/park/museum
  • dance/music lessons, camp registration
  • money (investment for college, savings bond, etc.)
  • story-telling about your childhood”
  • Choose more ideas at ReclaimYourHolidays.org

OR

“I prefer that the children receive tangible gifts such as:

  • Practical items such as clothing, grocery/farmer’s market cards/coupons
  • Needs or wants from a list created by the child
  • Gifts that can stay at Grandma’s house to be enjoyed at sleep-overs, etc.
  • Money (1/3 for saving, 1/3 for charity, 1/3 for spending)
  • Open-ended toys that encourage thinking, imagination, movement. (See extension.iastate.edu for “Understanding Children; Toys” for age-appropriate toys.)
  • A family heirloom and story.”

Step 4 – Consequences result when what is specified (in step 3 above) occurs or does NOT occur.

“When the children receive gifts of time/experience/savings, then they:

  • Create a special bond with you.
  • Enjoy the gift and are not overwhelmed.
  • Learn important values of (education, saving, work, appreciation, family relationships, etc.)
  • Will remember your generosity when they get older (you will provide a legacy).”

OR

“When the children receive too many toys or things they cannot use, I will return or donate them.”

If at first you don’t succeed at getting your family’s needs met around gift giving practices, keep trying to communicate as positively as possible.  Your child needs her extended family for support throughout her lifetime.  Avoid communication that feels blaming and destroys relationships. Commit to assertive communication to preserve relationships and find positive solutions.

 

References:

Anthony Bower, Sharon. The Assertive Advantage, A Guide to Healthy and Positive Communications.  National Press Publications, 1994.

Bodnar, Janet. Raising Money Smart Kids: What They Need to Know about Money and How to Tell Them. Kaplan Publishing, 2005.

Rosenberg, Marshall B. Nonviolent Communication: A Language of Life. Chicago: Puddledancer Press, 2003. See also www.nonviolentcommunication.com.

 

Kristi Cooper

Kristi’s expertise in caregiving, mind body skills and nature education inspires her messages about healthy people and environments with parents, professionals, and community leaders.

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Gift and Giving

christmasgiftboxWelcome guest blogger, Carol Ehlers, Human Sciences Specialist, Family Finance for this months topic on “Gits and Giving”

Simple Christmases that are low on cost but high on meaning are possible. In fact, a $10 limit per person is possible by carefully planning holiday spending.

The first step to achieving a small holiday limit is to make the decision to hold down spending. Tell relatives and friends you’re choosing to set a budget for exchanging gifts. This can be hard to do, but you may find that keeping holiday spending down can pay off in some unexpected ways.

Next, decide how to spend the budgeted Christmas funds. Will some be spent on the adults, or will it all be spent on the children?

Be creative by giving “low-cost experiences.” Many studies show that material possessions do not equal happiness and that experiences are much more intrinsically fulfilling than things. A Cornell University 10 year study and Journal of Psychological Science report confirm why experiences have the ability to contribute to happiness more than material purchases. Successful low-cost experience examples range from pottery making, rock climbing, horseback riding, bowling or skate tickets. Consider “Every Kid in a Park” (a free year-long national park pass https://www.everykidinapark.gov/ or geocache treasure hunts that end with ice cream. Consider sharing a skill or classes to experience sewing, painting or other similar activity. To keep it low-cost, find a family member, friend or community event to teach the skill at a discount.

Proven family focused gifts range from museum or science center memberships–to orchestra or community theater tickets– to a tent for camping. Sometimes a material gift can lead to an experience.

Families who have tried this low-cost Christmas have found it was more meaningful. Families that keep to their Christmas budget plan enjoy the feeling of financial security knowing there won’t be large bills to try to pay in January. There is also a good chance those inexpensive and thoughtful gifts will bring out the best in everyone and will be more meaningful.

 

We would love to hear about your inexpensive gift ideas! Share with us!

For more ideas download a free copy of ISU Extension and Outreach publication “Track Your Spending,” or “This is the Way I Spend My Money” a 12-month spending record.

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Gratitude Diaries

Little girl looking at her mother

Little girl looking at her mother

I’m reading the Gratitude Diaries by Janice Kaplan and loved the chapter on Raising Grateful Kids.  Her stories about UN-grateful preteens and young adults who resented the sense of obligation that comes with “thanking” their parents made me think about how we approach gratitude with our kids.  Do we demand that they be grateful for all we do for them?

 

Modeling appreciation is the best way to teach gratitude.  How often does our family hear us express gratitude for our job or coworkers? For the checker at the grocery store? For access to safe, nutritious food? For the privilege of transportation to get where we need and want to go? When was the last time your kids heard YOU say thanks to their other parent for something that just gets done at home? Have your kids seen YOU handwrite a thank you note to a friend for taking time to have lunch together? or bringing in the garbage cans that blew down the street?  Appreciating the small things keeps us from taking things for granted. Learn more ways to raise grateful kids in this video Teach your kids the gift of giving.

My granddaughter signs ‘Thank you’ to her Papa when he gets her a drink of water.  My heart swells when I see her learn this simple act of gratitude.  It starts early and extends throughout our life.  I started using the Five Minute Gratitude Journal to keep me focused on looking on the bright side of life.

Thank someone this week for who they are, or what they did, or that they are in your life. . .  and tell us what happened to YOUR heart. To their attitude. To the relationship.

Kristi Cooper

Kristi’s expertise in caregiving, mind body skills and nature education inspires her messages about healthy people and environments with parents, professionals, and community leaders.

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One More Throwback – Kindness

camp2If you look on the left hand side of the blog website you can see the ‘tags’ of some of the issues we’ve covered over the years.

I decided to pull another topic and added a few of our resources to go with it.  Please browse the topics – I have enjoyed re-reading and listening to some of our throwbacks.

Kindness is Learned by ‘Feeling’ Kindness

 

 

Below are downloadable resources in both English and Spanish to support a home and school connection.   Dare to Excel Resources

Service Learning Spanish

Service Learning English

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Throwback Time- Creating Grateful Children

Kids volunteering at food drive

Last December we shared information with you on Creating Grateful Children . Throughout November, we are going to take you back to some of our previous topics as a way of continuing to create conversations relevant to today’s parenting dilemmas.

As you listen to the podcast, consider how gratitude has come into play in your family over the last year. Did you implement any of the ideas in the “Teaching Children How to be Grateful” blog? Did you see additional ideas in the What We All Want video?

It seems like whenever November comes around people begin to talk about being thankful and or grateful. But I’m curious… how did you share your thankfulness and gratefulness all year log.

Share with us, we would love to hear from you.

 

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Screen Time and YOU

technology-momSTEM – or Science; Technology; Engineering and Math are classes that students will be introduced to as they become school ready. Many children have had plenty of access to technology through their use of a computer, gaming device or cell phone. These devices are preparing them to observe, think, navigate, and negotiate among other things.

A recent non-scientific poll hosted on our Science Of Parenting twitter account asked parents about how much screen time they support for their children ages 5 – 10 and 61% indicated 1 – 2 hours daily. 18% said less than an hour daily and 12% reported between 3 – 5 hours daily. It’s not hard to contemplate that much screen time when you consider schools use computers for some instruction and homework; along with television and gaming devices all popular with kids.

Adults too, are faced with decisions about their own screen time. And really, because technology has skyrocketed, screens are used in most all professions including medicine; education; agriculture and manufacturing, to name a few. When we asked adults about how many hours a day they were in front of a screen 76% estimated they were in front of a screen between 4 and 8 hours a day for work alone. In addition, 46% of respondents indicated they may spend an additional 1 – 2 hours daily in front of a screen viewing social media. And don’t forget the TV, adults reported viewing an average of 1 – 2 hours of television daily.

Managing screen time and finding a healthy balance for the entire family is necessary! If you should like to read more about screen time and health and wellness of your children, check out this Science of Parenting publication: Video Games and Other Media: Pros and Cons

Barb Dunn Swanson

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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Technology as an Ally

I just finished a conversation with a broadcast news reporter regarding our topic for the month. One comment of his really had an impact on me. “So what you’re saying, is that we need to see technology as an ally in our parenting instead of the enemy,”

He is absolutely correct. As our children begin to use more and more technology in their day to day life, it becomes important for us as parents to see how we can interact with them both. Both, meaning the child and the technology.

One of the things he and I talked about was utilizing technology outdoors to enhance our time exploring nature. Imagine going on a nature walk with your child. You find a peculiar looking bug. If you happen to have technology with you, in an instant you can look up what kind of bug you found. You can learn facts about its habitat, life expectancy and even its eating habits. With technology, you have just enhanced the nature walk right then and there with your child.

Technology and parenting doesn’t have to be an all or nothing battle between you and your child. Why not think of it as a way to enhance your relationship and explore the possibilities of learning together alongside technology. Find the balance between ‘no technology’ parent-child time and ‘focused use of the technology’ (as your ally) .

We would love to hear ways that you have used technology to enhance interactions with your child? Share with us!

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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21st Century Technology Skills and Children

Child and phone at schoolAs more adults and children want or already have a cell phone, tablet or other device, families may being to wonder: How much technology is too much – or not enough? Our phones, tablets and computers give us a direct connection to all kinds of information, games and entertainment, and communicating with family and friends. The technology also provides opportunities for learning. According to the National Education Association, in order for today’s students to compete globally, they need 21st century skills: They have to be able to communicate, create, collaborate and think critically.  Understanding how to use technology can help kids, and parents, build these skills. However, screen time can get out of control at any age. The technology we have access to has the potential to help us, if we are disciplined enough to know when to use it and when to put it down, and interact with the people around us. As they say, everything in moderation, and that includes technology too. Just because a particular technology is available, doesn’t mean you have to embrace it. As a parent, you have the final say in what and how much technology comes into your home.

This month the Science of Parenting Bloggers will discuss how technology can be family friendly, how to support the positive use of social media with family members, and how to set boundaries for a healthy balance of technology and face-to-face social interaction.

 

october-technology

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Teen employment. Personal perspectives.

I started thinking about this blog from my own perspective. Typed up a fabulous post. I checked my spelling and punctuation. Just before hitting submit I stopped and wondered. What if I asked a real live teenager about how they felt their part-time job benefited them? Would they confirm what research shows? And what if I talked to an employer that provides many youth with part-time work experiences? Would they also support the studies on youth and jobs?

So that’s what I did. I realize this maybe isn’t the most scientific way to confirm research, but I still think its valid and maybe somewhere a tad bit reliable.

Insights from youth:

  • “I had to learn how to keep a calendar and think ahead. Trying to think about when I may need to ask off for family vacations was a new thing for me. Sometimes I had to learn the hard way.”
  • “I learned that sometimes even when you are polite others may not be. I learned to be polite anyway. I think that being able to do that was important as I moved on to college. I didn’t take things as personally because of what I learned at my job.”
  • “Having a boss tell you what to do is different than having parents or teachers tell you what to do. I think that was a big adjustment because I learned how people work differently together.”
  • “Keep track of your money. Ask your parents to help you put money away to save.”

As I reviewed what we shared during the podcast earlier this month, I found that the students that I talked with confirmed what research shows. Youth learn responsibility, time management, record keeping and social skills from being employed.  Maybe I have a career in research after all.

Let us know about what youth in your lives have learned from their jobs. We’d love to hear!

 

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Teen jobs: Failure is one step closer to success

86489804-campers280I remember my first summer job! It was waitressing and cleaning tables at a local steak house. It was a very humbling experience, as the first time I delivered a large tray of plated steaks to a table, I didn’t consider the balance of the tray and promptly, dropped all of them on the floor.

In my horror, I looked at the steaks on the floor, and looked back at the customers, who were staring too! I know they were conflicted! They wanted to make me feel better; I apologized profusely, knelt down and began collecting my mess and immediately returned to the kitchen with the order ticket, to have the steaks – PREPARED AGAIN!

I have heard it said repeatedly, every failure is one step closer to SUCCESS! And it is true. So, what did I learn about my job as a teenager. I learned that having a job comes with responsibility. I had to clock in on time, deliver the steak dinners with a smile on my face and confidence in my step. I learned that I could not quit because of one “glass of spilled milk”, that I needed to sweep up my mess, apologize and carry on!

I also learned quickly, that teenage employment is a time to determine the specific skills I have, the skills I want to sharpen, and define the things that I don’t care to do in the future. I have never worked in the restaurant industry since. My decision to work with people in another capacity, education, seems to fit my skill set better!

Barb Dunn Swanson

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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Children and Financial Literacy

As we continue to share about children and money, we would like to highlight this blog from fellow Human Sciences teammates in the Family Finance arena.

Maybe After A Million Words

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Teens and Jobs

girl gardeningTeenagers may view getting a job simply as a way to earn money, and that’s a valid reason to work. However, employment may bring additional benefits to teens and perhaps a few concerns for their parents. Teens who have earnings from a part time job can learn how to save and budget their money. This is important, because money management is an essential life skill. Research shows that youth also learn responsibility and gain time management, record keeping and social skills from being employed. Although, parents may worry that teens who take on a part time job may let their school work slip, the U.S. Bureau of Labor Statistics, notes several studies indicating a positive relationship between working 20 or fewer hours per week and higher levels of subsequent educational attainment. Today’s teens need educational and work experiences that will enable them to compete for jobs, excel academically and live healthy lives.

In September, we’ll explore how employment helps teens develop essential life skills.

September 2016

 

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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