Category Archives: 4. The Growing Child

From age 4 to age 9.

Ten Tips for Raising a More Peaceful Child

By Bill Corbett, author of Love, Limits & Lessons, www.cooperativekids.com

The General Assembly of the United Nations declared September 21st as the International Day of Peace. Since the first year of celebration, many schools around the country have used that commemoration to influence children on the importance of world peace. So this past September 21st, I took a film crew with me to an amazing Montessori school deep in the Berkshires of Massachusetts, to see what they were doing.

Meagan Ledendecker, the school’s director of education, asked each of the classes to create a project that would represent their own celebration of world peace. I thought this was an awesome day at the school and featured Meagan and some of the school projects on my television show. You can watch the clip on my website.

Everything I teach in my parenting program and all that I feature on my television show are dedicated to increasing the peacefulness in families and classrooms. If we hope to have less war and conflict in the future, and more love and compassion for one another, then it’s up to us to cultivate that in our children, who will be responsible for carrying out the plan. Here are ten things any parent or guardian can begin doing immediately to raise more peaceful children.

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When Relatives Criticize

By Naomi Aldort, author of Raising Our Children, Raising Ourselves, www.naomialdort.com

Q:  My relatives criticize Attachment Parenting. They question my ability to parent and tell me that I am jeopardizing the children’s development and keeping them dependent and attached for too long. How can I best fend for my views and protect my children from my relatives’ intervention about breastfeeding, bedsharing, and wanting to be with me?

 

A: One of the main reasons we find it so hard to inspire respect from relatives and friends is because we seek their agreement. When my children were young, my father used to interrupt every one of my attempts to explain our parenting philosophy; he would say, “That’s rubbish” followed by, “Let me tell you how it works.” He never heard what I had to say. Continue reading

Don’t Believe Everything in the News: What Pro-Spanking Research Misses

By Ralph S. Welsh, PhD, ABPP, the “father of Belt Theory,” www.nospank.net/welsh.htm

I was horrified to discover the [2010] media attention given to the findings of Prof. Marjorie Gunnoe’s small, twice-rejected-by-peer-reviewed-journals, study on the positive value of spanking children. It gives an extremely bad message to many desperate parents of troubled kids who are stumbling around trying to find the best methods of discipline in dealing with them. Moreover, there is a mountain of data flatly refuting her claims that can be found in thousands of carefully planned and executed studies on the relationship between spanking and later aggressive behavior. Why the media would spotlight this shabby piece of research is beyond me.

Parents of angry, troubled kids are already confused and frustrated with these youngsters. They don’t need this kind of “scientific” support in justifying their strong desire to throttle a kid who is giving them grief. Just this week, I evaluated an angry 15-year-old youth in detention who was being constantly suspended from school for fights and insubordination, and was heavily into marijuana. He admitted he was full of anger, but did not know why, but indicated that his mother frequently use to beat him with a large wooden spoon. During an interview with the mother, she admitted it, laughingly commenting, “I even broke a number of spoons on him, but it just didn’t do any good.” His father was in full support of the discipline, explaining, “We were never as rough on our son as my parents. I was hit with belts, extension cords, and shoes, and whatever my parents could pick up.” They both attributed their son’s delinquency to his ADHD and bad friends, and were looking for a military school in which to place him, as if he hadn’t been exposed to enough authoritarian rule already. Continue reading

Parenting for a Sustainable World: Cultivating a Reverence for Life

By Lysa Parker, MS, CFLE, cofounder of Attachment Parenting International, coauthor of Attached at the Heart, www.parentslifeline.com

**Reprinted with permission from Pathways to Family Wellness Magazine, www.pathwaystofamilywellness.org

It wasn’t until I became a parent that I truly understood the deep connection between early childhood experiences and how they affect our relationship to the earth and all living things. In my work with children, I found that many kids seem to have a natural affinity to nature, but this affinity must be nurtured, or it gets buried like so many other gifts.

When my oldest son was an infant, he was always calmest when we were outside. He could be in a full wail, but as soon as we went outside his crying stopped. To this day he loves to be outdoors, and when he feels the need to get centered and calm, he will go to his favorite place in a nature preserve or a park. There is a spiritual, unknowable, meditative energy in nature that evokes awe and reverence if we will be still, listen, and observe.

Check Out This Issue of Pathways Magazine to Get a New Perspective on TIME’s AP Coverage

Pathways to Family Wellness Magazine highlights Attachment Parenting in its newest edition featuring TIME cover mom Jamie Lynn Grumet in a real-life family portrait. This issue includes features by Jamie Lynn, API cofounders Lysa Parker and Barbara Nicholson, and other experts providing a historical perspective of the AP Movement, a biocultural anthropological overview of child-led weaning, and a discussion of the TIME cover and its cultural backlash in the context of a consciousness shift toward global wellness.

The Man Behind a Movement

While doing research years ago for another project, I learned about the work of Dr. Albert Schweitzer (1875–1965) and his contributions to humanity. He was a theologian, medical doctor, philosopher, scholar, speaker, writer, musician, and humanitarian. He won the Nobel Peace Prize in 1952 for building a hospital in West Africa and devoting his life to treating the people there, who suffered from disease, famine, and the ravages of war.

As I was doing research for this article, about the relationship between Attachment Parenting and the environmental movement, I kept coming back to Dr. Schweitzer’s work. He is best known for creating an ethical philosophy in 1915 called “Reverence for Life,” a philosophy that he considered the basis for morality, which he referred to as a universal principle of ethics. In his 1923 treatise, Civilization and Ethics, Schweitzer wrote: “Ethics is nothing other than Reverence for Life. Rever­ence for Life affords me my fundamental principle of morality, namely, that good consists in maintaining, assisting, and enhancing life, and to destroy, to harm, or to hinder life is evil.”

According to The Albert Schweitzer Fellowship website, Dr. Schweitzer stressed “the interdependence and unity of all life,” and is considered by many to be the forerunner of the Environmental and Animal Welfare movements. In 1962, author Rachel Carson dedicated her revolutionary book, Silent Spring, which ignited the environmental movement, to Dr. Schweitzer.

The Reverence for Life ethic may seem obvious to those who have highly developed capacities of empathy and compassion for all living things; for others, it takes an awakening of conscience, with some re-educating about how our actions impact living systems. The family system is one that has been neglected for too long and is our only hope for future generations, so we have to view all living systems as integral parts of the whole. What we do, how we interact with each other, and what we teach our children will determine how they treat others and engage in the world. Being the quintessential observer and philosopher that he was, Dr. Schweitzer understood this well and addressed the importance of teaching children, stating: “Adults teach children in three important ways: The first is by example, the second is by example, and the third is by example.”

“As the middle child of five born to a hard-working father and a stay-at-home mom, the main tenets to maintain sanity and stability were practicality and resourcefulness. There was always a purpose behind our collection of four-legged friends. We raised sheep, rabbits, ducks, and a goose. Each of the children had husbandry chores in addition to house­hold responsibilities. Mother always had a large garden. I have very fond memories of the apple cider assembly line production in the front yard. Mom and Dad still have the apple press in their kitchen, albeit as an ode to the past. A lot more time was spent harvesting food at home than time spent grocery shopping, or any type of shopping; mom sewed, and the clothes moved from one child to the next. With four girls, this was a cost-effective approach. When I recently decided to start our gentleman’s farm (three Nigerian dwarf goats, six free-range chickens, two dogs, and a cat), it was to recreate that synergy for my son, which had developed in me a strong work ethic and a great appreciation and respect for nature’s generosity.” ~ Cathleen K.

Attachment Parenting

Someone said, “When you change the way you view the world, the way you view the world will change.” That’s what happened to me 30-odd years ago when I became pregnant and read Suzanne Arms’s book, Immaculate Deception: My world view changed and the activist in me was born. I was later introduced to the breastfeeding and Attachment Parenting world through La Leche League meetings in Nashville, Tennessee, USA, where I discovered my passion and mission in life, to advocate for children and their families.

Initially, my journey into Attachment Parenting was one of trepidation, because I didn’t know anyone who had older children that had actually parented this way. With the support and experience of other mothers at the meetings, and watching them interact with their children so lovingly and respectfully, I couldn’t resist my awakening intuition that told me it was right.

“In general, my daughter has less stuff because we followed some attachment principles. We didn’t buy things like a baby monitor, a play gym, a baby bathtub, pacifiers, mobiles, or most things meant to soothe or occupy a baby. We kept her close, and her entertainment was whatever we were doing.” ~ Carrie N.

At one meeting, I met Barbara Nicholson, and we became lifelong friends and sisters in this journey ever since.

In the early 1990s, we learned that many Attachment Parenting groups were popping up across the country, but there was no distinct or cohesive movement or clarity about what this new phenomenon actually was. Everyone seemed to have their own interpretation. The term “attachment parenting” (AP) was coined by Dr. William and Martha Sears, and was defined by the principles they called the “Baby Bs” as a way of helping parents learn to empathize and become more attuned to their infants. (These included “birth bonding,” “breastfeeding,” and “belief in a baby’s cry.”) Their books were our lifeline, because no other pediatricians, let alone mainstream society, were supporting our choices.

As educators, we saw the disconnection of our students due to dysfunction in their homes, and we felt strongly that it was due in large part to parents not having ac­curate parenting information or support. In 1994, Barbara and I formed our grassroots, non­profit organization, Attach­ment Parenting International (API), to provide parents with the evidence-based information they need to debunk the bad advice of many popular parenting books (some still popular today), and created parent support groups around the country and internationally.

At that time, many AP families were also involved in the Environmental Movement, but we knew that we had to keep our message simple and focused strictly on principles related to the parent-child attachment relationship, just as La Leche League International later decided it had to focus on breastfeeding rather than par­enting. It didn’t mean that we didn’t value or appreciate natural living lifestyles, just that we knew we had all we could handle in terms of promoting the attachment message. We also understood that if we could help par­ents raise empathic children, then that empathy would carry over in all aspects of life.

Some felt that the Searses had created a parenting formula, but what they really taught us was to trust our intuition and the reasons why this empathic style of parenting was so critical to children, the family, and society. Their overarching message helped us learn to respect and trust our baby’s cues and our own instincts; the baby will tell the parent what she needs through her body language and cries, and the parent’s sensitive response to her cues will teach her the first lessons of trust. And that was just the beginning.

“I was already very involved in the environmental movement before I had children and had learned not to ac­cept things at face value and consider what is truly best for families and the earth. So when I had children, attachment parenting was a natural fit. It is more about connection and less about material things. Now our eight-year-old son is helping our family with recycling, gardening and composting. I also homeschool using Waldorf methods and philosophy, which is all about inculcating reverence for life, and I think that really helps, too.” ~ Kara C.

Creating a Conscience

The Searses have long taught that when we see the world through our children’s eyes, our worldview changes. We begin to feel more respect and empathy for our children’s feelings, and act accordingly. The way we are treated as children and the example our parents set for us are the primary determining factors in develop­ing a conscience.

Every child’s brain has the capacity to develop empathy, compassion and remorse, all of which comprise the inner workings of the conscience. The brain is a “use it or lose it” organ, so the window of opportunity to develop these capacities is in the early years of a child’s life. These early experiences don’t rest solely on our interpersonal relationship, but also in what we are taught about our relationship with the ex­ternal environment—teaching the value of and express­ing appreciation for the natural world.

“Compassion, in which all ethics must take root, can only attain its full breadth and depth if it embraces all living creatures and does not limit itself to mankind.” ~ Dr. Albert Schweitzer

Parenting for a Sustainable World

With the Searses’ permission, API expanded on the Baby Bs to create The Eight Principles of Parenting. These are intended to provide guidance for the optimal development of children that we can strive for, but they are not intended to be standards of perfection. They can be used as core principles, regardless of what name is used for the parenting style: Attachment Parenting, natural parenting, conscious parenting, or original parenting. API recognizes that there are many configu­rations to what constitutes a family and, depending on their life circumstances, parents are encouraged to use what works in their family and leave the rest.

With the Reverence of Life ethic in mind, these Eight Principles are designed to be respectful of the needs of the newborn child who comes into this world with a set of expectations: to be held, fed, protected, and loved in a multi-sensory bath of smells, touch, and loving words. There is an intimate connection, also known as attunement, that arises out of the day-to-day care to the point where the mother or primary caregiver can begin to intuit what the child is feeling and what his needs are before the child has words to express himself.

The principles themselves are based on respecting the natural systems–the less interference, the better. For example, “Feed with Love and Respect” encourages breastfeeding as the ideal attachment model: It’s natural, it’s designed for the human infant, there’s no waste, and there is respect for the hunger cues of the infant, rather than adhering to rigid schedules. In environmental terms, it is a natural, closed-loop system that has a natural flow or rhythm.

With slight adaptations, the principles can easily be adapted for older children as well.

  1. Prepare for Parenting: Become knowledgeable about your child’s emotional, developmental and cognitive levels.
  2. Respond with Sensitivity: Stay emotionally responsive.
  3. Feed with Love and Respect: Strive for optimum physical health.
  4. Use Nurturing Touch: Maintain a high-touch relationship with your child.
  5. Engage in Nighttime Parenting: Develop and maintain positive sleep routines.
  6. Provide Consistent, Loving Care: Be physically present and emotionally available for your children.
  7. Practice Positive Discipline: Preserve the connection with your child.
  8. Strive for Balance in Your Personal and Family Life: Navigate the challenges of modern society.

“Becoming pregnant was akin to opening the flood­gates: My intuition increased tenfold, my artistic juices overflowed. I was genuinely fascinated with the evolution of pregnancy, and invited a commu­nity of friends and family into the delivery room to welcome Jackson into each daily adventure. The tenets of Attachment Parenting make complete sense to me. Even though I was introduced to the work after Jackson was born, I had already embod­ied much of the ideology. I consider parenthood a privilege and a responsibility. I think of mother­hood as the invitation to create, contain, and let go. I cherish every cuddle, knowing a self-possessed nine-year-old is around the corner, and then I will have to be satisfied with hurried pats on the back. Why rush it? I have surrendered my ideas of how I thought it would/should be and accepted the messes and the madness. I do pick my battles—holding strong on ritual (family dinners and reading books before bedtime) and respect for the adult and the child. It’s amazing what we hear when we really listen. If I’m consistent, he will be too. I may be raising an only child, but I am clear that how I treat him will affect how he treats others through­out his life, including his own family.” ~ Cathleen K.

Parenting and Permaculture

There are a multitude of similarities between Attachment Parenting and the Green Movement, particularly the Permaculture Movement. Sometimes parents are attracted to Attachment Parenting, because it already fits their lifestyle and philosophy. More often, parents find Attachment Parenting, because they are looking for a better way of raising children, and as a result find their own consciousness awakened, realizing that their children present a greater purpose for society, and as such, feel more obligated to teach them to be good and compassionate stewards of the earth.

The concept of permaculture can be difficult to define. Some describe it as “a connecting system between disciplines,” or “observing nature and the natural flow of systems.” Permaculture ideally is “a closed-loop system, taking responsibility and producing no waste.” Many AP parents consciously choose to take responsibility to minimize material things that create waste.

David Holmgren, one of the originators of the permaculture movement, helped to create 3 Permaculture Ethics and 12 Principles as the framework that can be applied in ecosystems, businesses, communities, and the nation. I would add families to that list.

The 3 Ethics are:

  1. Care of the Earth
  2. Care of People
  3. Fair Share (for everyone)

The 12 Principles are:

  1. Observe and interact
  2. Catch and store energy
  3. Obtain a yield
  4. Apply self-regulation and accept feedback
  5. Use and value renewable resources and services
  6. Produce no waste
  7. Design from patterns and details
  8. Integrate rather than segregate
  9. Use small and slow solutions
  10. Use and value diversity
  11. Use edges and value the marginal
  12. Creatively use and respond to change

To learn more about the 12 principles, go to www.permacultureprinciples.com/freedownloads.php.

In Australian, filmmaker Peter Downey’s film Anima Mundi, collective voices speak of the urgent need to help the earth achieve balance—that we must “evolve or perish, grow up or die,” because, like it or not, the world is changing. As we witness various groups and politicians point fingers of blame, our reality remains the same: Our populations continue to increase, while our resources dwindle away and the climate continues to change. We can and must raise new generations of children who will become adults who are conscious, concerned and committed to helping heal the earth. Attachment parenting families are doing just that.

As humanity slowly comes to the realization of the damage we have done to this living organism we call earth, we have learned some hard lessons along the way. We must take personal responsibility, and teach our children well.

“I think it’s because we are very mindful of our choices. Just as we care for our children by making decisions to do everything in their best interests (whether that’s babywearing, cloth diapers/wipes, organic foods, etc.), we extend that same mindfulness and respect to others in our families, neighborhoods, and environment. I think because Attachment Parenting has such a core value of respect, we don’t only respect our children, but also everyone around us. We want the earth to be a good, clean, and healthy place for our children to grow up, and for everyone else’s children, too.” ~ Jennifer Y.

The $120 Swim Lessons: Should We Let Children Quit an Activity After Committing?

By Judy Arnall, director of Attachment Parenting Canada, www.professionalparenting.ca

This was the summer my son was going to learn how to swim! He was seven years old and old enough to agree to the lessons when I asked him in March. I signed him up and paid the $120.00 Come July, he was feeling more anxious about it and resisted going the first day. Once again, I was faced with the age-old parenting question: “Should I make him go, or let him stay home?”

As a parent, we want to provide our children with a taste of the many wonderful experiences that life can offer. We flip through pages of booklets of the many offerings of classes, day camps, and preschools, and envision our child loving the sports, art, music, science lessons, camps, and activities. We take time to sign him up, write checks, arrange transportation, and prepare him for the first day. The first day arrives and he doesn’t want to go. What to do now? Should we drag him to the activity kicking and screaming, or give in and let him miss?

It depends on your child and your goals for the activity. Does your child usually complain until he gets there and then loves it? Or does your child complain loudly the whole time he is there and all the way home? Did you sign up your child to acquire skills, socialize a bit more, or for a little down time for you? Continue reading

How Independence and Maturity Develops

By Shoshana Hayman, director of The Life Center/Israel Center for Attachment Parenting, http://lifecenter.org.il

A father of an 18-year-old boy recently consulted with me because, among other things, his son had totaled the family’s car. As any parent would be, this father was very worried about his son’s poor judgment, impulsiveness, and lack of consciousness. How could he give him responsibility if his son could not handle it?

As our children get older, we expect them to be able to handle more responsibility and become more independent. We intuitively know whether or not we can count on them to cooperate with us and be able to make commitments in order to achieve a goal. They should also be able to sense danger and exercise caution accordingly. In addition, they should experience the feelings of caring that are needed to temper their reactions and impulses. True independence also requires of them to be able to consider different sides of a situation, different points of view, and different contexts in order to make mature decisions. We also hope that they will be conscious of the values needed to guide them through life.

As children get older and develop these abilities, we naturally and spontaneously live together cooperatively.  It doesn’t even occur to us to ask questions about how much independence to give a child, because we can see that he is moved by consideration and a growing desire to take more responsibility. He is developing the character traits of a mature person. Continue reading

Playful Learning

By Rita Brhel, managing editor & API leader

I am quite happy with the preschool that my children attended, although it took a lot of interviewing teachers and visiting sites, and a bit of trial-and-error, to find a program that I agree with. And now that my daughter is entering Kindergarten, I wonder if we will begin the process of finding an appropriate, like-minded school all over again?

A major concern of mine about organized school programs outside the home is the lack of child-led play offered. The preschool programs that I turned down for my children were focused so narrowly on teaching reading, writing, and math for “school preparation” that they missed the best learning opportunities provided by a child’s natural inclination to explore. Preschoolers are wired to learn through play, not through deskwork.

Nicole Polifka, MEd, Head of Early Childhood Professional Development at the Minnesota Children’s Museum in Saint Paul, Minnesota, USA, shares my concern, adding that even childcare programs designed for infants and toddlers are increasingly becoming more geared toward academic testing and orienting away from free play.

“Play is very complex,” Polifka explained. “A very big difference between promoting intelligence in a child and just promoting academics: With the latter, there is a lot more they need to learn.”

Teachers tend to view play and learning as opposing forces when in fact they are synonymous for children, she said: “Play and learning are partners, not competitors. Learning is a whole-body experience. Learning by doing creates a ton of positive things for the brain.” Continue reading

Attachment Parenting Isn’t Asking Too Much…Our Society Is

By Rita Brhel, managing editor and API leader

There is still a lot of discussion centering on Attachment Parenting, even though the controversial TIME coverage was almost three weeks ago, which is equal to eons away in our instantaneous, cluttered, sensationalism-saturated mass media. You know that something – some issue, some news story – has made it big when it’s still being talked about this long after the buzz first began.

TIME is hardly the first to bring Attachment Parenting into mainstream light and not necessarily in a good light. In all fairness, the articles included in the TIME package on May 21, 2012, were probably the most fair, least biased of any mainstream coverage on the parenting style that I’ve seen. But it still perpetuated a lot of myths: One that particularly irks me is the claim that there is no research to back up Attachment Parenting, when in fact it is very well researched and one of the branches of research where there are very certain results, with studies all pointing in the same direction rather than some studies contradicting one another.

One of the myths that is particularly virulent – but then again, always has been – is that Attachment Parenting equals mommy martyrdom, that it asks too much of parents. I find this a little comical, because what does that say about you if you think that there is a parenting style that asks too much of you? As if your child isn’t worth it. Are there parents who think that way? I hope not.

What the argument is really, is revealing an overall lack of a sense of individual balance in our Western society. Asking us to do a little more for the betterment of our children, whom we love, wouldn’t be such a big deal if the majority of parents didn’t already feel tired and overworked and severely lacking some “me” time. If our emotional cups were already full most of the time. But they’re not. As a society, we seem to be constantly seeking contentment, chasing happiness.

There are plenty of theories abound of why this is, but I see it as our society asking too much of us. Mothers are supposed to work and raise children, and really, there are not many mothers who have a choice between working and staying at home. It isn’t a matter of selfishness but often out of necessity; rising food and fuel costs, access to affordable health insurance, debt, divorce – all these contribute to mothers’ lack of options. And at the end of the day, many mothers feel responsible for the housework as well.

What scares parents about Attachment Parenting is that it’s another thing to do, that it’s something else that they really need to do but just cannot get to, that not doing it could have real and lasting consequences and they already feel guilty of what they perceive to not be giving right now. Attachment Parenting isn’t asking too much of parents but too much of people who already have too much going on in their lives. To give our children as much time and energy that parents are imagining that we “attachment parents” give, well, it would require that they give up on something in their life – and that would probably be the only thing in their life that gives them any sense of personal balance. It would require them to completely overhaul their lifestyles and re-learn how to be content with a slower, simpler life – one where personal happiness wasn’t dependent on more, more, more.

This change in thinking would be daunting in the least – for some, impossible, unless they were willing to face and address their own unmet needs for emotional balance, and change the very way that they strive to meet that unquenchable void: by switching their priority away from materialism and instant gratification to quality relationships that require patience, commitment, sometimes hard work without meaningful results, and character strength.

That’s not the core of Western society, and that’s why Attachment Parenting isn’t yet mainstream. To “attachment parents,” it can be frustrating that attachment-promoting parenting techniques aren’t more widely accepted –shouldn’t love, that emotion that everyone desires to feel authentically, be an obvious way to raise our children? But for Attachment Parenting to become more mainstream, it couldn’t come by force or policy – that isn’t our way as “attachment parents,” anyway. It would have to come by a shift in our societal attitude.

Forget Child- or Parent-Centered…Think Family-Centered

By Rita Brhel, managing editor and API leader

Various parenting approaches are usually categorized as either child-centered or parent-centered, and there is great contention about which is better for both children and parents. Child-centered, critics say, compromises a parent’s sense of balance and may lead to children feeling entitlement. Parent-centered, critics counter, compromises a child’s need for parental attention and attunement.

But is this polarization, this black-and-white, all-or-nothing thinking, reality? Should we be debating for which is the better of the two “evils”?

The fear centered on Attachment Parenting is that, because it involves a parent to be attuned to her child around the clock, that it must be synonymous with or at least bordering on permissive parenting. Scary music please… Permissive parenting is that style of parenting that conjures thoughts of dread in as many parents as abusive parenting does. Permissive parenting indicates a seriously imbalanced, child-centered parenting style where parents bend to the will of the child in everything, perhaps out of fear of rejection or out of pure indifference, without setting behavioral limits. It can lead to where the parent has no rights to her own sense of self, because the parent will forgo her own needs to satisfy her child’s wants.

The reaction by critics of Attachment Parenting is – instead of understanding the ins and outs of what it indeed means to have a secure parent-child attachment bond – is often to recommend a complete overhaul on the parenting principles: shut the child in the bedroom and let him cry himself to sleep alone, schedule feedings, punish and shame and ignore requests. As if doing the very opposite of their perceived fears is anymore healthy? Continue reading

Attachment Parenting Beyond Breastfeeding, Babywearing, and Cosleeping

By Shoshana Hayman, director of the Life Center/Israel Center for Attachment Parenting, http://lifecenter.org.il

It’s not so much that pediatrician and author William Sears, MD, has remade motherhood, as TIME magazine suggested, but rather that he has revived within mothers their own ageless intuition. He has helped women restore their own confidence in themselves as mothers, which has allowed them to live their motherhood out loud. But putting the focus on breastfeeding, cosleeping, and babywearing have unfortunately reduced Attachment Parenting to these three practices alone. These are not the heart and soul of Attachment Parenting.

Attachment Parenting is a concept much greater than physical closeness. A mature parent-child attachment means that the parent and child are connected at the heart: The child can share what is within his heart with his parent; the child seeks his parent’s advice and guidance and shares values. The relationship exists securely even without physical proximity. It takes years for a relationship to mature to this stage. It unfolds slowly as the parent takes the lead in providing what is needed for the relationship to develop and deepen.

In the beginning, the relationship is characterized by a drive to seek and maintain physical closeness. But physical proximity through the senses is only the first stage of this attachment relationship, and during the first year of life, it is the only way that babies can attach. Breastfeeding, cosleeping, and babywearing certainly stimulate the senses and keep babies physically close to their primary caregiver – Mama – but they are not the only ways that a parent can provide for the child’s attachment needs. If attachment through the senses and physical closeness remain the only way of attaching, the relationship will be shallow, insecure, and prevent the child from becoming his own person. Continue reading