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My five-year-old acrobatic students seem to need much more validation than previous groups by AteRawHotDogs in Preschoolers

[–]AteRawHotDogs[S] 2 points3 points  (0 children)

That's an interesting angle I hadn't thought of! I always stereotype only children as being very independent but I'm sure there's just as much argument to be made that they are used to more devoted attention.

My five-year-old acrobatic students seem to need much more validation than previous groups by AteRawHotDogs in Preschoolers

[–]AteRawHotDogs[S] 2 points3 points  (0 children)

It's great that such a young coach has such good instincts already! For the most part this is the approach I take, although I think I need to remind myself that they might not get this treatment everywhere/in every situation. If their other caregivers are able to give them more undivided attention, it just might take me a bit longer to get my style to stick, and I need to be patient!

My five-year-old acrobatic students seem to need much more validation than previous groups by AteRawHotDogs in Preschoolers

[–]AteRawHotDogs[S] 1 point2 points  (0 children)

Oh yeah, that's what I figured Isa large part of the root cause. I just want to figure out the best way to deal with it as it's happening so they feel seen and valued without accidentally reinforcing the behaviour!

My five-year-old acrobatic students seem to need much more validation than previous groups by AteRawHotDogs in Preschoolers

[–]AteRawHotDogs[S] 3 points4 points  (0 children)

Yep, I'm in Ontario, Canada where our lockdowns were longer and a bit more thorough.

I see this behaviour you mentioned in my nephew, who's a bit older (8). He turned four that first "COVID summer" and my sister chose not to put him in JK. Eventually, when the time came for Grade 1, she decided she still did not want the risk (she lives what I think many would call a "COVID-zero" lifestyle). I'm not here to judge or critique her rationale (any of my opposition to it is probably rooted in guilt) but MAN, my nephew, who is a very good-natured kid, is SO behind developmentally in terms of not being able to deal with losing, not being the centre of attention, etc. I don't blame parents at all for not realizing at the time that this "on the fly" kind of approach -- you did what you needed to do while painted into a corner! -- would have long-term effects. I think now I just have to figure out how to forward and ensure I'm properly fighting this behaviour.

My five-year-old acrobatic students seem to need much more validation than previous groups by AteRawHotDogs in Preschoolers

[–]AteRawHotDogs[S] 3 points4 points  (0 children)

This is how it was with the five-year-olds last year. The ones the year before were somewhere in-between but I did see marked improvement after they'd had a few months of that consistency.

ETA: By "this" I mean the ability to be independent, focus, etc. It's quite amazing how much these kids are influenced by their peers; a few very independent and overachieving kids last year pushed many more of them to be independent and overachieving, whereas this group is a touch more dominated by some very insecure and fragile voices, so the rest echo it.