WEBVTT - Is My Toddler A Bully?

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<v Speaker 1>We acknowledged the traditional custodians of the land we're recording

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<v Speaker 1>on today.

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<v Speaker 2>Why should you have to take your kid away? If

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<v Speaker 2>there's another kid.

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<v Speaker 1>Bullying them their parent isn't present.

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<v Speaker 2>Then you arc up and start shouting, Oh, who's kid

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<v Speaker 2>is this? Who the mad shit is this?

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<v Speaker 1>Get it out?

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<v Speaker 2>Hello, and welcome back to Eat, Sleep Shit, repeat your

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<v Speaker 2>unhinged podcast about the madness that is novelhood and everything

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<v Speaker 2>in between. I'm km according to the script.

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<v Speaker 1>That right, that's right, I wrote it, and I'm krs

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<v Speaker 1>k Resells. In case you miss last week's episode, we

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<v Speaker 1>had a bit of a moan about newborn's ahead of mine,

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<v Speaker 1>newborn arriving.

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<v Speaker 2>Oh boy, has it arrived? We won't know, we will

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<v Speaker 2>at the time of recording.

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<v Speaker 1>You're unsure at this time, and I'm not sure if

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<v Speaker 1>I should laugh or cry, because there's quite a lot

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<v Speaker 1>that I forgot about. But it's just like riding a

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<v Speaker 1>bike ride.

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<v Speaker 2>I actually think it probably is yeah to be but

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<v Speaker 2>you think, oh, I forgot that they shit nine times

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<v Speaker 2>a day. But you're like, oh, it's ingrained in my

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<v Speaker 2>memory how to swaddle in.

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<v Speaker 1>Well, I had to hold someone's baby the other day

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<v Speaker 1>and I was like feeding her, and then I was like,

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<v Speaker 1>do I need to burp her? And her mom was like, yeah.

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<v Speaker 2>They require the burbs on the show today. Is my

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<v Speaker 2>toddler a bully? Well, it's easy to be encouraging of

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<v Speaker 2>other parents when their kids are acting up. Oh it's

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<v Speaker 2>not your fault, it's okay, or kids go through this.

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<v Speaker 2>When you witness bad behavior from your toddler, it is

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<v Speaker 2>really confronting and often you can't help but feel like

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<v Speaker 2>you've failed. So can toddlers be bullies? And should we

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<v Speaker 2>be a little bit concerned? We're getting to the bottom

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<v Speaker 2>of it today.

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<v Speaker 1>Now. A little reminder, we have pre recorded in the

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<v Speaker 1>lead up for this baby coming out of hopefully my vagina,

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<v Speaker 1>so we're not doing Pek and Pit because we thought

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<v Speaker 1>they'd kind of like age but terribly. But don't worry.

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<v Speaker 1>Pek and Pit will be back as soon as we

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<v Speaker 1>are back to our regular recording schedules, So hang in there,

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<v Speaker 1>Pek and Pit lovers. Toddler development is such a tricky time.

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<v Speaker 1>They're suddenly mobile, with likes and dislikes and a very

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<v Speaker 1>limited but spirited vocabulary to tell them when you get

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<v Speaker 1>it wrong. Alongside this, their engagement with the world and

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<v Speaker 1>their socialization with others increases rapidly. You start to get

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<v Speaker 1>excited by the fact that your toddler can now play

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<v Speaker 1>with others, and then comes that heartbreaking moment you witness

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<v Speaker 1>your toddler being quote unquote bullied by another child or worse,

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<v Speaker 1>them being the bully. Seeing these behaviors can be super

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<v Speaker 1>triggering as a parent. For instance, watching another kid a

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<v Speaker 1>certain behavior over yours can awaken the Mama bear inside

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<v Speaker 1>of you, maybe even trigger some of your feelings around

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<v Speaker 1>being picked on as a kid, and you want to

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<v Speaker 1>jump up or jump in and say something. Or your

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<v Speaker 1>sweet kid is the alpha at the playdates, snatching, hitting,

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<v Speaker 1>biting and forcing you to leave. It's mortifying, no matter

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<v Speaker 1>how encouraging the other parents are, and you leave feeling

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<v Speaker 1>horrified and wondering, how did I end up with a

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<v Speaker 1>bad kid?

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<v Speaker 2>Why did I create a monster?

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<v Speaker 1>I'm a good person and I swear so cal Have

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<v Speaker 1>you been in situations where you've seen another toddler bully.

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<v Speaker 1>I'm using it loosely just for the context of what

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<v Speaker 1>we're talking about. Bully len or Len maybe being a

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<v Speaker 1>little bit of a bully.

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<v Speaker 2>I think because of Len's size. He would be hard

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<v Speaker 2>to bully for other toddlers because he's a big boy.

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<v Speaker 2>He's ginormous. So I haven't, which I actually think is

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<v Speaker 2>probably a good thing. Yeah, because I really struggle with

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<v Speaker 2>my own self control, and so if I saw a

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<v Speaker 2>child doing something to Len, I think I would really struggle, Yeah,

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<v Speaker 2>not to immediately step in and start parenting the other

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<v Speaker 2>kid and shouting and calling the kid names. Potentially. Yeah,

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<v Speaker 2>it's in my nature. I'm a bier, Like I'm a dog.

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<v Speaker 2>I bark a lot, and my bite is hard to

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<v Speaker 2>so I just feel like it's probably my own impulse

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<v Speaker 2>control and self control sucks, so which you know, I

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<v Speaker 2>will have to get better.

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<v Speaker 1>Yeah, definitely. I think it's like ingrained and answer. All

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<v Speaker 1>we want to do is protect them. So if you

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<v Speaker 1>see that, like you just automatically react in a way.

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<v Speaker 2>Yeah, they've been just like i'd say, very normal circumstances

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<v Speaker 2>like at those place and things. Yeah, if a little

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<v Speaker 2>kid's trying to grab something off Lenny, but a big kid, yeah,

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<v Speaker 2>it's always a lot older. Yeah, I guess because of

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<v Speaker 2>his life. But I'll just be like no, no, We're

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<v Speaker 2>just going to wait for him to finish playing that Lenny,

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<v Speaker 2>once you finish playing with that yeah, or you know,

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<v Speaker 2>now it's your turn to share the toy or whatever

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<v Speaker 2>it is.

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<v Speaker 1>So I find that it's also really dependent on how

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<v Speaker 1>present the other parent is of the kid that's kind

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<v Speaker 1>of maybe a little bit like rough and tumble, because

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<v Speaker 1>I feel like if the parent is there, I'm watching

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<v Speaker 1>it and kind of intercepting, you know, you're like, oh,

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<v Speaker 1>that's so fine, don't worry, like blah blah blah. Okay.

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<v Speaker 1>I'm using a personal example here, like at our local Westfield,

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<v Speaker 1>there's this dad who always brings his kids to the.

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<v Speaker 2>Playground, the one on the top floor that yeah, they.

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<v Speaker 1>Play one and the dad sits there on his phone

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<v Speaker 1>the whole time. And his daughter, she's a rough and

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<v Speaker 1>tumble and she like fully pushes the other girls. So

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<v Speaker 1>we then have to parent that kid. That doesn't make

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<v Speaker 1>us feel good, and we're just.

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<v Speaker 2>Like, control your kid.

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<v Speaker 1>So I really think how much the parent is parenting,

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<v Speaker 1>and that situation has a bit of an impact as

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<v Speaker 1>well on how much you can tolerate.

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<v Speaker 2>Well, remember that boat that I talked about. I went

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<v Speaker 2>on with all of those kids, and you were like,

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<v Speaker 2>what they didn't have life jackets. And I had to

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<v Speaker 2>go up and get the parents because I was like,

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<v Speaker 2>these aren't my kids. They were older. Yeah, And I

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<v Speaker 2>was also like, I'm not here to tell these kids

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<v Speaker 2>what to do. So I actually went upstairs to get

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<v Speaker 2>the parents and I just said, hey, can someone come

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<v Speaker 2>and help. Your kids aren't sharing? And then they didn't

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<v Speaker 2>believe me, and I'm like, Okay, why would I be

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<v Speaker 2>lying about.

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<v Speaker 1>Such a thing would have fun?

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<v Speaker 2>I just need to not be parenting. You're the ones

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<v Speaker 2>that have left your kids to their own devices, literally,

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<v Speaker 2>and then they're not sharing with another kid. I'm sure

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<v Speaker 2>we can all agree that children should share. Please come

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<v Speaker 2>and assist. I'm not.

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<v Speaker 1>I really think it has a big impact on it

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<v Speaker 1>how well you can function, and that situation when your

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<v Speaker 1>kid's being picked on is how much the other parent

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<v Speaker 1>cares so that you don't have to feel like your

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<v Speaker 1>parents are overreaching.

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<v Speaker 2>As well or also like then, I guess how sympathetic

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<v Speaker 2>you'll be towards certain circumstances. Because there was an incident

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<v Speaker 2>last year where there was a bitter in Lenny's room.

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<v Speaker 2>I remember this, the infamous bitter.

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<v Speaker 1>Yeh, I never tell you the name, but you know that.

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<v Speaker 2>You know that they're there, and this was before they're

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<v Speaker 2>really talking, so even the kid can't tell you who

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<v Speaker 2>it is. But it was really awful. Like both Lenn

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<v Speaker 2>and his cousin Wesley the Puff go to the same

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<v Speaker 2>school and they were both repeatedly bitten and really really

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<v Speaker 2>bad bite it's like bad bruises. First, they didn't want

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<v Speaker 2>my child to be scared about going to daycare. Oh

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<v Speaker 2>I'm going to get bitten.

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<v Speaker 1>It's a safe space you want them to find going.

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<v Speaker 2>Secondly, I didn't want to encourage that sort of behavior

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<v Speaker 2>with him. The modeling other children's behavior is so common,

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<v Speaker 2>so there was a bunch of different things. And also

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<v Speaker 2>I was just annoyed that my kid was getting bitten,

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<v Speaker 2>and I talked about it on socials and I had

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<v Speaker 2>some parents reach out and just say because I was

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<v Speaker 2>probably like a little bit angry at the time, you know,

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<v Speaker 2>it's really bad to be the parent of a bitter

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<v Speaker 2>And I was like, oh my god, absolutely, because Luke

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<v Speaker 2>and I have talked about that before, as we were

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<v Speaker 2>both bullied younger. We've talked about how it would be

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<v Speaker 2>worse to find out that our child is actually the bullied,

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<v Speaker 2>totally bully whatever you would say, because it's just awful.

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<v Speaker 1>Well, yeah, you feel inherently that you've failed as a parent.

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<v Speaker 2>That you've created a bad person. And it's funny because

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<v Speaker 2>the educators at daycare can't tell parents who the child is,

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<v Speaker 2>which you know, the reasons are that parents can then

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<v Speaker 2>get involved in I just think, guys, they're kids, like,

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<v Speaker 2>please don't go and yell at a child. Then I'm

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<v Speaker 2>the one that just said that. I so, but it's.

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<v Speaker 1>Funny the reason why they don't tell us.

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<v Speaker 2>I found out who it was, though, and it actually

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<v Speaker 2>made me feel better. I don't know why, but I

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<v Speaker 2>felt like because I knew the kid, it was better

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<v Speaker 2>to put a face to the name.

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<v Speaker 1>Well, often you think it's going to be like this

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<v Speaker 1>kid that you don't even know about, the bad boy

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<v Speaker 1>or gone. And I was like, oh, it's your best friend.

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<v Speaker 2>Or it was just he wasn't their best friend. But

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<v Speaker 2>he was a really cute little like he's a nice

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<v Speaker 2>enough kid. Yeah, and there was a lot of stuff

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<v Speaker 2>going on with the older class. Whoever, and my niece

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<v Speaker 2>is in where even worse, like he was holding her

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<v Speaker 2>down and biting her. One day she was napping and

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<v Speaker 2>he pulled her pants down and bit her on the bottom,

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<v Speaker 2>which I actually said. I was like, Okay, that's that's resault.

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<v Speaker 1>Yeah, that's not.

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<v Speaker 2>Cool, And where the hell were the teachers to allow

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<v Speaker 2>all of that to happen. But it turns out so

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<v Speaker 2>both of the boys their parents were going through something

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<v Speaker 2>pretty hectic, and it goes to show that sometimes it

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<v Speaker 2>can be really indicative of things that are going on

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<v Speaker 2>at home.

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<v Speaker 1>Yeah, that's such a good point, something that I hadn't

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<v Speaker 1>even thought of.

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<v Speaker 2>And I truly just do not believe that children are

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<v Speaker 2>bad or inherently evil. Of course, there are exceptions to

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<v Speaker 2>the rule with born sociopaths and that sort of thing,

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<v Speaker 2>and I just think that they're expressing themselves in ways

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<v Speaker 2>that they haven't been taught not to. And I don't

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<v Speaker 2>yell loudly often I'm a yeller, But the few times

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<v Speaker 2>that I have absolutely lost my shit is when Lenny

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<v Speaker 2>has hurt. That's just, to me, the biggest thing that

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<v Speaker 2>kids we do not treat other people badly or animals.

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<v Speaker 2>So twice Lenny has kicked the cat. When I tell

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<v Speaker 2>you that I had not yelled that loudly before at him,

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<v Speaker 2>he started to bare his eyes out, which then made

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<v Speaker 2>me feel terrible because I scared him so much. You

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<v Speaker 2>know what, though he hasn't done it again. Yeah, because

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<v Speaker 2>I yelled so loudly. The cat was here first.

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<v Speaker 1>That's what I always say. The rue hour was here first,

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<v Speaker 1>being nice to him.

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<v Speaker 2>Don't kick the cat like, do not kick animal. And

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<v Speaker 2>a few times he's pushed his cousins. One time he

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<v Speaker 2>almost pushed Wesley down this ste and I think, once again,

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<v Speaker 2>it comes back to his size. I think when a

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<v Speaker 2>child is bigger, it's really easy for them to assert

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<v Speaker 2>their dominance without even realizing that they're doing it by

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<v Speaker 2>being a little bit pushy.

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<v Speaker 1>They don't realize their strength.

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<v Speaker 2>So that's why in some cases we're not supposed to

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<v Speaker 2>do this. But I'll be like bloody pushing back.

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<v Speaker 3>I know, I'm fox sake, stand up for yourself because

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<v Speaker 3>it goes I'm like the same size, pushing back, pushing back.

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<v Speaker 2>It's always like the closest people that he's with. I

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<v Speaker 2>think though, Yeah, they's like an a of.

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<v Speaker 1>Safety, familiarity and who they're kind of acting out against.

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<v Speaker 1>In our case, that hasn't been random.

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<v Speaker 2>No, it hasn't been random at all. In Len's case,

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<v Speaker 2>the only person that wasn't family including Percy that he

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<v Speaker 2>pushed once was Bailey, Ashley's youngest two's six months older

0:10:57.679 --> 0:11:01.280
<v Speaker 2>than him, so yeah, same age, and I got so angry,

0:11:01.280 --> 0:11:03.600
<v Speaker 2>but actually was like, hell, they're little kids, They're gonna

0:11:03.720 --> 0:11:05.560
<v Speaker 2>push each other, and like it's okay.

0:11:05.760 --> 0:11:07.199
<v Speaker 1>Yeah yeah, yeah, yeah, so yeah.

0:11:07.400 --> 0:11:12.600
<v Speaker 2>I haven't luckily had to deal with anything really yeah yet,

0:11:12.960 --> 0:11:18.079
<v Speaker 2>very just basic level, normal toddler stuff. He's pretty gentle

0:11:18.200 --> 0:11:21.839
<v Speaker 2>overall and very caring. You were saying that Rue has

0:11:21.920 --> 0:11:22.600
<v Speaker 2>even hit you.

0:11:24.160 --> 0:11:27.440
<v Speaker 1>She has. She has, and it's not like super hard

0:11:27.520 --> 0:11:30.199
<v Speaker 1>or anything like that, but it's I know that you

0:11:30.280 --> 0:11:33.040
<v Speaker 1>picked this up from daycare because for me, I've definitely

0:11:33.040 --> 0:11:36.520
<v Speaker 1>experienced both when Rue has sort of been really placid

0:11:36.520 --> 0:11:39.920
<v Speaker 1>and gentle for most of her life and in situations

0:11:40.040 --> 0:11:42.280
<v Speaker 1>she's a bit more of like a follower. She's not

0:11:42.320 --> 0:11:44.600
<v Speaker 1>like a leader, right, So I see her with like

0:11:44.760 --> 0:11:47.680
<v Speaker 1>more dominant kids, she kind of falls into line, and

0:11:48.000 --> 0:11:50.600
<v Speaker 1>same as you. We Beck and I Goldie and her

0:11:50.600 --> 0:11:52.719
<v Speaker 1>have a little bit of a rough and tumble. I'm like,

0:11:52.800 --> 0:11:55.559
<v Speaker 1>push her back row and Beck's like push her back rough,

0:11:55.679 --> 0:11:57.160
<v Speaker 1>Like that's how we deal with it because we think

0:11:57.160 --> 0:11:57.680
<v Speaker 1>it's funny.

0:11:57.840 --> 0:12:00.280
<v Speaker 2>I also think that there's an element like we're not

0:12:00.360 --> 0:12:04.520
<v Speaker 2>saying fight them back, it's just it's okay to play

0:12:04.600 --> 0:12:07.320
<v Speaker 2>rough sometimes and yeah, yeah, yeah, the kid, you can

0:12:07.720 --> 0:12:08.960
<v Speaker 2>give it to them a little bit.

0:12:08.960 --> 0:12:11.200
<v Speaker 1>Exactly, especially when they're like your best friend that you

0:12:11.240 --> 0:12:11.840
<v Speaker 1>see all the time.

0:12:12.160 --> 0:12:13.840
<v Speaker 2>Come on, like old He's probably like, yes.

0:12:13.760 --> 0:12:14.080
<v Speaker 3>Sir.

0:12:16.600 --> 0:12:20.120
<v Speaker 1>To you. But then I've also seen in those situations

0:12:20.120 --> 0:12:22.840
<v Speaker 1>like how distressing it is, like you said about the

0:12:22.880 --> 0:12:26.040
<v Speaker 1>parents of the bitters, with the parents who of the

0:12:26.200 --> 0:12:28.320
<v Speaker 1>kid that's like a little bit more rough and tumble.

0:12:28.840 --> 0:12:31.720
<v Speaker 1>And I would always just say their kids exactly, like Ashley,

0:12:31.760 --> 0:12:34.640
<v Speaker 1>their kids, like they don't understand, like this is how

0:12:34.679 --> 0:12:39.080
<v Speaker 1>they're expressing themselves, Like it's totally fine. But until like

0:12:39.200 --> 0:12:41.520
<v Speaker 1>I've now been in situations where Rue has kind of

0:12:41.559 --> 0:12:44.960
<v Speaker 1>like been a bit pushy, and I have just felt

0:12:44.960 --> 0:12:48.280
<v Speaker 1>this deep sense of failure inside me to see her

0:12:48.840 --> 0:12:52.520
<v Speaker 1>act that way. And then obviously during my pregnancy, her

0:12:53.200 --> 0:12:55.760
<v Speaker 1>demeanor has changed a little bit with me, Like I

0:12:55.760 --> 0:12:57.679
<v Speaker 1>think it's also just being a toddler, but it's very

0:12:57.679 --> 0:12:59.280
<v Speaker 1>hard because there's a lot of change going on, so

0:12:59.320 --> 0:13:02.360
<v Speaker 1>I don't know what it's actually down to. But she's

0:13:02.440 --> 0:13:04.640
<v Speaker 1>just learned really to say no and.

0:13:04.760 --> 0:13:10.000
<v Speaker 2>To no because they're proving that they can be defiant

0:13:10.080 --> 0:13:11.480
<v Speaker 2>and there yeah.

0:13:11.160 --> 0:13:13.760
<v Speaker 1>And I'll be like, don't hit mummy and she gets

0:13:13.840 --> 0:13:16.360
<v Speaker 1>very embarrassed. She's like, oh no. And then I asked

0:13:16.360 --> 0:13:18.719
<v Speaker 1>like daycare, I'm like, has her behavior changed? And they're like,

0:13:18.800 --> 0:13:20.800
<v Speaker 1>now she's an angel? So it just makes she doesn't

0:13:20.800 --> 0:13:23.480
<v Speaker 1>do it with Charlie in the situations in public places

0:13:23.520 --> 0:13:25.280
<v Speaker 1>where she's been a bit rough and tumble with her

0:13:25.360 --> 0:13:27.840
<v Speaker 1>friends or people that we know, like kids that she's

0:13:27.840 --> 0:13:32.320
<v Speaker 1>familiar with. I have felt like a drop of what

0:13:33.040 --> 0:13:36.080
<v Speaker 1>other parents must be feeling having a kid that is,

0:13:36.360 --> 0:13:40.280
<v Speaker 1>you know, super alpha, super rough and tumble, just a

0:13:40.280 --> 0:13:42.839
<v Speaker 1>bit more boisterous than the other kids. It was enough

0:13:42.840 --> 0:13:44.240
<v Speaker 1>for me to go I think we need to do

0:13:44.280 --> 0:13:47.760
<v Speaker 1>an episode on it, because even though we know, until

0:13:47.760 --> 0:13:50.240
<v Speaker 1>you're the parent of a child that does it, I

0:13:50.280 --> 0:13:53.040
<v Speaker 1>think there's no way to really understand how because parents

0:13:53.040 --> 0:13:56.520
<v Speaker 1>will leave places because their kid is acting up, which

0:13:56.559 --> 0:13:58.760
<v Speaker 1>I think is one way to do it, Like sometimes

0:13:58.800 --> 0:13:59.560
<v Speaker 1>I just need to.

0:14:00.120 --> 0:14:01.840
<v Speaker 2>You kind of have to though, I've got to remove

0:14:01.880 --> 0:14:04.840
<v Speaker 2>them from this situation that badly behaved with other children

0:14:04.960 --> 0:14:07.200
<v Speaker 2>and it could another child. Of course, you have to

0:14:07.280 --> 0:14:07.880
<v Speaker 2>leave but that.

0:14:08.160 --> 0:14:09.760
<v Speaker 1>Sucks, oh one hundred percent.

0:14:09.800 --> 0:14:14.000
<v Speaker 2>That would be so mortifying and you would just feel

0:14:14.280 --> 0:14:14.959
<v Speaker 2>so shit.

0:14:15.280 --> 0:14:17.000
<v Speaker 1>And it's a lot of like what am I doing

0:14:17.040 --> 0:14:20.680
<v Speaker 1>wrong as a parent, like exactly a nice people, why

0:14:20.920 --> 0:14:22.360
<v Speaker 1>does our kid act out like this?

0:14:23.000 --> 0:14:26.120
<v Speaker 2>And it is I know, different personalities.

0:14:25.600 --> 0:14:31.680
<v Speaker 1>Different personalities, And I think it's just really understanding that

0:14:32.440 --> 0:14:36.640
<v Speaker 1>our brains are still developing up until our early twenties. Right,

0:14:37.120 --> 0:14:40.320
<v Speaker 1>So toddler's age between one and three, think about how

0:14:40.320 --> 0:14:42.640
<v Speaker 1>long they've been a life, Like they're not getting empathy.

0:14:42.680 --> 0:14:44.320
<v Speaker 1>I think empathy is coming in at like four or

0:14:44.360 --> 0:14:48.040
<v Speaker 1>five years old. Some kids are younger, but just their

0:14:48.080 --> 0:14:51.720
<v Speaker 1>ability to like understand emotion or be capable of it.

0:14:52.440 --> 0:14:54.240
<v Speaker 1>If frud does something, I'm like, you go and say

0:14:54.280 --> 0:14:56.200
<v Speaker 1>sorry to her, but you know I meant to say that,

0:14:56.280 --> 0:14:58.800
<v Speaker 1>are you really? Because then they it's a false apology

0:14:58.800 --> 0:14:59.760
<v Speaker 1>and they don't really mean it.

0:15:00.240 --> 0:15:02.720
<v Speaker 2>That is true, right, I mean at all they.

0:15:02.600 --> 0:15:06.480
<v Speaker 1>Don't because Ru's like sorry, and I'm like, I know

0:15:06.560 --> 0:15:08.800
<v Speaker 1>that that's not the right way, but what is so true?

0:15:08.840 --> 0:15:11.240
<v Speaker 2>Because I literally will be like, no, you're not getting

0:15:11.240 --> 0:15:14.040
<v Speaker 2>it to you say sorry, yeah, and it's.

0:15:13.880 --> 0:15:16.840
<v Speaker 1>Like that is not teaching them anything. At all. It's

0:15:16.880 --> 0:15:19.280
<v Speaker 1>just teaching them just to say whatever I need to

0:15:19.480 --> 0:15:22.240
<v Speaker 1>lie to get out of it. So they say instead

0:15:22.240 --> 0:15:25.000
<v Speaker 1>of that is to be like, hey, look at Kelly,

0:15:25.120 --> 0:15:28.560
<v Speaker 1>she's really upset at the moment. Yeah, do you think

0:15:28.560 --> 0:15:30.800
<v Speaker 1>that that's okay? We need to go and check on

0:15:30.840 --> 0:15:33.200
<v Speaker 1>her and make sure she's okay, and maybe we say

0:15:33.240 --> 0:15:35.840
<v Speaker 1>sorry that we made her sad. So that's kind of

0:15:35.840 --> 0:15:37.680
<v Speaker 1>how they tell you to do. It is like to

0:15:37.760 --> 0:15:41.040
<v Speaker 1>give them more of context. But Charlie laughs because he'll

0:15:41.080 --> 0:15:42.320
<v Speaker 1>come home and.

0:15:42.240 --> 0:15:44.360
<v Speaker 2>He'll be going, do you understand.

0:15:44.880 --> 0:15:48.440
<v Speaker 1>I'll reasoning with my toddler. I'll be like, Rue, I

0:15:48.520 --> 0:15:50.200
<v Speaker 1>just need you to finish dinner. You haven't had much

0:15:50.240 --> 0:15:52.360
<v Speaker 1>food today. This is yummy, this is all of your

0:15:52.360 --> 0:15:54.960
<v Speaker 1>favorite things. Have this. Then we'll go read books. And

0:15:55.480 --> 0:15:59.120
<v Speaker 1>Charlie's just like, babe, she's a toddler, Like, he'll send

0:15:59.120 --> 0:16:01.680
<v Speaker 1>me these videos. Don't try and reason with your toddler.

0:16:01.680 --> 0:16:03.280
<v Speaker 1>And I'm like, what are I fucking's supposed to do?

0:16:03.440 --> 0:16:06.120
<v Speaker 2>I kind of think it kind of works sometimes like

0:16:06.280 --> 0:16:07.280
<v Speaker 2>it does it?

0:16:07.440 --> 0:16:09.960
<v Speaker 1>Or they just are like, mum seems a bit stressed,

0:16:10.640 --> 0:16:12.000
<v Speaker 1>maybe better than fall into play.

0:16:12.200 --> 0:16:15.000
<v Speaker 2>No. I feel like also one day it will click.

0:16:15.800 --> 0:16:18.440
<v Speaker 1>It will. Yeah, they learning.

0:16:18.960 --> 0:16:23.040
<v Speaker 2>So if we're displaying the right sort of behavior and

0:16:23.160 --> 0:16:27.320
<v Speaker 2>explaining things rather than just saying, eat your dinner, yeah,

0:16:27.640 --> 0:16:29.760
<v Speaker 2>you explain why to me. That makes sense.

0:16:29.880 --> 0:16:32.320
<v Speaker 1>I agree because I remember when I was like younger,

0:16:32.360 --> 0:16:34.800
<v Speaker 1>maybe like early twenties, I met these kids and they

0:16:34.840 --> 0:16:38.280
<v Speaker 1>were just really emotionally intelligent and I kind of commented

0:16:38.320 --> 0:16:40.280
<v Speaker 1>on I can't remember where this was, but I remember

0:16:40.320 --> 0:16:42.760
<v Speaker 1>the parents said, we just never spoke to them like

0:16:42.800 --> 0:16:45.880
<v Speaker 1>they were babies. We always spoke to them like normally.

0:16:46.640 --> 0:16:49.400
<v Speaker 1>I think that obviously can work like resonate with some

0:16:49.480 --> 0:16:52.240
<v Speaker 1>kids more so than others. Yeah, but it's an interesting

0:16:52.280 --> 0:16:54.480
<v Speaker 1>way to kind of look at it, like I'm gonna

0:16:54.480 --> 0:16:57.000
<v Speaker 1>stick to my reasoning with my toddler, who's idea of

0:16:57.000 --> 0:16:57.360
<v Speaker 1>what I'm.

0:16:57.280 --> 0:17:00.560
<v Speaker 2>Talking Like, I one hundred percent always will reason with

0:17:00.720 --> 0:17:04.320
<v Speaker 2>Lenny and like explained him why. And when we were

0:17:04.320 --> 0:17:06.960
<v Speaker 2>setting up for Christmas, I don't know why this just

0:17:07.000 --> 0:17:09.719
<v Speaker 2>sprung into my mind, but it was quite funny. I

0:17:09.800 --> 0:17:12.119
<v Speaker 2>was letting them help up at my parents' house, but

0:17:12.240 --> 0:17:15.800
<v Speaker 2>like sort of around the back of the tree. And

0:17:15.840 --> 0:17:18.800
<v Speaker 2>then Evelyn was like, my mummy and Daddy let me

0:17:19.560 --> 0:17:22.200
<v Speaker 2>decorate our Christmas tree at home, and I said.

0:17:22.119 --> 0:17:23.119
<v Speaker 1>The full sentences.

0:17:23.640 --> 0:17:26.159
<v Speaker 2>They're a little bit nicer than I am, then I

0:17:26.200 --> 0:17:29.000
<v Speaker 2>guess a little bit more rational. Then she goes, can

0:17:29.040 --> 0:17:33.240
<v Speaker 2>I help with the tinsel? And I said, well, how

0:17:33.240 --> 0:17:37.800
<v Speaker 2>about we have a lesson in cool tones versus warm tones?

0:17:38.320 --> 0:17:42.479
<v Speaker 2>And why I'm not joking and you know you're laughing

0:17:42.520 --> 0:17:45.439
<v Speaker 2>at me. Guess what four year old now knows the

0:17:45.480 --> 0:17:48.760
<v Speaker 2>difference between cool tones and warm tones and can pick

0:17:48.800 --> 0:17:49.200
<v Speaker 2>them up.

0:17:49.320 --> 0:17:50.640
<v Speaker 1>That is really funny.

0:17:51.119 --> 0:17:55.480
<v Speaker 2>And she also asks me for my design ideas. Now

0:17:55.520 --> 0:17:57.200
<v Speaker 2>when she would like to help me with something, she'd

0:17:57.200 --> 0:17:59.240
<v Speaker 2>be like, I'd like you to teach me the design

0:17:59.320 --> 0:18:01.720
<v Speaker 2>ideas behind that, because I'm like, how about we just

0:18:01.720 --> 0:18:03.440
<v Speaker 2>sit down and have a look and map out where

0:18:03.440 --> 0:18:04.320
<v Speaker 2>the tinsel should go?

0:18:04.440 --> 0:18:07.600
<v Speaker 1>Yeah? Right, yeah, okay, So giving the context, she's a

0:18:07.600 --> 0:18:09.639
<v Speaker 1>little bit older though, so she can probably comprehend that

0:18:09.680 --> 0:18:12.800
<v Speaker 1>a little bit more. Yeah, Len, I can. Lenn's pulling

0:18:12.800 --> 0:18:15.439
<v Speaker 1>out cool tones versus warmth Oh my god, no, But

0:18:15.960 --> 0:18:17.480
<v Speaker 1>I was like, he's a genius.

0:18:18.960 --> 0:18:22.119
<v Speaker 2>But okay, if we're using Christmas an example. He wanted

0:18:22.119 --> 0:18:25.800
<v Speaker 2>to help wrap the presence, and I explained to him

0:18:25.960 --> 0:18:28.280
<v Speaker 2>why he couldn't wrap the presents because he would do

0:18:28.320 --> 0:18:30.880
<v Speaker 2>an awful job because he doesn't have the skill set yet.

0:18:32.760 --> 0:18:35.760
<v Speaker 2>But then I explained to him and showed him the

0:18:35.760 --> 0:18:38.199
<v Speaker 2>whole process, and then he repeated a lot of the

0:18:38.240 --> 0:18:41.119
<v Speaker 2>things back to me and started placing the tape in

0:18:41.160 --> 0:18:42.000
<v Speaker 2>the correct spots.

0:18:42.240 --> 0:18:44.119
<v Speaker 1>Oh that's lovely. Yeah, he helped in the way that

0:18:44.160 --> 0:18:45.520
<v Speaker 1>he could help exactly.

0:18:46.160 --> 0:18:48.280
<v Speaker 2>I just taught him that he was unable to help

0:18:48.280 --> 0:18:50.760
<v Speaker 2>me in other ways because he would do an awful job.

0:18:51.359 --> 0:18:53.600
<v Speaker 1>Yeah, that is true. I think of them.

0:18:53.640 --> 0:18:55.640
<v Speaker 2>They're bad at things as well. I'm a big fan.

0:18:55.920 --> 0:18:57.280
<v Speaker 1>Yeah, well, it doesn't shock me.

0:18:57.359 --> 0:19:01.879
<v Speaker 2>He'll be like, look at this drawing, so outside the lines.

0:19:02.440 --> 0:19:05.880
<v Speaker 1>But outside the lines. I didn't realize how much of

0:19:06.000 --> 0:19:09.040
<v Speaker 1>like a control freak I am with like mess and

0:19:09.119 --> 0:19:10.600
<v Speaker 1>like neat playing.

0:19:11.600 --> 0:19:14.679
<v Speaker 2>Oh you bore, I know, I know.

0:19:14.760 --> 0:19:16.840
<v Speaker 1>And it's not like I push that onto her, But

0:19:16.920 --> 0:19:18.600
<v Speaker 1>I just watch her color and she's like, look at

0:19:18.600 --> 0:19:20.919
<v Speaker 1>Mowana and she's taken a purple crayon and scribbled all

0:19:20.960 --> 0:19:21.360
<v Speaker 1>over her.

0:19:21.480 --> 0:19:24.080
<v Speaker 2>It doesn't upset me unless that's the page that I'm coloring.

0:19:24.800 --> 0:19:26.639
<v Speaker 2>You can do whatever you want to your page, but

0:19:26.920 --> 0:19:29.000
<v Speaker 2>it's when they want to color with you get your

0:19:29.040 --> 0:19:31.399
<v Speaker 2>own page. I don't want your mess on my page,

0:19:31.600 --> 0:19:33.840
<v Speaker 2>or when you're playing blocks with them, and then they

0:19:33.840 --> 0:19:37.600
<v Speaker 2>try to like build a towel without the colors matching, and.

0:19:38.359 --> 0:19:39.879
<v Speaker 1>What do you make them match the color?

0:19:40.160 --> 0:19:42.520
<v Speaker 2>You can build your own tower with whatever colors you want.

0:19:42.520 --> 0:19:48.240
<v Speaker 2>But my tower has matching colors, and my lego house

0:19:48.280 --> 0:19:48.919
<v Speaker 2>makes sense.

0:19:49.680 --> 0:19:51.720
<v Speaker 1>Yeah, there's not a lot of them that makes sense

0:19:51.720 --> 0:19:52.080
<v Speaker 1>of the same.

0:19:52.240 --> 0:19:54.720
<v Speaker 2>I got in my control freak only with myself.

0:19:54.440 --> 0:19:56.480
<v Speaker 1>A little bit. You were like fully paying me out,

0:19:56.480 --> 0:19:59.480
<v Speaker 1>and then over here you're like siphoning the colors so

0:19:59.520 --> 0:20:02.200
<v Speaker 1>that they can't have ugly towers that are.

0:20:02.119 --> 0:20:06.119
<v Speaker 2>Built for raising a pastel tower. I don't want a

0:20:06.119 --> 0:20:08.000
<v Speaker 2>bright orange brick in the.

0:20:07.920 --> 0:20:14.879
<v Speaker 1>Middle cool times, warm terms, got it. I want to

0:20:14.920 --> 0:20:16.399
<v Speaker 1>get back to the idea that your kid is a

0:20:16.400 --> 0:20:19.919
<v Speaker 1>bully or a bad kid. We know this isn't true, right.

0:20:20.520 --> 0:20:25.280
<v Speaker 2>Unless they're associated. If your child is pulling the legs

0:20:25.280 --> 0:20:27.280
<v Speaker 2>off bugs outside.

0:20:27.600 --> 0:20:30.560
<v Speaker 1>Yeah they're probably gonna be a serial killer. But I

0:20:30.640 --> 0:20:34.760
<v Speaker 1>found a pretty informative piece on toddler bullying Weirdly on

0:20:34.840 --> 0:20:37.840
<v Speaker 1>like the Huggies website. There wasn't a lot about toddler's

0:20:37.840 --> 0:20:40.280
<v Speaker 1>being bullies because I don't think that they technically can be.

0:20:40.520 --> 0:20:42.479
<v Speaker 2>And also I think that it's a bit of a

0:20:42.520 --> 0:20:44.080
<v Speaker 2>non issue before they're at school.

0:20:44.119 --> 0:20:46.440
<v Speaker 1>I mean it is, but I think parents are suffering

0:20:46.480 --> 0:20:48.280
<v Speaker 1>with like the weight of it because think about how

0:20:48.280 --> 0:20:53.240
<v Speaker 1>crazy toddlers are and if you've got an especially spirited kid, or.

0:20:53.400 --> 0:20:56.400
<v Speaker 2>It can be a sign of neurodivergence because they don't have.

0:20:56.400 --> 0:20:58.920
<v Speaker 1>Any ways of communicating.

0:20:58.280 --> 0:21:02.120
<v Speaker 2>Communicating so they can bite here. Yeah, but yeah, you're right,

0:21:02.160 --> 0:21:05.480
<v Speaker 2>it could be really hard for parents because it could

0:21:05.640 --> 0:21:09.960
<v Speaker 2>exclude them, or if a child is removed from daycare

0:21:10.480 --> 0:21:12.000
<v Speaker 2>and you can't afford in any.

0:21:12.200 --> 0:21:13.000
<v Speaker 1>Yeah, what do you do?

0:21:13.160 --> 0:21:14.600
<v Speaker 2>What do you do? I know, just for me on

0:21:14.640 --> 0:21:15.280
<v Speaker 2>a bill, on a.

0:21:15.280 --> 0:21:18.399
<v Speaker 1>Level, I feel really embarrassed. And it's like, I know

0:21:18.480 --> 0:21:20.800
<v Speaker 1>I shouldn't feel embarrassed because I know when my friend's

0:21:20.920 --> 0:21:22.240
<v Speaker 1>kids act out.

0:21:22.119 --> 0:21:24.680
<v Speaker 2>I don't care. I don't give as long as they parent,

0:21:24.760 --> 0:21:26.240
<v Speaker 2>that's the thing, right, as long as their parent.

0:21:26.320 --> 0:21:28.240
<v Speaker 1>But I'll always send a message afterwards because I know

0:21:28.280 --> 0:21:32.840
<v Speaker 1>how mortifying it is saying like, hey, everything's sweet, they're kids.

0:21:33.160 --> 0:21:36.159
<v Speaker 1>But I know that even though people are telling you that,

0:21:36.960 --> 0:21:41.000
<v Speaker 1>you're still thinking I'm a fucking terrible parent. On something

0:21:41.040 --> 0:21:43.080
<v Speaker 1>like that. I just think, but you don't have a

0:21:43.160 --> 0:21:45.360
<v Speaker 1>kid that does that. I'm telling you from experience.

0:21:45.440 --> 0:21:47.679
<v Speaker 2>Oh yeah, yeah, it's but when he has like if

0:21:47.720 --> 0:21:51.920
<v Speaker 2>he's pushed or whatever his cousins, I just feel very

0:21:51.920 --> 0:21:55.880
<v Speaker 2>disappointed in him. I'm like, don't. Yeah, that is not

0:21:55.960 --> 0:21:57.080
<v Speaker 2>how we carry good.

0:21:57.480 --> 0:22:00.520
<v Speaker 1>You're good at being like amazing.

0:22:01.240 --> 0:22:02.119
<v Speaker 2>This is on you.

0:22:02.119 --> 0:22:03.720
<v Speaker 1>You're a toddler who needs to learn.

0:22:03.760 --> 0:22:07.000
<v Speaker 2>Like this is you, bud, because that's not how we

0:22:07.040 --> 0:22:07.719
<v Speaker 2>treat people.

0:22:08.240 --> 0:22:11.200
<v Speaker 1>No, which is good. No, but you really need separating it.

0:22:11.359 --> 0:22:12.960
<v Speaker 2>You're giving me the right now.

0:22:14.200 --> 0:22:17.720
<v Speaker 1>Don't don't turn money off. So this piece was written

0:22:17.720 --> 0:22:20.960
<v Speaker 1>by Sally and McCormack. She's a Melbourne psych former teacher

0:22:21.000 --> 0:22:23.640
<v Speaker 1>and she's a mother of four, so she's, oh, she's

0:22:23.640 --> 0:22:26.399
<v Speaker 1>got to experience. She's got some experience. So in the

0:22:26.440 --> 0:22:29.960
<v Speaker 1>piece it asks us question, is it reasonable to attribute

0:22:30.000 --> 0:22:33.520
<v Speaker 1>bullying to a toddler? She says no. Developmentally, a toddler

0:22:33.600 --> 0:22:37.320
<v Speaker 1>is very ego centric. So they don't play with other children.

0:22:37.359 --> 0:22:39.080
<v Speaker 1>I think we see them as playing with other children,

0:22:39.160 --> 0:22:41.920
<v Speaker 1>but they may play next to other children. They don't

0:22:41.920 --> 0:22:44.560
<v Speaker 1>really understand the concept of sharing, which we know, and

0:22:44.600 --> 0:22:47.679
<v Speaker 1>they expect their needs to be met immediately, So if

0:22:47.680 --> 0:22:49.400
<v Speaker 1>they see a toy they want, they're going to grab it,

0:22:49.800 --> 0:22:52.480
<v Speaker 1>regardless of where it is, even if it's in someone's hand.

0:22:52.960 --> 0:22:55.320
<v Speaker 1>So this time of their lives is spent exploring and

0:22:55.359 --> 0:22:57.679
<v Speaker 1>experimenting in the world, but they are not capable of

0:22:57.680 --> 0:23:01.320
<v Speaker 1>seeing the situation from the perspective of So it's not

0:23:01.400 --> 0:23:04.760
<v Speaker 1>bullying because there's actually no intent to harm the other

0:23:04.800 --> 0:23:08.200
<v Speaker 1>person who's involved in the situation. But she did note

0:23:08.320 --> 0:23:10.960
<v Speaker 1>that it is possible that if these toddlers are not

0:23:11.000 --> 0:23:15.200
<v Speaker 1>directed through this phase appropriately, that the lesson they learn

0:23:15.560 --> 0:23:18.479
<v Speaker 1>is that bullying is a successful method of getting their

0:23:18.520 --> 0:23:21.119
<v Speaker 1>own way, And she did share some possible strategies to

0:23:21.160 --> 0:23:23.600
<v Speaker 1>help deal with this learning phase, and I thought that

0:23:23.680 --> 0:23:26.320
<v Speaker 1>was really interesting. So while we know that this is

0:23:26.520 --> 0:23:31.840
<v Speaker 1>just them kind of not being able to regulate, regulate

0:23:31.880 --> 0:23:34.639
<v Speaker 1>reason with their own behavior, they're just not like quite

0:23:34.720 --> 0:23:37.119
<v Speaker 1>got enough empathy to understand it from the other person's

0:23:37.160 --> 0:23:40.080
<v Speaker 1>point of view. It's all about them. They haven't yet

0:23:40.119 --> 0:23:42.600
<v Speaker 1>realized that they aren't the only ones navigating the world.

0:23:42.680 --> 0:23:45.440
<v Speaker 1>They think they are the main character of their lie.

0:23:45.440 --> 0:23:47.600
<v Speaker 1>Oh they are, but if we don't.

0:23:47.359 --> 0:23:51.800
<v Speaker 2>Actually guide guide them, they might be school yard bullies exactly.

0:23:51.960 --> 0:23:53.000
<v Speaker 2>That's a whole different part.

0:23:53.080 --> 0:23:55.480
<v Speaker 1>So I was like, whoa, Okay, thank god we're doing

0:23:55.480 --> 0:23:57.760
<v Speaker 1>this episode so we don't have bullies on our hands.

0:23:58.080 --> 0:24:01.320
<v Speaker 2>Lenny is very bossy, so he'll just come up to me.

0:24:01.359 --> 0:24:04.359
<v Speaker 2>So yeah, it's not that he'll push kids into doing something,

0:24:04.400 --> 0:24:08.439
<v Speaker 2>but he tries to force his fun. Bailly, not play

0:24:08.520 --> 0:24:13.000
<v Speaker 2>with me, Bailey, come in car, Bailly, do this or what.

0:24:13.480 --> 0:24:17.680
<v Speaker 2>I'm like, Darlan, you've asked him. He hasn't responded. You

0:24:17.760 --> 0:24:20.560
<v Speaker 2>cannot control the fun. But I was just thinking that

0:24:20.560 --> 0:24:22.000
<v Speaker 2>out of my head, and then I was thinking about

0:24:22.040 --> 0:24:24.359
<v Speaker 2>just saying to you that no, you can't color in

0:24:24.480 --> 0:24:25.840
<v Speaker 2>like that all. And I'm like, oh, I wonder.

0:24:25.640 --> 0:24:29.080
<v Speaker 4>Where he gets wondering it's a prom I know, tries

0:24:29.160 --> 0:24:32.120
<v Speaker 4>to control the fun from the good example of bullying

0:24:32.119 --> 0:24:33.639
<v Speaker 4>and young kids that I saw when I was like

0:24:33.680 --> 0:24:35.520
<v Speaker 4>doing this research and this is like you're four and

0:24:35.560 --> 0:24:37.679
<v Speaker 4>a half year olds with girls and then five year

0:24:37.680 --> 0:24:38.240
<v Speaker 4>olds with boys.

0:24:38.240 --> 0:24:39.840
<v Speaker 1>That's generally the timing.

0:24:39.560 --> 0:24:42.159
<v Speaker 2>That it starts right. Something to watch out for exactly.

0:24:42.240 --> 0:24:44.000
<v Speaker 1>We'll do another episode on that, don't you worry. We're

0:24:44.000 --> 0:24:46.760
<v Speaker 1>getting closer to that age, so we're trying to prep ourselves.

0:24:47.040 --> 0:24:49.280
<v Speaker 1>An example of that would be I don't want them

0:24:49.320 --> 0:24:52.200
<v Speaker 1>to come to my birthday party. So that's the kind

0:24:52.240 --> 0:24:54.600
<v Speaker 1>of stuff that we have to look out for as parents.

0:24:54.640 --> 0:24:57.840
<v Speaker 1>So I think that's really interesting because someone who's like, well,

0:24:57.840 --> 0:24:59.439
<v Speaker 1>you don't have to do what you don't want to do,

0:25:00.760 --> 0:25:02.800
<v Speaker 1>everyone's fucking getting invited to his birthday party.

0:25:02.840 --> 0:25:05.160
<v Speaker 2>And let me tell you, I can't exclude one person.

0:25:05.320 --> 0:25:08.400
<v Speaker 1>That's cool, right, So I think that's a good example

0:25:08.440 --> 0:25:10.040
<v Speaker 1>of kind of where it's.

0:25:09.880 --> 0:25:12.760
<v Speaker 2>Well, it's gone too far if people are so you

0:25:12.800 --> 0:25:14.280
<v Speaker 2>don't have to do what you don't want to do,

0:25:14.680 --> 0:25:17.000
<v Speaker 2>that you don't invite one person. And even if that

0:25:17.040 --> 0:25:18.600
<v Speaker 2>person they don't want to invite the miss because they're

0:25:18.640 --> 0:25:22.160
<v Speaker 2>bling you, well you're just as bad.

0:25:22.040 --> 0:25:24.800
<v Speaker 1>Then because you're excluding me, isn't it. There's been an

0:25:24.880 --> 0:25:28.240
<v Speaker 1>argument recently in like parenting stuff it's like you shouldn't

0:25:28.240 --> 0:25:29.760
<v Speaker 1>have to invite the whole class, and I'm.

0:25:29.560 --> 0:25:33.160
<v Speaker 2>Like, oh, I know there's thirty kids in a class.

0:25:33.520 --> 0:25:34.600
<v Speaker 1>Well where do you draw the line?

0:25:34.600 --> 0:25:37.040
<v Speaker 2>Then I just don't do birthday parties with your school

0:25:37.080 --> 0:25:41.520
<v Speaker 2>friends or just like invite your besties. Yeah, okay, don't

0:25:41.520 --> 0:25:44.320
<v Speaker 2>invite half the class though, And then leave the other half.

0:25:44.359 --> 0:25:45.120
<v Speaker 2>That's so mean.

0:25:45.560 --> 0:25:47.840
<v Speaker 1>Okay, So I want to get through these strategies to

0:25:47.880 --> 0:25:50.200
<v Speaker 1>deal with this learning phase as they're navigating these emotion

0:25:50.359 --> 0:25:53.639
<v Speaker 1>So giving them a feelings vocabulary, which is kind of

0:25:53.640 --> 0:25:56.320
<v Speaker 1>similar to what we were talking about before. Understanding that

0:25:56.359 --> 0:25:58.800
<v Speaker 1>the behavior that they're acting out is due to frustration

0:25:58.960 --> 0:26:00.640
<v Speaker 1>on the part of the toddler who does not have

0:26:01.280 --> 0:26:04.640
<v Speaker 1>a way of expressing their feelings. So saying things like, hey,

0:26:04.720 --> 0:26:06.919
<v Speaker 1>you're feeling angry right now because you can't play with

0:26:06.960 --> 0:26:10.399
<v Speaker 1>this truck, So like validating their feelings, but also have

0:26:10.480 --> 0:26:13.639
<v Speaker 1>you got that feelings book? It's like got a sense

0:26:13.800 --> 0:26:15.639
<v Speaker 1>of love hearts that goes all the way back and

0:26:15.680 --> 0:26:18.520
<v Speaker 1>it's like colored oh yes, yes, and it describes each feeling.

0:26:18.600 --> 0:26:20.320
<v Speaker 1>So that's one that I'm trying to put into the

0:26:20.400 --> 0:26:22.920
<v Speaker 1>rotation a lot more now because I know that they're

0:26:22.920 --> 0:26:26.639
<v Speaker 1>in this phase of like naming understanding what their feelings are.

0:26:27.080 --> 0:26:29.560
<v Speaker 1>Another one which I do a lot, distract the child.

0:26:29.840 --> 0:26:31.560
<v Speaker 2>I do it with everything everything.

0:26:31.640 --> 0:26:34.000
<v Speaker 1>Distraction is it's your number one tool and the kit

0:26:34.040 --> 0:26:38.159
<v Speaker 1>let me tell you divert distract. Yeah, So basically just

0:26:38.520 --> 0:26:41.719
<v Speaker 1>giving them a different toy if they're angry, about something.

0:26:42.119 --> 0:26:44.320
<v Speaker 1>And I made a note here saying at this age,

0:26:44.359 --> 0:26:47.040
<v Speaker 1>it's not a reward for poor behavior, but it's a

0:26:47.080 --> 0:26:50.920
<v Speaker 1>way of avoiding or reinforcing an inappropriate display of anger

0:26:51.040 --> 0:26:54.040
<v Speaker 1>or frustration. Because I think that's a really key distinction,

0:26:54.280 --> 0:26:56.480
<v Speaker 1>Like a lot of us can feel like we'll just

0:26:56.480 --> 0:26:59.000
<v Speaker 1>play with this one that you're just like pacifying them

0:26:59.440 --> 0:27:02.320
<v Speaker 1>but distracting them. And yeah, you're just trying to move

0:27:02.320 --> 0:27:04.000
<v Speaker 1>it along. And let's not get too hung up on

0:27:04.119 --> 0:27:04.800
<v Speaker 1>this toy.

0:27:04.920 --> 0:27:07.320
<v Speaker 2>It's just a different toy. It's not like you're like, here,

0:27:07.400 --> 0:27:08.879
<v Speaker 2>let's go to the shops and you can choose a

0:27:08.960 --> 0:27:10.640
<v Speaker 2>new toy because you're so upset that you can't play

0:27:10.640 --> 0:27:12.520
<v Speaker 2>with that one. No, No, it's just hey, what about

0:27:12.560 --> 0:27:12.920
<v Speaker 2>this one?

0:27:13.119 --> 0:27:15.960
<v Speaker 1>Exactly. Love that we touched on this before remove the

0:27:16.000 --> 0:27:18.800
<v Speaker 1>child from the situation. They actually said that time out

0:27:18.920 --> 0:27:21.600
<v Speaker 1>can be an effective tool for cares of a toddler

0:27:21.680 --> 0:27:25.720
<v Speaker 1>in serious situations, so that they can understand like the

0:27:25.840 --> 0:27:29.560
<v Speaker 1>consequence of their behavior, so biting, pushing a kid that

0:27:29.640 --> 0:27:32.080
<v Speaker 1>ended quite badly, like you know, anything that is quite

0:27:32.119 --> 0:27:34.480
<v Speaker 1>a serious consequence. You can do it like that, And

0:27:34.480 --> 0:27:38.040
<v Speaker 1>they say to do a minute for every year, like

0:27:38.119 --> 0:27:40.040
<v Speaker 1>have how old they are, so lem would be three minutes.

0:27:40.200 --> 0:27:41.960
<v Speaker 2>I've only ever done time out once and it was

0:27:41.960 --> 0:27:42.720
<v Speaker 2>for one minute.

0:27:43.040 --> 0:27:44.719
<v Speaker 1>Yeah, but that was probably when he was like one, right,

0:27:45.160 --> 0:27:45.440
<v Speaker 1>or two?

0:27:46.440 --> 0:27:47.240
<v Speaker 2>I think two? Yeah.

0:27:47.680 --> 0:27:50.040
<v Speaker 1>So there also may be times where the victim needs

0:27:50.040 --> 0:27:52.000
<v Speaker 1>to be removed. So you know, if your kid is

0:27:52.040 --> 0:27:55.080
<v Speaker 1>in the situation and it's just making it worse from

0:27:55.119 --> 0:27:57.040
<v Speaker 1>the other side, get their kid out.

0:27:57.160 --> 0:27:58.440
<v Speaker 2>That doesn't sound very fair.

0:27:59.200 --> 0:28:02.159
<v Speaker 1>Well, it's if they're being seriously hurt or they're like

0:28:02.440 --> 0:28:05.439
<v Speaker 1>really fearful. Taking them away for a short stint to

0:28:05.440 --> 0:28:06.880
<v Speaker 1>make them feel safe is a good thing.

0:28:07.240 --> 0:28:09.639
<v Speaker 2>But why should you have to take your kid away?

0:28:09.800 --> 0:28:11.640
<v Speaker 2>If there's another kid bullying them.

0:28:11.680 --> 0:28:14.000
<v Speaker 1>And their parent isn't present, then you.

0:28:14.000 --> 0:28:18.280
<v Speaker 2>Arc up and start shouting, Oh, who's kidd is this?

0:28:18.440 --> 0:28:19.040
<v Speaker 2>Get it out?

0:28:19.280 --> 0:28:22.600
<v Speaker 1>Get them out. The next one is suggest alternative behavior,

0:28:22.760 --> 0:28:25.760
<v Speaker 1>So when the child is starting to calm down, offer

0:28:25.800 --> 0:28:29.040
<v Speaker 1>different ways for them to express their feelings. For example,

0:28:29.600 --> 0:28:32.120
<v Speaker 1>tell mummy what you want, or gently hold my hand

0:28:32.119 --> 0:28:35.280
<v Speaker 1>and take me over there, or no, it's mine. So

0:28:35.359 --> 0:28:38.040
<v Speaker 1>like waiting for them to calm down before you kind

0:28:38.040 --> 0:28:41.320
<v Speaker 1>of try to rationalize why or suggest something else like

0:28:41.600 --> 0:28:43.360
<v Speaker 1>that's something I have to be so aware of like

0:28:43.800 --> 0:28:44.920
<v Speaker 1>crua B to ten.

0:28:45.200 --> 0:28:48.200
<v Speaker 2>And I'm like, done, come on, I'm not that bad,

0:28:48.240 --> 0:28:51.240
<v Speaker 2>and they're like, fine'll.

0:28:50.080 --> 0:28:52.600
<v Speaker 1>Just go over here, and she's like, I'm in the

0:28:52.640 --> 0:28:55.720
<v Speaker 1>depths of my despair right now and you're trying to

0:28:55.760 --> 0:28:57.400
<v Speaker 1>talk me off the cliff, Like I'm up here. Let

0:28:57.440 --> 0:29:00.120
<v Speaker 1>me just like carry out, have it out. So she

0:29:00.160 --> 0:29:02.240
<v Speaker 1>finishes by saying, just like, the main message is to

0:29:02.280 --> 0:29:05.160
<v Speaker 1>recognize and remember that this is a normal developmental phase

0:29:05.640 --> 0:29:08.239
<v Speaker 1>and that children go through this at varying degrees. So like,

0:29:08.600 --> 0:29:11.680
<v Speaker 1>comparing our kids is never going to end well for anyone.

0:29:11.920 --> 0:29:15.720
<v Speaker 1>Everyone's progressing at different stages, and that no toddler intends

0:29:15.760 --> 0:29:18.400
<v Speaker 1>to bully another person. They are simply not capable of

0:29:18.440 --> 0:29:21.400
<v Speaker 1>thinking that way. But we do need to address the

0:29:21.480 --> 0:29:24.920
<v Speaker 1>behaviors because we want them to be able to learn

0:29:24.960 --> 0:29:28.520
<v Speaker 1>appropriate social skills and more positive ways of meeting their

0:29:28.560 --> 0:29:31.440
<v Speaker 1>own needs. So I thought that was like pretty good.

0:29:31.440 --> 0:29:34.000
<v Speaker 1>It's stuff we know, right, But it's just like reinforcing

0:29:34.040 --> 0:29:38.240
<v Speaker 1>reminding ourselves to give adequate kind of guidance when things

0:29:38.240 --> 0:29:40.680
<v Speaker 1>are going a bit pair shaped, which is when it

0:29:40.760 --> 0:29:41.640
<v Speaker 1>goes to emotion.

0:29:41.520 --> 0:29:44.520
<v Speaker 2>All the time, when it comes to the kids playing together. Yeah, yeah,

0:29:44.560 --> 0:29:48.440
<v Speaker 2>and also rare to have a group of kids playing

0:29:48.520 --> 0:29:51.840
<v Speaker 2>really nicely together for an extended period of time. And

0:29:52.120 --> 0:29:55.320
<v Speaker 2>you know what, if they were I'd probably be a

0:29:55.360 --> 0:29:57.479
<v Speaker 2>little bits ined. I'd be like, are you all duds?

0:29:57.840 --> 0:29:59.320
<v Speaker 2>Where are the personality guys?

0:29:59.640 --> 0:30:01.520
<v Speaker 1>But I I will say, if you've been out with

0:30:01.520 --> 0:30:04.200
<v Speaker 1>it group of girlfriends and their friends or guy friends, whatever,

0:30:04.240 --> 0:30:07.320
<v Speaker 1>the parents that you're with and their kids been a

0:30:07.360 --> 0:30:10.440
<v Speaker 1>bit rowdy, shoot them a message after the play date,

0:30:10.640 --> 0:30:11.959
<v Speaker 1>just be like, hey, reassuring you.

0:30:12.000 --> 0:30:14.840
<v Speaker 2>Don't you think that's just like signifying that you saw

0:30:14.960 --> 0:30:17.120
<v Speaker 2>that their kid was being awful. Well, I think attendant

0:30:17.120 --> 0:30:17.640
<v Speaker 2>doesn't happen.

0:30:17.800 --> 0:30:20.280
<v Speaker 1>I think it's pretty obvious. No, just to make sure,

0:30:20.320 --> 0:30:23.120
<v Speaker 1>because I think that reassurance is like something you can

0:30:23.160 --> 0:30:25.720
<v Speaker 1>do easily to remind them like, hey, oh they were

0:30:25.720 --> 0:30:28.000
<v Speaker 1>really online today, weren't they. But like I just wanted

0:30:28.000 --> 0:30:30.360
<v Speaker 1>to say, like you handled it perfectly. There's nothing more

0:30:30.360 --> 0:30:32.320
<v Speaker 1>that you could have done in that situation. They're just

0:30:32.440 --> 0:30:35.320
<v Speaker 1>kids that aren't great at expressing themselves and they just

0:30:35.440 --> 0:30:37.280
<v Speaker 1>don't know what the fuck they're doing. But like you

0:30:37.400 --> 0:30:41.080
<v Speaker 1>handled it perfectly, just reassuring them like how they handled

0:30:41.080 --> 0:30:43.800
<v Speaker 1>the situation was Yeah, and it's actually all on those dummies.

0:30:44.720 --> 0:30:47.120
<v Speaker 2>It's they're like, why are they so unusual?

0:30:47.160 --> 0:30:48.280
<v Speaker 1>Why are they someone here?

0:30:48.280 --> 0:30:51.680
<v Speaker 2>They're a bit silly, aren't they like undeveloped brain?

0:30:52.000 --> 0:30:54.480
<v Speaker 1>Yeah, shame for them?

0:30:54.640 --> 0:30:58.760
<v Speaker 2>All right, Well, this episode was produced by myself. Kelly

0:30:58.800 --> 0:31:02.160
<v Speaker 2>mccaroan actually did nothing, but you know whatever, we just

0:31:02.200 --> 0:31:05.960
<v Speaker 2>both claim every episode and the other person that did

0:31:06.000 --> 0:31:09.760
<v Speaker 2>a lot was Kyra sels me over here, production by

0:31:09.800 --> 0:31:11.840
<v Speaker 2>the delightful Madeline.

0:31:11.440 --> 0:31:13.920
<v Speaker 1>Joanna, And we just wanted to say thanks for sticking around.

0:31:14.040 --> 0:31:15.440
<v Speaker 1>Share the pot on your socials.

0:31:15.560 --> 0:31:17.560
<v Speaker 2>Please do your friends.

0:31:17.200 --> 0:31:19.480
<v Speaker 1>With bad kids. I'm sure they need to hear it.

0:31:20.800 --> 0:31:23.080
<v Speaker 2>Don't say anything, just be like, stand to the met

0:31:23.120 --> 0:31:23.320
<v Speaker 2>and go.

0:31:24.360 --> 0:31:26.560
<v Speaker 1>Just drop them a link. Is my toddler a bully?

0:31:27.040 --> 0:31:28.960
<v Speaker 2>Thought you might need this, thought you could relate.

0:31:30.080 --> 0:31:31.640
<v Speaker 1>We'll see you next week. Shitters, by bye,