Processing Feelings With The 8 Great Smarts

On Monday, I shared about the importance of helping children develop a healthy emotional identity. Just two days before, I had shared at a convention that children can use their 8 great smarts to process feelings well. I share this every time I teach about the smarts because parents and teachers have consistently appreciated the information and examples. Writing Monday’s post and reflecting on Saturday’s convention experience reminded me of this post from last June. I believe it’s important enough to launch again. I hope you agree. And, as always, I hope and pray you’re blessed by reading it.

Processing Feelings With The 8 Great Smarts by Dr. Kathy Koch

Lately I’ve included the importance of talking with children about their emotions in most of my messages. Even though the topic may not be in my notes and may not appear to be immediately relevant, the idea comes to mind. Then I share. Then I know it’s relevant. Parents nod. I watch them take notes.

Children and teens have many emotional responses to life. Boys have as many as girls, but they lack emotional vocabulary so this can make feelings even more stressful for boys. Because of kids’ exposure to the world on the web and live, unedited footage of happenings locally and everywhere, they see and hear much more than we would have at their age. Consequently, they feel more, too.

As people know who have heard me teach about kids’ 8 great smarts, we can teach children to think with all 8 and feel with all 8. When we encourage them to process feelings with their smart strengths, they’ll have more complete feelings. They won’t be negatively controlled by feelings and they’ll eventually have a healthier perspective toward the event, themselves, and other people.

The same ideas may work for positive feelings such as joy, gratefulness, and excitement and those we may think of as negative such as fear, grief, anger, and doubt. It may be more necessary to help children process hard feelings, but when we do, they’ll learn things that will help them when positive feelings also feel overwhelming.

As you read through my ideas, you could have the unwarranted and tragic killings of the young lives in Orlando on your mind, some sadness a child had to deal with such as being cut from a sports team, or their joy at earning a top score at a music competition.

Let’s guide children to use their smarts to process their feelings – to better feel their feelings and think about them, too. I’m certainly not suggesting you sit them down with directions like, “Okay, now let’s think about your feelings with movement and touch so you can use your body to process them.” No … I’m simply asking you to remember to lead them through your words and actions to opportunities so they can process feelings with their smarts.

Here are some suggestions:

When using word smart, children think with words. They will need to talk. Some may want to have long conversations with you. Others may prefer short conversations that occur on-and-off. And, some won’t need you at all. It’s more a matter of them being allowed to process their thoughts in words – out loud, on paper, and perhaps by typing. They may also benefit by listening to you talk about your feelings and how you’re dealing with them.

When using logic smart, children think with questions. They want things to be fair and get frustrated when they’re not. Therefore, incidents like the Orlando tragedy can make them very angry. We need to be available to their questions. Conversations will be very helpful. Also, they may do research online about the incident that triggered their feelings, people involved, how others are responding, and the like. When using our logic, we are solution-focused. For example, hundreds in Orlando gave blood. Airlines and hotels helped with expenses for family members. Rallies were held so victims could be honored and those grieving wouldn’t be alone. Thinking about these types of things will give logic-smart children great hope.

When using picture smart, children think with pictures. They often see images vividly in their minds and will almost always remember their dreams in more detail than others will. They may also draw on paper. Drawing or coloring with them may help them process feelings because you’ll be right there as they’re thinking and feeling. We can also ask them what they see in their minds as we’re talking. This question may surprise your children, but it’s very honoring. They will feel known and safe. As they listen to the news and overhear our conversations, words can trigger pictures. Images they see on TV and the Internet trigger pictures. For many picture-smart children, they’ll struggle to not see them. Therefore, guard their eyes.

When using music smart, children think with rhythms and melodies. Listening to their favorite music can be especially important as they process both good and hard feelings. They may also want to play or sing. For example, I know many piano players, both children and adults, who play when emotional. You can sit in the room with them and sing or play with them. Just being available will give you opportunities to then talk with them. All children have all 8 smarts and they work in combination. So, these children may be better able to talk with you about what they’re feeling after they first process their feelings through music.

When using body smart, children think with movement and touch. Therefore, they will need to move freely and often while feeling their feelings. Movement and touch help them think and relax. Help these kids by going for a walk with them, talking while you push them on a swing, go to the driving range, and shoot hoops in your driveway. They may want and need even more hugs and other physical contact than normal. Fist bump them, walk holding hands, and scratch their backs while talking at the table. If exercising, dancing, drumming, or crafting are normal activities, they’ll need to continue these or stress will badly build.

When using nature smart, children think with patterns. They may need to spend time outside just sitting on a bench or walking in a park. They can benefit from doing this alone and with others. If they have pets, they’ll gain more comfort from interacting with them than others. Garden with these kids, go to a pet shelter, and visit the zoo. These children may open up more in these environments.

When using people smart, children think with people. Like when children are word smart, they’ll process with words. But, these children need conversations and don’t do well feeling or thinking alone. They’ll grieve best and process their fears and confusion most deeply when spending time with other people. They’ll want to test their thoughts and feelings by sharing them and having you react to them. Interacting with others feeling the same feelings can be comforting. These children may want to visit memorials and attend gatherings of others.

When using self smart, children think with reflection. Unlike children using their people smart, when being self smart, children process their thoughts and feelings alone, thinking and feeling deeply inside of themselves. They will actually prefer to feel alone, in quiet and privacy. They’ll need space. Stress will build if they don’t have it. It’s a fine balance, isn’t it? Parents and other significant people in their lives need to know how they’re feeling and what they’re feeling. You’ll learn to not ask them in groups. And, don’t expect quick answers. Share some of your feelings with them and this might encourage them to share their feelings with you – someone they’re safe with. and, remember that the smarts work together. Is your self-smart child nature smart? Go for a quiet walk in a park. Is your child picture smart? Sit side-by-side and color. This may help them open up. Is your child music smart? Listen to his or her favorite music together. Just being present will help them.

Okay, what do you think? I truly hope this isn’t overwhelming, but is a blessing. What if you printed this out and had it handy to refer to in the future? Children (and adults) must process feelings in healthy ways or they become overwhelming or we stuff them deep down to deal with later. But, too often we never do. That creates bigger problems later. Being available and guiding our children to feel what they feel may be one of the most important things we do. Bless you as you parent well in this way.

What’s Your Child’s Emotional Identity?

If someone asked your children to describe themselves, what might they say? If you were asked that question, what would you say?

Chances are good that we and our children might not mention our emotions. Yet, they’re a very important part of our identity.

Knowing our emotions matters because feelings influence behaviors. Would you agree that if you’re angry, you may not behave in the ways you prefer? When you’re anxious, do you recognize you don’t behave the same as when you’re at peace? Feelings influence much. How about being ignored? Offended? Scared? Uncertain? Enthusiastic? Puzzled? Annoyed?

Helping children identify their emotions and name them accurately can help them process their feelings well. They can learn if they need help to do so, perhaps by talking with you. They can learn how some emotions cause others. This is essential so they deal with what’s really going on. For example, they may truly be angry, but it was triggered by jealousy. Or, fear. Or, hate, confusion, perfectionism, or disappointment.

Are you raising boys? They have as many feelings as girls, but often don’t have the vocabulary to name them. Girls and women seem to have a natural thesaurus for emotions. We can be frustrated, angry, upset, disappointed, concerned, and irritated. Guys are angry. That’s their word. (Certainly there are factors that won’t make this always true, but when I teach on this, the majority of men in the audience nod to indicate they agree.)

As I wrote in the first blog in this series, it’s wise for parents to think strategically and plan intentionally about who they want their children to be. You may do nothing more important than raise children well so spending time thinking about who you want them to be is time well spent. That’s an understatement!

What are the emotions you’d love your children to have consistently? Or, how would you like them to describe themselves? As I explained last Monday in a blog about having a healthy intellectual identity, I recently taught these concepts to a large group of 7th graders. I asked them to tell me what would be a high compliment in the emotional identity category. Before you look at their answers, how would you like your children to answer this question?

  • Loving
  • Caring
  • Stable
  • Kind and loving
  • Friendly, joyful, happy, compassionate
  • Happy, joyful, resilient
  • Loving
  • Joyful, grateful, kind-hearted
  • Humble, mature, stable
  • Joyful, happy, stable
  • Trustworthy
  • Joyous
  • Optimistic
  • In control of emotions

As I ended last week’s blog:

What do you want to be true about your children emotionally? What’s your bull’s-eye? Do they know that? Would they agree with you? How must you parent for this to be their reality?

As we say at Celebrate Kids, wishing it so won’t make it so. We can’t just wish this identity for our children. Talking about it isn’t enough. That is, of course, helpful and wise. But, to assure they define themselves in the ways we value, you’ll have to guide them, walk with them, affirm them, correct them, and maybe more. Are you up to the task? If not, adjust your expectations and change your bull’s-eye or you and your children will be disappointed. Discouragement can set in.

Having a goal matters. Working to make it a reality is loving. Make a plan now. Your children will benefit.

Does Being “Smart” Matter To Your Children? Why?

If you read Monday’s blog about helping children develop a healthy intellectual identity, I predict you weren’t surprised by the number of groups of teens who admitted they wanted to be smart. You might think they were influenced by the fact that I’m the “8 great smarts” lady, but I don’t think so. If you had asked, I believe they would have prioritized “smart,” too.

Why is “smart” something they want to be? For many years, I’ve referred to the word as a “power word.” Everyone wants to be smart.

Certainly, the present is a factor. Being smart just makes school easier and more pleasant. Some of these teens have parents they want to please who have probably told them being smart matters.

The future is a factor. Children inherently know that being smart increases education and career options.

I think the past has influenced them, too. When they were little, relatives and friends told them they were smart and had done a “good job” on any number of tasks. Parents clapped when they successfully repeated important behaviors and skills. These children, now teens, figured out that it mattered to figure things out.

Doing things well also made them feel good inside. Teens want to keep experiencing that feeling.

Ask your kids about being smart. Does it matter to them? Why?

A caution about screens: When I was a child, my parents interacted with me as I was learning. When my nieces and nephew were young, I interacted with them. Smiles on our faces, joy in our voices, and the applause of our hands communicated “well done” and “you are smart.”

When they were playing, learning to read, coloring, and the like, we probably said things like,

Way to go. That was easy for you!

I knew you could do it. You’re smart!

I love your creativity! That’s a beautiful drawing.

You built a lot of cool things with your blocks. You’re very good at that!

Because we were there, they learned what we valued.

If children are allowed to isolate with an app on a device in order to experience and learn things that we used to do with others, they may not receive any supportive messages at all. Research suggests they won’t retain the learning because they’re not interacting with people. Let’s be concerned. Let’s put screens down and interact. It will help them be smart and help them set goals like, “I want to be smart!”

Identity: A Child Needs To Know Who They Are…

Last week I wrote the first blog in a series related to intentional parenting. Having a focus, something to aim for will help us be intentional and more successful. Because it’s been a theme of our work at Celebrate Kids forever, let’s focus on children’s identity. They need to know who they are.

Breaking the broad concept of identity into categories makes it more manageable. And, it will help us make sure to raise children with a complete identity. They need to know themselves broad and deep. They have an intellectual identity, emotional identity, social identity, physical identity, spiritual identity, and an identity based on their character qualities. (Of course, so do we.)

Today I want you to think about the goals you have for your children’s intellectual identity. How would you like to describe them intellectually? How would you like them to describe themselves?

Depending on where you live, the new academic year may start in just a few weeks. Or perhaps you homeschool year round. In every case, it’s important to be thinking about the intellectual identity now so you can help them start the new year well.

In June it was my privilege to teach about a complete identity to a large number of 7th graders. In their small groups, I asked them to think of one high compliment they could receive related to their intellectual selves. (As you’ll see, some groups couldn’t limit themselves to just one idea.) Think about what you’d love your children to say and then read what these 13-year-olds listed:

  • Smart
  • Doing well in school
  • Musically gifted
  • Creative
  • Smart and creative
  • Smart
  • Learns quickly
  • Smart, talented, intelligent, artistic, unique, processing
  • History, bugs, science, robotics, music
  • Smart
  • Original thinker
  • Wise beyond their years
  • Smart
  • Focused
  • Motivated

What do you want to be true about your children intellectually? What’s your bull’s-eye? Do they know that? Would they agree with you? How must you parent for this to be their reality?

As we say at Celebrate Kids, wishing it so won’t make it so. We can’t just wish this identity for our children. Talking about it isn’t enough. That is, of course, helpful and wise. But, to assure they define themselves in the ways we value, you’ll have to guide them, walk with them, affirm them, correct them, help them with homework, study with them for their tests, and maybe more. Are you up to the task? If not, adjust your expectations and change your bull’s-eye or you and your children will be disappointed. Discouragement can set in.

Having a goal matters. Working to make it a reality is loving. Make a plan now. Your children will benefit.

Do You “Highly Value” The Way God made Your Children Smart?

Don’t let this be your story.

Recently it was my privilege to teach older teenagers and young adults about the 8 Great Smarts. As with other groups, I could tell they were encouraged to discover that they are smarter than they thought they were and that the way they’re smart is God’s choice.

During some question and answer time, one young man stayed back. He began, “What could my friend do …”. The whole time I listened and then answered him, I wondered if the question was actually about him. Near the end, tears in his eyes confirmed it most likely was. I didn’t let on that I drew that conclusion.

What did he want to know? “What could my friend do who is very music smart and loves being music smart, but has a dad who doesn’t care about it at all?”

I encouraged him to affirm his friend’s musical gifts and desires. Peer support matters. I talked about his friend’s need to honor his dad even though he didn’t value this way his son was smart. I encouraged him to stand up for himself when he could, while still respecting his father.

This young man knew about my musical abilities and that they remained a hobby and joy for me and not a career pursuit. So, I talked about that. We talked about careers and how important it would be for this friend to find fulfillment and success even if he didn’t feel free to pursue music because of his dad’s opinion.

My heart was heavy and concentrating wasn’t easy. One of my goals in answering was that this young man would believe in his ability (or help his friend believe in his ability) even if the dad dismissed it. This was about identity and God’s choice in designing him/the friend. It was no small question.

Also, because I sensed that at least part of the question was about how this friend could connect with his dad, we talked about finding something they have in common and bonding over that. I suggested that as they did things together and had fun together, his friend wouldn’t feel as much pain from the sting of rejection. He had a strong reaction to this idea. I believe his pain was deep.

When our children don’t think we value how they are smart,

  • they may question whether we value them,
  • they may work to develop a skill they think we value, but resent it the entire time,
  • they may choose not to develop other gifts and talents because they feel hopeless,
  • they may reject how God made them smart,
  • they may question whether God did a good thing making them the way He did,
  • and, ….

What would you add?

What would you say to children you know who are concerned that their parents don’t value the way they’re smart

If I asked your children whether you value the way they’re smart, what might they say? What if I gave them a scale of 1-10 with 10 meaning “highly value”? What score might you get? What could you do to raise the score?

What if we had your children rate themselves? Do they “highly value” the way God made them smart or not? How can you talk about this with them? When will you?

Honoring Our Children Will Manifest Beauty in Exhilarating Ways

Sometimes I audibly gasp when reading Facebook posts. That happened last night as I read a post by my friend, Valerie, about her parenting journey and her 15-year-old daughter’s choice.

Learning about the 8 great ways kids are smart and other principles of honoring children has encouraged Valerie. I love teaching her – as I do so many of you – because she is open. I hope her words here speak to you. Yes, you!

From Valerie…

To my young mom friends: God has blessed me with three very different young women. We all get each other at times but we all think very differently. We argue differently, we praise differently, we study differently, we have different hobbies, different likes, different dislikes.

It has taken me a long time to realize that my kids don’t have to do it my way. In fact, their ways teach them faster, teach them more deeply, grow them better.

A few months ago Kaleigh came to us and asked if she could turn her linen closet into a prayer closet. To be honest, I didn’t know how much she would be in there –  but she spends hours each week in there – journaling, drawing, worshiping.

Last week, she asked if she could paint on the walls in her prayer closet. This goes against everything I am. “We don’t want to make a mess.” “You might spill paint on the floor.” “Do people really just paint on the walls, like with total freedom and without fear of failure?!?!” (My own issues.)

Well, after 3 hours, here is the result. She intends to paint over it one day, when she feels she needs a new picture – and start over.

Mom friends – I’m almost at the end of my “raising” times – and I am just finding the freedom to let them be who God made them to be. It’s exhilarating, inspiring and freeing.

Relax! Be An Encouragement To Your Teen

God generously created each of us with 8 Great Smarts. Helping children and teens understand they’re all smart in different ways has been invigorating for all of us at Celebrate Kids, Inc.

During the past few years, encouraging parents with this truth has been rich. I want them to know in the knowing of their knowing with a deep, unshakable confidence that children who struggle sometimes in school often have very successful lives. This is partly because all 8 smarts matter for life even if they don’t all matter in some school structures.

I wish more parents would relax. I wish they’d take the pressure off of kids to always earn straight A’s. I wish they’d let them play more and learn by doing. I wish teens would believe they can accomplish much good in the world even if they don’t graduate in the top 10% of their class. Absolutely!

So during this season of graduations, report cards, GPAs, and dreams of the future, I share this video with you. It will get you thinking. You may want to share it with discouraged teens. Bookmark it and watch it twice a year.

I want you to know in the knowing of your knowing with a deep, unshakable confidence that children who struggle can absolutely, positively leave the world a better place with their contributions. I want your children to know that, too!

Source: Time

God’s Wisdom & The “Logic Smart”

He approached me at our exhibit space like a lot of other parents. But, he didn’t want to talk about his children. Like often happens, my teaching about the 8 great smarts had affected him personally.

To make the point that the way children are smart can influence the way we present the gospel I had shared part of my story. Because I’m very logic smart, when I was young, I had many questions about God, church, and differences among churches.

When I was 19, at one of my many meetings with my pastor, he answered more of my questions, affirmed that it was okay to have questions, and shared what we learn about Jesus from Colossians 2:3:

“in whom are hidden all the treasures of wisdom and knowledge.”

That truth was a turning point for me. As I said in the seminar this dad attended, I needed God’s wisdom. At the time, I didn’t think I needed His love. So often people talk about God’s love. That’s understandable. Everyone needs love and God’s love is profound. Yet, it’s not the only thing that’s powerfully true about God.

He is also the wisdom we need. As a logic-smart person, it’s what I knew I needed. As an introvert deeply loved by an extended family, I thought I had enough love.

After trusting Christ as my Savior and Lord, I began to understand how much I needed God’s love and how much loving Him back would encourage me. But, love never would have been the initial draw to Christ for me.

I knew the gospel – Jesus died for my sin and rose from the dead. I believed that. Because I’m logic-smart, I wanted this to make sense. I wanted to be able to explain it to others. I sometimes say that faith is hard for logic-smart people because it can’t be easily explained. Knowing this about me, my pastor shared Colossians 2:3. He also taught me that the Holy Spirit would teach me and help me understand Scripture after I believed. That was the other missing piece for me.

This dad was encouraged to know he wasn’t alone in searching for answers. He admitted to sometimes doubting and being angry with himself for wanting to know more about things others just seemed to accept as truth. He appreciated being affirmed for wanting wisdom. He was validated and said he could now relax. That’s huge!

What about you? Do you know anyone for whom God’s wisdom would be important to talk with them about? Don’t delay.

“Smarts” Help Us Communicate In Life-Enriching Ways

All of us at Celebrate Kids believe so firmly in the value of conversation that we post a question worth asking children on our Facebook page every weekday. We also designed an app that publishes a question every day to ask children. For example, yesterday’s was “What’s one thing you learned in “science, health, history, art, etc.) today?” That question will most likely get more details from children than the more typical, “How was school?” and “What did you learn today?” And, if you know your children have art on Tuesdays and you remember to ask about art on Tuesdays, they’ll know you’re paying attention. That blesses children!

Further evidence that we know parents and kids need to talk is found in the subtitle of my book about technology’s influence on children’s beliefs and behaviors. It’s “Connecting With Our Kids in a Wireless World.”

As I wrote about in the last several blogs, children need parents to talk to so they can reap all the benefits possible from playtime and even from the technology we allow them to use. They also can learn skills through conversation.

If you haven’t read these blogs and would like to do so, here are the links:

Remembering to use the 8 great smarts doesn’t just help us play well with kids. They can also help our conversations go well. There are several things to consider when wanting to use your knowledge of multiple intelligences when talking with children:

  • Children will often talk more when involved in activities that are their strengths and that they enjoy. Rather than having serious conversations over meals or while just sitting with your children, try engaging them while they’re busy.
  • Children may be more willing to talk about the things they enjoy related to the smarts and then you can transition from those topics to other things you want to talk about.
  • Children may listen and talk more when you bond over your similar interests and abilities. You can tell stories about your past use of one of the smarts that one of your children is currently expressing an interest in. You can ask questions about how they do something that you do differently. Connections strengthen conversations.

And, of course, just talking about the smarts may keep the conversations going. Often starting with something children are familiar with and then transitioning to something you need to talk about works. For example:

  • Nature-smart children may want to talk with you about plants, animals, rocks, stars, wind, and any number of things relevant to nature. They also think with patterns so talking about the design of things can engage them.
  • Body-smart children will enjoy talking about their favorite sport, teams, and athletes that they may follow or watch on television. Or, maybe their body-smart ability is demonstrated through dance or acting. When that’s the case, talking about those things will be wise. They think with movement and touch so don’t expect them to engage deeply with you if they must sit still and keep their hands to themselves.
  • Self-smart children think with reflection so asking them questions and giving them time to think before expecting them to answer deeply is respectful. They may enjoy interacting with you most about deep subjects that interest them. Asking them about how they formed their opinion and the reasons they believe what they believe will connect you well.
  • People-smart children will engage over just about any topic as long as they get to listen and talk. That’s the key. Don’t lecture. Discuss because they think with other people so they need your input and reactions.
  • Logic-smart children may enjoy talking about new discoveries and research they’d love to do. They think with questions so asking and answering them are keys to successful conversations. Don’t just ask questions you want answers to. Make sure to ask questions they’ll want to answer.
  • Word-smart children can talk about books they read recently. They may be interested in hearing about yours. Talking about their favorite words can be fun. They think by reading, writing, speaking, and listening so using all four can be profitable.
  • Picture-smart children may want to talk about why their favorite color is their favorite, why they enjoy the art mediums they do, and something they want to do when they’re older that is related to their creative abilities. They think in pictures so speaking with rich adjectives and vivid verbs can help them pay attention. Allowing them to tell stories about the things they see in their minds is helpful.
  • Music-smart children will love to talk about their favorite musical group and their favorite style of music. They may want to listen to yours and talk with you about it. They think with rhythms and melodies so don’t be surprised if they make music by tapping their foot or rolling their fingers on the table while you talk.

When we talk with children about their smarts or consider their smarts when talking and listening, it shows them that we know them and we care who they are.

Talking matters. Remembering all 8 smarts can help everyone have deeper and more satisfying conversations. I hope that happens for you and your kids!

Did you enjoy Diana Waring’s creative videos about the smarts that I shared here on my blog in January, February, and March? Did you miss some or have you wished you could conveniently watch them over and over again? We have great news. You can buy a DVD of the videos right here.

Our “Smarts” Make Play Time Even More Enjoyable

In the last three blogs, I’ve promoted old-fashioned play time and talk time for many beneficial reasons. This means most of us need to use technology less. I’d love to know if anything I wrote inspired you to play more or talk more. I hope so!

If you haven’t read them and would like to do so, here are the links:

Understanding how your children are smart can make playing together easier. For example:

  • Nature-smart children may prefer playing outside. Investigating things outside will also feel like play to them. Because they think with patterns, they may also enjoy games that have categories and matching tasks.
  • Body-smart children may prefer large-motor play and sports that involve their whole body. Those with small-motor body-smart skills will enjoy building with blocks, digging in the sand, and even coloring.
  • Self-smart children may play more successfully with others when you tap into their people-smart abilities. They still may be quieter than some kids. That’s okay. They will often be content playing alone. Their other smarts will determine which types of activities they enjoy.
  • People-smart children may prefer activities that encourage them to purposefully interact with others. Games like charades and being on a team for a scavenger hunt may appeal to them.
  • Logic-smart children may enjoy challenges and puzzles. Games that engage their mind in problem-solving activities may be their favorites.
  • Word-smart children may enjoy games that use words and that depend on memory for details (e.g., Scrabble, Apples to Apples). No matter what they’re doing, they’re going to want to talk about it.
  • Picture-smart children may enjoy creative pursuits. They may want to dress up for tea parties and pretend to be pirates overtaking your house. They will also enjoy art activities and games that are visually appealing. Because the smarts never work alone, other strengths will influence choices. (This is true for all 8 smarts.) For instance, some picture-smart children will want to paint and color. Others will want to create with clay.
  • Music-smart children may enjoy singing, dancing, and making noise together. They may prefer to have music on in the background no matter how you’re playing with them.

Each chapter in my book, 8 Great Smarts, ends with a list of games children can play to awaken and strengthen the smarts. You may want to check out the lists.

Play matters. Remembering all 8 smarts can help everyone have more fun. I hope that happens for you and your kids!

Did you enjoy Diana Waring’s creative videos about the smarts that I shared here on my blog in January, February, and March? Did you miss some or have you wished you could conveniently watch them over and over again? We have great news. You can buy a DVD of the videos right here.