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‘Tell Me About When You Were Little’. Children and Storytelling – The Stories They Need to Hear

'Tell Me About When You Were Little'. Children and Storytelling - The Stories Your Children Want to Hear

Since the beginning of our time, we humans have told stories. We love hearing them and we love telling them. At the centre of our stories beats the heart of our shared humanity – the potential of us, the vulnerability of us, the fragility, strength and heroism of us. When we share our stories, we become a witness to the lessons, the adventures and the impact of our own lives. We teach, we learn and we make sense of our experiences.

For your children, your stories will unfold a beautiful and personal expansion of their world. You are the most important, most intriguing, most influential person in their lives. They want to know everything about you. They want to know about the person you were when you were little, the life you lived before them, the mistakes you’ve made, the adventures you’ve had, the risks you’ve taken, the people you’ve loved and the fights you’ve fought.

As they get older and move towards their teenage years, they will be looking for the stories you tell that make it safe for them to tell you their own. They will be looking for the stories that help to make sense of their own stumbles, confusion, messiness or chaos. You’ve been where they are before, and even though you would have done it differently, it’s very likely that you made the same mistakes, had the same fears, and wondered about the answers to the same questions. Within your stories is the information that can soothe them, lift them and encourage them. They can learn things from you that they can’t learn from anyone else on the planet.

More than anything else in the world, whatever their age, they want to hear the stories that let them see themselves through your eyes. Never will they feel more loved, more wanted, more extraordinary, braver, stronger and more able to reach full flight, than they will when they look at themselves through the eyes of someone who loves them the way you do.

Children and storytelling. The ones they’ll love you to tell.

The stories that already exist inside you have an extraordinary capacity to guide them and  and widen their world. Here are some of the stories they will want to hear.

The way the world was when you were little.

With every generation, the detail of the world changes but the themes tend to stay the same – families, relationships, friendships, fears, hope, fun. The way you experience these things might be different from the way your children will, but when you tell them the stories, there will be common threads. The most important parts of the human experience don’t change that much from generation to generation. We will be brought undone by the same things our parents and grandparents were, and the same things will still be important. Generally, it revolves around our hopes and fears and who we open our hearts to. What was important in your family? What trouble did you get into? What did you do for fun? What were some of the important rules in your family? How were the rules different to the ones in the family your child is growing up in? How was play different? What was the best thing about your childhood? What wasn’t so great? How was day to day life different? What were you good at? What did you want to be good at? What are some funny memories? What did you want to be when you grew up? Why? What did you do for the holidays? What were some family rituals? What was bedtime like for you? What was your favourite story?

Your misadventures. 

Kids, especially younger ones, see us as responsible, unbreakable, hardworking, compromising – you know how it goes. Of course they see us tired and cranky and chaotic too, but they will also see us as solid and sorted, at least when they are young. By telling your stories of misadventure, you are laying the path for them to tell you about theirs. You are making yourself approachable, and you’re letting them know it’s okay to stumble sometimes. By hearing about your mistakes, your vulnerabilities and your woolly decisions, they will be able to trust that you’ll ‘get it’ when they slip up too – which they will, you know they will.

The places you’ve seen and the things you’ve done.

It might not even have occurred to your little person that you have had a life outside of storybooks, bathtime and bedtime. For them, you have always existed as someone in relation to them.It will fascinate them to hear about the different things you did before you became the most important person in the world. 

The story of how you met their other parent.

The day you met their other parent was the day your child became a possibility. It’s the story of their beginning and they will love every detail. Where did you meet? How did you meet? How did you feel? What was it that made you want to get closer? What were you wearing? Kids love hearing about the world that existed before them. Whether you are still in love, or whether you have never actually been in love doesn’t matter. What’s important is that in this whole world of people, you found that one that would make your little person possible. Now, if that doesn’t show them how much the world needs them. 

The day you found out about them.

Whether it was the day you found out about the pregnancy, the adoption, or that there was someone important who needed a family, they will love hearing about the moment your world started to change because of them.  

The day they were born.

Tell the story of the day they arrived and turned your world upside down and right way up. Talk to them about the conversations, the feelings, the anticipation, the weather that day, the phone calls, the visitors, the people who helped them into the world, the big news of that day, and what happened the moment you first saw them, touched them or held them. They will love hearing about what a big deal their entrance was, and how many people, places and things had to be organised to make sure they made it.

Their firsts – steps, words, tantrums.

They will love hearing how a single step or a one-syllable word made your day, or how a fully charged tantrum in public almost broke it. 

Your own firsts – first day at school, first job, first relationship, first day out of home. 

Because once upon a time there were big beginnings for you too. 

Your clearest memories of them – the good, the bad, and the shockers.

Tell them the stories of the detail of their lives they may not remember.  Children and teens will nurture strong feelings in us every day. Sometimes those feelings will be glorious, sometimes warm and sometimes they will make us tilt with pride. Sometimes those feelings will be forgettable – fury, bewilderment, chaos. It takes all feelings to make a life. The times they pressed against your patience the most are the stories that will be gold one day. Within every struggle you have had with them, there will be ribbons of their personality that you will be proud of, whether it’s their strong will, their sense of adventure, their curiosity, their ‘keen sense of justice’, tenacity, or their capacity to argue the legs of a chair when they believe in something enough.

And finally …

Your own stories will teach them the lessons, in the incidental, beautiful way that only stories can do. Let them be wide-eyed and curious and explore a different side of you, themselves, and your relationship with them.

16 Comments

John

I am somewhat selective to what stories I tell my teenage girl and boy. I was told by a co-worker of mine, “don’t tell them the bad stuff or rule breaking that you may have done, your kids may want to outdo you”. He believed that is what spurned his boys bad behavior…. Thoughts?

Reply
Karen - Hey Sigmund

It’s always important to be careful with what we share. It depends on their age and the type of kids they are. Nobody knows your child like you do. One of the best ways to teach kids important lessons is through stories. They will learn the lesson quicker through the stories and lessons we share with them than through preaching or lecturing.

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Kate

Love this article, so many great ideas to tell your own life story to your children, thank you!

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Sara

These are great ideas for grandparents, aunts, and uncles too! My oldest granddaughter loves to hear stories about when her mom was little. Lovely post.

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Mary A

thanks for the great article. It is wonderful to provide these details to your children’s understanding of you. It is even more beneficial for surviving parents to tell these stories about a deceased parent. These details fatten up the children’s memories and provides more threads of connection to their deceased parent. Sadly their time together with their parent who died was cut short so its great to add some memories and details even if they are once removed Another great story is “How we picked your name. “

Reply
Hey Sigmund

Thanks Mary. This is so true and beautifully said. And I love your story idea – ‘How we picked your name’ – another great story for them to hear.

Reply
Jo

Your articles always make me smile. Showing kindness to others is the best medicine for living a happy life. I wish I could bottle your wisdom and then fly around like a fairy in a children’s storybook and sprinkle a little on everyone….

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LaTwana

I so remember asking my mother these questions. Or even being in turned when she talked about the past.

Reply
Hey Sigmund

Same! Even all these years later I still have such clear memories of the stories my parents told me, and how ‘alive’ they were when they told them.

Reply
Meg

Thank you Karen, this piece reminds me of a simple, fun way to connect with my kids. I love your suggestions and can’t wait to share with my kids. Thank you x

Reply
Hey Sigmund

Thanks Meg. It’s so often the simplest things that they love isn’t it, and anything that gives them special time with you x

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Their calm and courage starts with ours.

This doesn’t mean we have to feel calm or brave. The truth is that when a young person is anxious, angry, or overwhelmed, we probably won’t feel calm or brave.

Where you can, tap into that part of you that knows they are safe enough and that they are capable of being brave enough. Then breathe. 

Breathing calms our nervous system so theirs can settle alongside. 

This is co-regulation. It lets them borrow our calm when theirs is feeling out of reach for a while. Breathe and be with.

This is how calm is caught.

Now for the brave: Rather than avoiding the brave, important, growthful things they need to do, as long as they are safe, comfort them through it.

This takes courage. Of course you’ll want to protect them from anything that feels tough or uncomfortable, but as long as they are safe, we don’t need to.

This is how we give them the experience they need to trust their capacity to do hard things, even when they are anxious.

This is how we build their brave - gently, lovingly, one tiny brave step after another. 

Courage isn’t about being fearless - but about trusting they can do hard things when they feel anxious about it. This will take time and lots of experience. So first, we support them through the experience of anxiety by leading, calmly, bravely through the storm.

Because courage isn’t the absence of anxiety.

It’s moving forward, with support, until confidence catches up.♥️
‘Making sure they aren’t alone in it’ means making sure we, or another adult, helps them feel seen, safe, and cared as they move towards the brave, meaningful, growthful thing.❤️
Children will look to their closest adult - a parent, a teacher, a grandparent, an aunt, an uncle - for signs of safety and signs of danger.

What the parent believes, the child will follow, for better or worse.

Anxiety doesn’t mean they aren’t safe or capable. It means they don’t feel safe or capable enough yet.

As long as they are safe, this is where they need to borrow our calm and certainty until they can find their own. 

The questions to ask are, ‘Do I believe they are safe and cared for here?’ ‘Do I believe they are capable?’

It’s okay if your answer is no to either of these. We aren’t meant to feel safe handing our kiddos over to every situation or to any adult.

But if the answer is no, that’s where the work is.

What do you need to know they are safe and cared for? What changes need to be made? What can help you feel more certain? Is their discomfort from something unsafe or from something growthful? What needs to happen to know they are capable of this?

This can be so tricky for parents as it isn’t always clear. Are they anxious because this is new or because it’s unsafe?

As long as they are relationally safe (or have an adult working towards this) and their bodies feel safe, the work is to believe in them enough for them to believe it too - to handle our very understandable distress at their distress, make space for their distress, and show them we believe in them by what we do next: support avoidance or brave behaviour.

As long as they are safe, we don’t need to get rid of their anxiety or big feelings. Lovingly make space for those feelings AND brave behaviour. They can feel anxious and do brave. 

‘I know this feels big. Bring all your feelings to me. I can look after you through all of it. And yes, this is happening. I know you can do this. We’ll do it together.’

But we have to be kind and patient with ourselves too. The same instinct that makes you a wonderful parent - the attachment instinct - might send your ‘they’re not safe’ radar into overdrive. 

Talk to their adults at school, talk to them, get the info you need to feel certain enough, and trust they are safe, and capable enough, even when anxiety (theirs and yours) is saying no.❤️
Anxiety in kids is tough for everyone - kids and the adults who care about them.

It’s awful for them and confusing for us. Do we move them forward? Hold them back? Is this growing them? Hurting them?

As long as they are safe - as long as they feel cared for through it and their bodies feel okay - anxiety doesn’t mean something is wrong. 
It also doesn’t mean they aren’t capable.

It means there is a gap: ‘I want to, but I don’t know that I’ll be okay.’

As long as they are safe, they don’t need to avoid the situation. They need to keep going, with support, so they can gather the evidence they need. This might take time and lots of experiences.

The brain will always abandon the ‘I want to,’ in any situation that doesn’t have enough evidence - yet - that they’re safe.

Here’s the problem. If we support avoidance of safe situations, the brain doesn’t get the experience it needs to know the difference between hard, growthful things (like school, exams, driving tests, setting boundaries, job interviews, new friendships) and dangerous things. 

It takes time and lots of experience to be able to handle the discomfort of anxiety - and all hard, important, growthful things will come with anxiety.

The work for us isn’t to hold them back from safe situations (even though we’ll want to) but to help them feel supported through the anxiety.

This is part of helping them gather the evidence their brains and bodies need to know they can feel safe and do hard things, even when they are anxious.

Think of the space between comfortable (before the growthful thing) and ‘I’ve done the important, growthful thing,’ as ‘the brave space’. 

But it never feels brave. It feels like anxious, nervous, stressed, scared, awkward, clumsy. It’s all brave - because that’s what anxiety is. It’s handling the discomfort of the brave space while they inch toward the important thing.

Any experience in the brave space matters. Even if it’s just little steps at a time. Why? Because this is where they learn that they don’t need to be scared of anxiety when they’re heading towards something important. As long as they are safe, the anxiety of the brave space won’t hurt them. It will grow them.❤️
In the first few days or weeks of school, feelings might get big. This might happen before school (the anticipation) or after school (when their nervous systems reach capacity).

As long as they are safe (relationally, physiologically) their anxiety is normal and understandable and we don’t need to ‘fix’ it or rush them through it. 

They’re doing something big, something brave. Their brains and bodies will be searching for the familiar in the unfamiliar. They’re getting to know new routines, spaces, people. It’s a lot! Feeling safe in that might take time. But feeling safe and being safe are different. 

We don’t need to stop their anxiety or rush them through it. Our work is to help them move with it. Because when they feel anxious, and get safely through the other side of that anxiety, they learn something so important: they learn they can do hard things - even when they feel like they don’t have what it takes, they can do hard things. We know this about them already, but they’ll need experience in safe, caring environments, little by little, to know this for themselves.

Help them move through it by letting them know that all their feelings are safe with you, that their feelings make sense, and at the end of the day, let those feelings do what they need to. If they need to burst out of them like a little meteor shower, that’s okay. Maybe they’ll need to talk, or not, or cry, or get loud, or play, or be still, or messy for a while. That’s okay. It’s a nervous system at capacity looking for the release valve. It’s not a bad child. It’s never that. 

Tomorrow might be tricker, and the next day trickier, until their brains and bodies get enough experience that this is okay.

As long as they are safe, and they get there, it all counts. It’s all brave. It’s all enough.❤️