What Is Parenting?

Since infants are born with on 10% of their brains functioning, they need “parenting” to survive – and thrive”. Parenting is all about creating great environments and experiences during infancy, the
toddler stage, and especially through the mystical ages of 3-8, that promote healthy brain
development, anchored in the skills associated with resiliency.

Resiliency skills include social, emotional and cognitive skills, an optimistic temperament, and a
feeling of agency – control over one’s actions and the impacts they have on themselves and others
(self-care and empathy).

Research demonstrates that the tasks associated with parenting skills, anchored in building
resiliency has the greatest impact on the long-term health and well-being of children.
Unfortunately, much of the public discourse about “parenting” features commentary, views and
opinions built on the assumption that “parenting comes naturally”. So, take the advice of our
colleagues at the Parenting Research Centre in Melbourne, Australia – parenting skills can be
practiced, acquired, and intentionally improved.

The term “parenting” seems to indicate that it is the sole role of “Parents” to engage in parenting.
The parenting interactions of all the important adults in the lives of young children, however, are
vitally important in the development of great kids. It takes a village to raise a resilient child.

And, who are the other loving adults in the lives of kids – family members and the kind people in
the community who engage kids in multiple play-based learning opportunities, and the vitally
important preschool educators and kindergarten and primary school teachers.

Recently, parents, caregivers and educators faced major challenges in their professional and
personal lives. There has been a great deal of focus on mental health services for themselves, and
especially for children and youth in their care. The focus has tended to be on “Resilience” –
described most often as “bouncing back from distressing events”. “Don’t call me Resilient”,
however, has become a favourite media saying.

So, how do the adults in the lives of young children create play-based learning opportunities for
young kids? How do they model resiliency when they are experiencing all the symptoms of
“burnout” and how do kids actually learn how to acquire the skills associated with resiliency?
Resilient Kids Canada was founded to address those questions and so much more. We are all
about providing parents, caregivers and educators with the parenting insights, resources, and
tools that they need to guide the development of resilience in young children.
Visit Resilient Kids Canada’s website (https://resilientkidscan.org) and its Four Vital Learning
Zones;

 The Inspiration Zone:
 The Kids’ Zone;
 The Grown-Up; and,
 The Evidence Zone

The resources on our website provide plenty of opportunities to heed the recent
recommendations of the Canadian Paediatric Society to leverage often frequent screen time into
an opportunity for quality time with young children.
Spend time together with kids enjoying safe, high-quality online programs, and the great
outdoors, as opportunities to learn together how to develop skills associated with “Resilience”.
And, Resilient Kids Canada is here to help!

If you have any questions, just slip us a line at info@resilientkidscan.org and a member of our
Professional Advisory Council will provide you with the answers you need and were are happy to
do so!!

Jan Kasperski RN, MHSc, CHE, FCCHL (Cand.)
Founding President and Chief Executive Officer

Resilient Kids Canada