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Parade Time; St. Patrick’s Day PlansMarch 12, 2026Homepage Display / Quality TimeIn Ireland, the St. Patrick’s Day parade is imprinted as deeply on our memories of childhood festivities and celebrations almost as much as Christmas. Whether we had to wear tricolour jumpers knitted by our grannies or proudly display our harp badges, there was an inevitable excitement about the parade. Having a day off school also lent a certain positivity to the day. Like all holidays, St. Patrick’s Day seems to get bigger every year, particularly among advertisers. Most of the high street shops sell green, shamrock-covered clothes and accessories and certain fast food chains bring out a green milkshake for its annual appearance. The parade then becomes more about the buying than the celebration, material things over experiences. So this year, as parents, let’s make an effort to really make the day a family event that will generate happy memories for years to come.
In the lead up to the day, you could encourage your child to make her own banner, flag or t-shirt. In addition to being an activity that you can both enjoy together, it will also teach your child that things don’t always have to be disposable. Sure, they could buy a flag at the parade- which will probably be binned pretty soon afterwards- or you sew or paint one together that could be displayed somewhere at home later. It also provides a lesson on recycling, which is ‘going green’ in its truest sense!
The City Centre becomes incredibly crowded on St. Patrick’s Day, which can cause a little anxiety. With younger children, you could turn the annoyance of picking your viewing spot into a game. For example, agree beforehand that you will turn left every time you see someone with dyed green hair and see where you end up. They’ll be happily distracted and you can move through a crowd quicker. Keep safety in mind as well. With older children, agree ‘safe spots’ in advance so, in the event of being separated, you all go immediately to that spot.
Fast food restaurants tend to be over-crowded after the parade, with long queues and waiting times. If you prepare a small picnic that morning, you can head to one of the city centre parks, sit on your homemade flags and enjoy a hassle-free and healthier lunch. Your own green smoothies or milkshakes will taste a lot better when you haven’t had to stand in line for an hour to get them!
If you think the crowds will be too much for your little ones, you can always embrace the celebrations and community spirit at your local parade as St. Patrick’s Day festivities take to the streets in towns and villages throughout County Limerick. 10 county parades are taking place this year in Abbeyfeale, Adare, Askeaton, Ballylanders, Bruff, Castleconnell, Kilfinance, Kilmallock, Mountcollins and Rathkeale.
For more information about St Patrick’s Weekend in Limerick, including the parade route, the county parade start times and family fund events over the weekend, go to www.limerick.ie/stpatricksfestival
This article was contributed by a member of Limerick. Parenting Limerick is a network of parenting and family support organisations. [...]
Top tips for ‘sleepover’ territoryMarch 4, 2026Homepage Display / Middle ChildhoodFrom around the age of five or six, children can become quite obsessed with the idea of sleepovers. It’s the fantasy of late nights in a different house with their best friend, coupled with a sudden sense of being independent. There are a few tips that might make talking about / preparing for sleepovers easier:
· Remember that YOU are in charge. If you are uncomfortable with your child not being at home for a night, explain to them that it is something they can do when they are older.
· Don’t let your fear of upsetting your child outweigh your own feeling of discomfort – if you don’t want them staying overnight at a friend’s house, then they don’t do it.
· If you are happy to let them stay over, help them to prepare. Remind them that their nightly routine (brushing teeth, going to the loo before bed etc.) will still happen, just in a different house.
· Reassure your child that they can call you at any stage in the night if they are upset or scared and make sure that same message comes from the parents having them over.
· Be prepared for crankiness the next day, because of a late night and early morning.
· Try to keep sleepovers to a minimum so that they are a treat and so disruption to your child’s sleeping pattern doesn’t become a regular event. [...]
Understanding NeurodiversityFebruary 25, 2026AbilityAs parents, we often compare our children to others, for example, milestones, behaviour, school progress, friendships. But what happens when your child experiences the world differently? When routines feel like they are essential, emotions seem bigger, or sensory experiences feel overwhelming?
For many families, this can lead to confusion, worry, and sometimes self-doubt. Parents may sometimes wonder: Am I doing something wrong? or Why is this so hard?
It is important for parents with similar experiences to know that they are not alone or doing anything wrong.
Neurodivergence is a term used to describe the natural differences in how the brain works. It includes conditions such as autism (ASD), ADHD, dyslexia, dyspraxia, and other developmental differences. However, instead of seeing these differences as deficits, the neuro-affirmative perspective encourages us to recognise both challenges and strengths that come with these differences.
Children who are neurodivergent may communicate, learn, socialise, or regulate their emotions in ways that differ from societal norms. It is important to recognise that this doesn’t mean something is “broken.” It simply means their brain processes the world differently.
For example, autistic children may prefer routines because predictability helps to reduce anxiety. They may experience sensory input such as noise, textures, lights more intensely or may be under sensitive to them. Some may communicate verbally, while others may depend on gestures or visual supports to communicate. Social situations may also feel challenging as some autistic children find it difficult to understand social cues and rules. However, it is important to note that autistic children often do want connection and friendships, even if they find social situations confusing or exhausting.
Children with ADHD, on the other hand, may struggle with attention, organisation, and impulse control. Parents might notice difficulties with homework, transitions, bedtime routines, or emotional outbursts. What many parents may not realise is that behaviours that look like “not listening,” “laziness,” or “defiance” are often linked to differences in the brain that affect regulation, attention, or sensory processing. Reframing these behaviours from “my child won’t” to “can’t yet” can transform how we respond to our children and how they see themselves.
Another key message is the importance of protecting self-esteem. Neurodivergent children often receive more correction than their peers, which can affect their confidence over time. Noticing their effort, celebrating their small wins, and avoiding shame-based language can make a significant difference.
Practical strategies can also be helpful supports. Using visual schedules, breaking tasks into smaller steps, preparing children for changes in advance, and supporting emotional regulation through calm connection are all approaches that can reduce stress for both the parent and child.
As with parenting any child, parenting a neurodivergent child can be deeply meaningful, while also bringing moments that feel intense, demanding, or overwhelming. Having the right information and support can make a significant difference.
This article was written by Diekololaoluwa Amujo, Psychology Assistant with the HSE Primary Care Child and Family Service, Limerick. This service is a member of Parenting Limerick. [...]
Reasonable expectations: Your key parenting toolFebruary 25, 2026Home Life / Homepage DisplayParenting comes with its more-than-fair share of worrying. Are my children eating healthily? Should I be worried that my teenager has stopped talking to me? Do my children know just how much they are loved? The list is endless. What is really important is knowing the difference between what you, as a parent, can control and what you can’t. The key to this is trying to keep your expectations within reasonable boundaries.
Take babies, for example. They need nourishment and nurturing so we need to keep them fed, warm, clean and loved. Sometimes though, between the images we are swamped with on social media and marketing campaigns that equate bigger spends with better parenting, we lose sight of how basic those needs are. ‘Baby essentials’ seem to include monitor alarms that can work in space and bath toys that will increase your baby’s IQ. We all get caught up in it! The trick is to stand back and think about what suits you, your parenting style and your budget. Work within that framework and you will be meeting the most important expectations – your own. Interrupted sleep and a whole new routine are enough to get your head around. Don’t waste precious energy worrying that you forgot to take a photo of your baby beside his one month milestone card. Parenting happens outside and beyond those Instagram moments.
Try to apply the concept of reasonable expectations to the majority of your parenting tasks. This is particularly relevant if you have more than one child. Ever notice how frustrated you get when your second child doesn’t do the same thing your first did at a particular age? ‘I can’t understand it, his older brother was trained a year at this stage’ or ‘your sister’s room is always tidy, why is yours always a mess?’ Bear in mind that your children are individuals, each with their own way of feeling and behaving. If you set standard expectations, you are only increasing your own stress levels. You can’t make something happen just by willing it so take the time to explain to your child why you are asking them to do something. If trying to talk to your teenager ends up in rows, explain to them that your job is to make sure they are safe and happy. You may only get a grunt in return but it’s more than you started with!
Parenting is a daily learning process and it’s all about trial and error. The trick is managing your expectations and celebrating the little wins along the way.
This article was contributed by a member of Parenting Limerick. [...]
Sensory NeedsFebruary 23, 2026Home Life / Homepage DisplayMany parents will recognise the moment when their child covers their ears in a noisy shop, refuses certain clothes, or seems unable to sit still. These moments can be worrying or frustrating, particularly when it’s hard to understand what’s driving the behaviour. Often, though, these reactions are linked to how a child processes sensory information.
Sensory processing is simply the way the brain makes sense of what is happening around and inside us. Along with the well-known senses such as sight, sound and touch, children also rely on internal systems that help with balance, movement and body awareness. When these systems are working differently, everyday experiences can feel overwhelming or, at times, not stimulating enough.
Some children are particularly sensitive to sensory input. They may find bright lights, loud noises or certain food textures difficult to tolerate. Other children seem to need more sensory input and are constantly moving, touching or seeking activity. Many children move between these two patterns depending on the situation, their energy levels, or how their day has been going.
Sensory needs are closely connected to emotions and behaviour. When a child becomes upset or dysregulated, it is rarely “out of the blue”. More often, something in their environment or in their body has become too much. When parents begin to look at behaviour as a form of communication, it can change how these moments feel. Instead of asking, “How do I stop this?”, it can help to ask, “What might my child be struggling with right now?”
There are lots of practical ways parents can support sensory regulation at home. Activities that involve pushing, pulling or carrying can be especially helpful in helping children feel more settled. This might include carrying shopping bags, helping with gardening, doing animal walks, or moving toys or books. Regular movement, outdoor play and chances to burn off energy can also make a big difference to mood and attention.
Routine and predictability are just as important. Clear daily structures help children know what to expect and reduce anxiety. Small changes, such as lowering background noise, limiting clutter, or creating a quiet space where a child can take a break, can help prevent overwhelm before it builds.
Parents also play a key role in helping children manage big emotions. Children learn how to regulate themselves by watching the adults around them. Staying calm, getting down to your child’s level, using simple language and naming feelings can help a child feel understood and supported in difficult moments.
Finally, it’s worth remembering that supporting a child’s sensory needs can be tiring. Parents need care and support too. Looking after your own wellbeing is not selfish — it helps you stay regulated and better able to support your child. With patience, understanding and a few practical adjustments, families can create environments where children feel calmer, safer and more confident in everyday life.
This article was written by Claire Bennett, Psychology Assistant with the HSE Primary Care Child and Family Service, Limerick. This service is a member of Parenting Limerick. [...]
Up Snakes and Down Ladders!February 20, 2026Homepage Display / Quality TimeIt might surprise you to know that playing board games provide numerous benefits for our children. Board games make learning fun because children don’t even realise they are learning. Younger children can learn about colours, shapes, patterns, and maths and as many games involve moving pieces around the board, hand eye coordination benefits too. Patience, waiting, turn taking and team work are all skills that children get to practice and master playing board games. Language develops, not just from the vocabulary and spelling involved in the game but from reading the instructions or game cards and more importantly from the chats we have while playing together. Who knew spelling could be fun? Try a game of Scrabble with your children and see how learning and fun fit snuggly together.
For older children we know strategy games have a positive impact on the development of the frontal lobe of their brains. Playing games improves memory, cognitive and communication skills. The planning, organising, remembering information, strategic thinking, problem solving and decision making involved in games are skills that can be applied throughout life. Children gain information about real life from games that involve factual information. They get insight into how other people think or see the world.
Playing games together gives parents the opportunity to model, coach and encourage the social skills and behaviours that will make everyday life easier and have a benefit throughout your child’s life. Notice and praise the behaviours you want to see more of such as staying calm when frustrated and waiting patiently.
Board games can help children to get along better as they have structure and rules. Structured games can be an asset for children that have difficulty playing with or beside another child. Everyone has a turn and generally there is a specific way to do things. But remember games are fun and you can shake thing up by changing some of the rules. Our family always played Up Snakes and Down Ladders because there was a long snake’s head at 99 and no one wanted to almost win and land right back at the bottom of the board. Children under the age of 7 years are not developmentally ready to understand game rules so keep it simple when young children are playing.
Although games by their nature are competitive, board games also require us to cooperate and this builds a sense of connection that brings families together. As you play, you chat, share ideas and opinions and build family bonds. Often things get discussed and decided that may have proven difficult in other family settings. All players are equal and parents are not in charge so children get to see their parents in a new light creating a different balance. Playing together creates a relaxed fun atmosphere that encourages communication and builds trust that lasts beyond the end of the game. The fun we have together laughing and joking causes our bodies to release chemicals known as endorphins, the happy hormones that lowers our blood pressure and reduces stress. Research tells us that positive feelings and thoughts can boost our immune system which is something we all really need at the moment.
Avoiding interruptions and having no screens, TV or phones can help keep all of us focused on the game! Sticking with it until the end lengthens children’s attention span and they learn to stay at things that are enjoyable but can also be difficult and disappointing. If children are not used to playing board games start small with short, easy games. Save the ones that can go on longer, like Monopoly, until you have all adjusted to playing together. Monopoly, one of my childhood regulars gave great enjoyment but also caused some family disagreement because my brother, always the banker, embezzled! Interestingly, he became an accountant so perhaps playing a financial based game contributed to his adult career. This Christmas, like many other families, we were apart so I sent him the Limerick version of Monopoly as a reminder of past family times. Although I did include a note for my nephew suggesting they never allow Dad to be the banker!
Some children and even some adults have difficulty loosing! Games help you coach your child’s coping skills and their ability to manage their disappointment when things don’t go their way. Be careful not to fall into the trap of always letting your child win. They soon see through this and it denies them the chance to learn from small failures. Better to praise their efforts and help them learn ways to succeed the next time you play. Encourage them to congratulate the winner and praise their efforts bearing in mind that loosing is a skill we all struggle with.
Remember most games benefit from the occasional treat. Bringing some sharing food to the table is enjoyable and helps limit distractions. Popcorn or a pizza to share fit the bill nicely. Consider setting a regular slot for your family game night making it a ritual and giving you all the chance to share each other’s company. Playing board games together is fun and can have a positive impact on the wellbeing of your entire family.
This article was contributed by Tusla PPFS, a member of Parenting Limerick. Parenting Limerick is a network of parenting and family support organisations. [...]
Helping Your Child Manage Big EmotionsJanuary 22, 2026Homepage Display / Infants & Babies / Middle Childhood / Pre-School AgeEmotion regulation involves recognising emotions, understanding them, and using helpful strategies to cope effectively, especially in challenging situations. For children, learning to regulate emotions is important for developing social skills, managing frustration, and navigating complex situations. Children experience a range of emotions, from infancy through to adolescence, as they learn to understand themselves and the world around them. Parents and caregivers play an important role in helping children to navigate and manage their emotions.
To understand how children and young people develop the ability to regulate their emotions it is important to consider brain development. The brain undergoes significant development during childhood and this continues into adulthood. Different parts of the brain mature at different rates. The part of the brain that helps control impulses, manage emotions and plan responses is one of the last parts to fully mature. Children and young people can often struggle with impulse control, emotional regulation and understanding consequences. Remember, children are learning to manage big feelings and, like any skill they learn, they need our help and support to do so.
When children experience big emotions they experience physical changes in their bodies and their ability to think is also impacted. Often our tendency, in these moments, is to try to talk to our children, to fix things or problem solve. However, when they are feeling overwhelmed they are not able to do this and might not even be able to process what we say. There will be time for talking and problem solving later, but in the moment of a big emotion what our children need from us is our calming presence to help them understand their emotion and calm their nervous system. Our ability to be present with our children when they experience an emotion will help them, over time, to learn to manage emotions in a helpful way. When we can understand what is happening for our children we can approach emotional outbursts with empathy and support. This is called co-regulation.
Co-regulation is a process where children can develop the ability to manage big emotions and sensations through connection and nurturing with their caregivers. A warm and responsive relationship is the first step to co-regulation. Showing your child affection, taking an interest in them and their interests and ensuring lots of positive time together can all help support the parent-child relationship. Children also need to feel safe and secure in the world, and structure, limits and rules let them know that there is someone in charge and that they are safe. Ensuring consistent and predictable routines and structure is important. Having clear rules, boundaries and expectations, managed in a calm and kind way, is also vital.
Modelling emotions and labelling emotions in your child and others can help them to begin to put language on what they are feeling. It is important to model and practice calming strategies and helpful behaviours for managing emotions (not just during times of a big emotion). When your child does experience a big emotion remember they are having a hard time, respond with patience and empathy, use a calm tone, validate their emotions and set limits on unhelpful behaviours.
To effectively respond to big emotions the caregiver needs to remain calm. Some parents may find it easier to support their child with some emotions over others, and this can be different for each person. Being aware and conscious of what emotions you find harder to deal with can help you to respond to these big feelings in a different way.
Through patience, empathy, and effective guidance, parents play a pivotal role in helping their children develop the emotional regulation skills. By staying attuned to your child’s emotional needs and guiding them through emotional regulation, you help them develop the skills they will need to navigate life’s challenges.
Top Tips
Here are some simple strategies that can support both you and your child when big emotions take over:
1. Start with empathy: Stay non-judgemental, those feelings are very real for your child, even if they may seem small to you.
2. Give space while staying present. Step back if your child needs it but remain close and available. Your child may still seek a hug or reassurance.
3. Use fewer words. Avoid arguing or negotiating. Calm, simple phrases like “kind hands” or “kind words” work best.
4. Stay regulated yourself. Slow breathing can help you stay calm and support your child to calm too.
5. Remember emotions pass. Big feelings rise, peak, and eventually settle, even when it doesn’t feel that way at the time.
This article was contributed by the Primary Care Child and Family Psychology Service, a member of Parenting Limerick. [...]
Welcome 2021 as A ‘Good Enough’ ParentJanuary 9, 2026Homepage Display / Quality TimeWelcome 2026 as A ‘Good Enough’ Parent
Now that Christmas is over thoughts have turned to New Year resolutions. While pledges around healthier eating, starting savings accounts and getting more organised seem to top the polls, the energy behind them often dwindle as the dark days of January come and go. There are some new habits that are a lot easier to maintain than enthusiasm for your new gym membership – habits that involve your mind set. Think about who you are as a parent/care giver and maybe start to think about little tweaks that you could make that would result in a happier and more confident you.
There are two major areas of worry in parenthood; the constant worry about your child, twinned with the anxiety about whether you’re doing a good job. Will that time I really lost my cool be etched on to my son’s memory forever? Am I setting the right example for my teenage daughter around diet and body image? Will my children always remember that I forgot to buy Christmas pyjamas for the Toy Show? As parents, we always seem to find a stick to beat ourselves with! What we really need to focus on, however, is what we are good at. We need to bear in mind that fact that the perfect parent is a myth. Every parent does wonderful things for and with their children, and every parent drops the ball from time to time. Not only does that make us human but it models to our children that mistakes are ok. It lets them see that perfection is a fallacy and that doing your best – being good enough – is what matters.
Changing how we think takes practice. Research tells us that a new habit takes between 21 and 60 days to really become a regular part of our lives. Start small. You might want to spend some more quality time with your child, for example, so this would involve a change to both of your routines. Maybe you could start to take a walk together two evenings a week after dinner and let it just become a part of your weekly routine from January onwards. Find yourself overwhelmed with weekly meal planning and shopping? You could include the whole family. On Saturday morning you could all decide on the ‘menu’ for the week, which includes one favourite meal for each one of you. Your children feel included and heard, and you don’t have to give so much head space to the age old ‘what will I do for dinner’ dilemma?
Let 2026 be the year where you accept and congratulate yourself for being a good enough parent….because good enough is exactly what your child needs.
This article was by a member of Parenting Limerick, a network of parenting and family support organisations. [...]
Staying Healthy and Active as a FamilyJanuary 2, 2026Health & Welbeing / Homepage DisplayGetting healthy and active can be a great way to have fun together and improve the health of all the family.
If your child hasn’t been very active, start slowly with bursts of 15 to 30 minutes. Add activities over time until they reach the goal of at least 60 minutes a day.
Build activity into your daily routine—walk to school or the local shop, run up the stairs, play together in the garden or a nearby green.
Free play is just as important as structured activity. Running around the park, cycling, kicking a ball in the garden all count.
Kids love a challenge – setting them a task is a great way to get them active and keep them focused. For example, ask them: ‘How many skips can you do in a minute?’
Don’t let the rain or dark nights spoil the fun—grab the rain gear and set out on an adventure. Or, set up an obstacle course in the hallway—jump over couch cushions, weave through toy trucks, lift a book three times, etc. Your heart beat will be up and you will all be laughing.
Provided by ABC Start Right [...]
Families Getting Active TogetherJanuary 2, 2026Health & Welbeing / Homepage DisplayAs parents we would all like to see our children grow up to be as happy and healthy as they can possibly be. We want them to do well in school, have friends and grow up to be strong and confident individuals. One way we can do this is to encourage our children to do at least 20-30 minutes of exercise/physical activity every day. Getting involved in some of these activities with our children not only increases the bond we have with our children, but will also help them develop the habit of exercising as they get older.
There are many benefits associated with regular exercise for children. Children who exercise regularly will continue to exercise as adults. Regular exercise will also maintain strong muscles, bones and joints as well as helping to maintain a healthy body weight. Children who engage in regular activity do better in school, have better self esteem and have less instances of anxiety or depression. Also exercise can improve both the quality and quantity of your child’s sleep as well as helping to prevent or delay the development of many diseases such as Heart Disease, Diabetes and Obesity. Who wouldn’t want all of this for their children?
Exercise or physical activity can take on many different forms. It’s not all about going to the gym, lifting weights and running on treadmills. How many of us honestly have the time to do this? You can exercise with your children pretty much anywhere. It doesn’t mean that you have to sign your children up to gyms or sports clubs or buy expensive equipment. Walk briskly with them to the shop instead of taking the car. Go for a run around the block or organise some physical activity in the garden at home. The important thing is that you do it together, so that your child is getting the all the health benefits associated with exercise. You get to spend more quality time with your child and your child is learning healthy habits from you.
Children are never too young to start learning healthy habits from you. If you are going for a jog bring the baby with you in the stroller! Exercising at home? Include your child and get them to count your push ups or sits ups etc. Older children could be encouraged to participate in your activities with you. Take them on the cycle with you or if your cycle is too long, work it so that your child can either start or finish with you. The same can be said for walking, running and swimming. With a little bit of forward planning you can actively engage your child into your own exercise routine.
If you are looking to get more active with your family (or just on your own), the Limerick Sports Partnership offers a range of programmes and supports to help you get started.
Provided by Liam Cantwell “Limerick Sports Partnership” www.limerickcitysports.ie [...]
Sharing Family Traditions & Heritage With Our ChildrenDecember 16, 2025Homepage Display / Quality TimeRoasting chestnuts on an open fire, decking the halls with boughs of holly, kissing under the mistletoe, cuddling up for stories and hot chocolate in the glow of the fire and the twinkle of the Christmas lights are just some Christmas traditions and rituals carried out by many. Sharing these rituals and traditions with our children can really add an extra sparkle to what is already a magical time for them. This year Christmas will be different in a variety of ways however for many families the most significant difference will be in who we can spend the holiday period with. Gathering together with family and friends will have its challenges whether they live in the next street, the next county or indeed in a different country! So embracing as many of our traditions as possible will be all the more important.
For children, participating in family traditions enhances their sense of belonging and really makes them feel like they are a part of something very special. You may not think your family history is fascinating but your child will. The decisions made in the past contribute to the people we are today and the holidays are an opportunity to enrich your child’s life with stories, memories and anecdotes from your childhood and indeed the lives lived by your parents and grandparents. If you are lucky enough to still have grandparent or even great grandparents in your lives then make time for their stories and tales to be shared with your children. All the better if this can be in person but stories can be shared over the internet, in letters or just chatting about your memories.
People have been moving to different parts of the country and the world for generations so it stands to reason that children will find their family history interesting. Maybe there was a famous person in their family or perhaps someone took part in an important historical event or maybe their great aunt was famous for making big splashes jumping in puddles!
The stories and memories shared over the Christmas holidays can form part of your family tree. Think of using some of the time available to work on a family tree with your children. Gather old photos and label who is in each snap. When you look at old photographs share special memories. Tell your children all about the other people in the pictures. Add all the information you have about what family members did, liked and who they loved! Each generation is made up of the previous generation’s efforts, failures, successes, travels, struggles and accomplishments. Our history helps us be who we are today. Maybe start a new photo album or scrapbook with your children and explain that they will have this to share with their children in years to come.
Cooking and sharing food is such an important part of Christmas and cooking with your children is another way to celebrate your family heritage. Cook some recipes from your past and share with them the stories behind them as you do. Remember to also cook present day family favourites as these dishes will be the heritage of the future generations of your family.
Sing an old song, teach them to play a tune or curl up and read a favourite book from your childhood to them. It can be easy to take your history for granted and we can often assume that our children understand why we value a particular item or activity. It is so important that we talk to our children and share the stories behind our traditions. Why is one song so important to your family and not to your neighbour’s family? Your heritage and traditions illustrate the importance and meaning of family. Remember each family has their own. What are yours? Will you share them?
Top Tips for Sharing Family Traditions
Sharing family rituals and traditions with our children is important.
Participating in family traditions enhances our children’s sense of belonging.
Most children are fascinated by their family history and love hearing about their parents or grandparents childhood.
Encourage grandparents and other relative to share their stories and when face to face isn’t possible use letters, phone calls, recorded messages and online contact for sharing.
Great if family story involves being part of an important historical even but remember it is the small, simple facts that count such as a favourite book or song.
Spend time with your children looking at old photographs, add names to the faces and share all the information you have about what family members did, liked and who they loved!
Cook some recipes from your past and tell your children the stories behind the dishes as you cook.
Cook present day family favourites as these dishes will be the heritage of the future generations of your family.
Spend some time making a family tree. The stories and memories can form part of it. Use photos, drawings and words in your family tree. This can become an heirloom to pass to the next generation.
Our heritage and traditions illustrate the importance and meaning of family and remember each family has their own.
This article was contributed by Tusla PPFS and PAUL Partnership. Both are members of Parenting Limerick, a network of parenting and family support organisations. [...]
Managing Screentime and GamingDecember 1, 2025Homepage Display / Middle Childhood / TeenagersIn a recent survey of parents in Limerick, two in five said they wanted support in relation to screentime. In the first of a two part series, we will be focusing on screentime and online gaming. Screens are now a central part of daily life for children and teenagers. This has come into sharper focus in the last few weeks with the Prime Time focus on Roblox, an online gaming platform for primary school children.
Whether they are watching TV, scrolling through social media, messaging friends or playing online games, young people today are growing up in a world where digital devices feel almost inseparable from learning, entertainment and social connection. For many families, screens have become a helpful tool, it is a way to complete schoolwork, stay connected with friends or explore new hobbies. Yet, like any tool, how they are used matters. As parents, it can be hard to know how to support healthy screen habits at home, especially as technology continues to evolve so quickly.
Screen time refers to any activity done in front of a digital screen. This includes TVs, tablets, smartphones and computers. Children and teenagers now spend more time on screens than any previous generation. Research shows that children aged 8-12 spend an average of 4-6 hours online each day, while teenagers spend up to 9 hours daily. Adults also spend significant time online, averaging 7-10 hours per day. Because screens are now present in almost every setting; school, home, and social life, it is not just the amount of time that matters, but the quality and purpose of the screen use.
Screens can offer many benefits when used well. Children can learn new skills, expand their creativity, and stay connected with family and friends. Educational programmes and interactive games can support problem-solving, coordination and even aspects of executive functioning. Screens can be fun, social and stimulating. However, research also highlights important areas for parents to be aware of, especially when screens begin to replace key activities such as sleep, socialising, outdoor play and rest.
As children grow older, screens begin to influence other areas of wellbeing. Research consistently shows a relationship between high screen use and sleep difficulties. The stimulating nature of online content, especially close to bedtime, can make it harder for the brain to wind down. Blue light from screens also delays the release of melatonin, the hormone that signals the body to sleep, often leading to shorter sleep duration or a disrupted sleep cycle. Sleep difficulties can then impact mood, concentration and overall daily functioning.
Screen time can also influence eating habits and physical health. When screen use replaces physical activity, particularly long hours of TV or gaming, the risk of weight gain increases. Children exposed to frequent advertising during screen time may also develop stronger preferences for unhealthy snacks and sugary foods. While screens themselves do not cause health difficulties, the routines built around them can influence lifestyle patterns.
Many parents notice changes in attention or concentration when screen time increases. This can happen for a few reasons. When children spend long periods engaging in fast-paced digital content, their brain receives constant stimulation. Slower, real-life activities such as homework, reading or conversations may then feel harder or less rewarding. High screen use can also reduce the amount of time children spend practising skills like patience, problem-solving and emotional regulation.
This article was written by Diekololaoluwa Amujo, Psychology Assistant with the HSE Primary Care Child and Family Service, Limerick. This service is a member of Parenting Limerick. [...]
Building Self-Esteem Through PraiseNovember 26, 2025Home LifeSelf-esteem is how we feel about ourselves. It is personal, it is relational, and it begins in early childhood. As we move through life, school, social activities, personal characteristics, and interactions within the family all shape our sense of self. Positive praise, especially in relation to a child’s intrinsic characteristics and efforts, is one of the most effective tools to build their self-esteem.
As children learn about the world, they tend to accept without question most of what they are told about themselves. Developing self-esteem from an early age is important – so a child can draw on this as they grow older.
Usually, we talk about ‘high’ or ‘low’ self-esteem. In children, high self-esteem is typically associated with positive attitudes and behaviours, such as happiness, the ability to make friends, ability to overcome difficulties, and positive self-beliefs. In contrast, low self-esteem is usually recognised by a tendency to focus on weaknesses or mistakes, difficulty in recognising positive self-attributes, and blaming oneself for difficulties or failures.
When children receive frequent positive messages from their parents, they are more likely to internalize this form of thinking and use it to strengthen their own confidence. Praise needs to be specific and meaningful. Empty praise does not help, as children won’t internalise it.
Self-esteem can also be ‘secure’ or ‘fragile.’ Individuals with secure self-esteem genuinely like and value themselves for who they are, rather than for their talents or accomplishments. These children also tend to recognise both their strengths and weaknesses, are more socially confident, and manage to ‘bounce-back’ from failures.
On the other hand, fragile self-esteem is based on achievements: ‘what I do,’ rather than ‘who I am’. Children with fragile self-esteem tend to seek constant validation, often boasting or exaggerating their achievements. That is why parents can often misinterpret this kind of behaviour as high self-esteem. But beneath the surface, children might be experiencing difficulty accepting their weaknesses, may tend to blame others for failures, and may not respond well to criticism.
Children who receive praise from their parents develop higher and more secure self-esteem. Notice unique, intrinsic, positive characteristics about your child, and tell them. This means the wonderful personality traits that make them who they are, such as kindness or a good sense of humour. Praise their efforts, not just their successes. That way, children understand that it is ok to fail, and they should be proud for trying, regardless of the outcomes.
This article was contributed by Megan McGinley, Assistant Psychologist, HSE Child and Family Primary Care Psychology Services. HSE Psychology Services are a member of Parenting Limerick. [...]
Supporting Young People with Body ImageNovember 21, 2025TeenagersBody image relates to how we feel about our body and appearance, including how we see ourselves, how we think and feel about our body, as well as how we believe others perceive us. The way we think and feel about our appearance can vary. Sometimes, we may see ourselves positively and can feel good about ourselves. While other times, we may perceive ourselves negatively and might struggle with how we look. As a parent, there it can be heartbreaking to hear that their son or daughter are not happy with their body image.
There are evident gender differences in how people perceive and feel about their bodies. Research consistently shows us that boys and girls experience body image concerns in different ways, with girls generally reporting slightly higher levels of concern. Girls tend to be less satisfied with their bodies compared to boys. This difference seems to be influenced by socialised beauty standards. These often promote a “thin” ideal for females and emphasise “muscularity and strength” as the ideal for males.
Struggles with body image can occur at any stage of life. For young people, these issues become more relevant around adolescence and puberty. During this time, hormonal changes begin to influence both the body and mind. Girls typically develop wider hips and naturally carry more fat on their hips and thighs. Boys experience growth spurts, voice changes and the development of facial and body hair. As these physical changes develop at different rates for each individual, puberty can be a difficult period for teens. Teens may feel more vulnerable and self-conscious, as they try to understand their changing bodies. They also become more aware of their appearance and other people’s appearances.
Body dissatisfaction is the negative self-evaluation of one’s weight, shape or appearance. This can significantly affect teenagers’ mental health and self-esteem. It often develops when there is a mismatch between one’s perceived body image and their ideal body image. This mismatch can lead to body image distress, where teens may experience negative feelings about their bodies and appearance. This includes sadness, anxiety, anger, fear, disgust, or guilt.
Teens receive messages about body shapes, weight, and desirable appearance through interacting with social media, family, and peers. These are typically the primary core influences at play in the development of body image issues at adolescence.
Teens are exposed to “unrealistic ideal bodies” via media posts i.e. Instagram, TikTok, television, magazines and advertisements. Exposure to these can lead teens to internalise and value unrealistic ideals. These ideals then contribute to negative appearance-related comparisons with others. Research has consistently linked this to body dissatisfaction and psychological distress, including low self-esteem, anxiety and depression.
Parents’ attitudes towards diet, weight, shape and appearances are important. Research shows that parent comments and criticism about their child’s body can affect body dissatisfaction. Parents’ eating behaviours and attitudes towards their own bodies impacts children’s body dissatisfaction.
As children grow older, their peers also begin to play significant roles in reinforcing what an ideal body looks like. Studies show that friends can influence body image through appearance-based talk, comparisons, and teasing. Peer pressure to look a certain way can also increase body concerns among teens. Teen friendship groups typically share similar attitudes and behaviours toward body image. These influences have all been linked to greater body dissatisfaction and lower self-esteem.
As parents, we can sometime struggle to know what to do or say to our children when they are struggling with how they appear. You see how beautiful your child is but how can you help them?
Encourage media literacy: Have conversations about social media. This creates awareness around the content they can be exposed to online. We can support our children’s awareness by reminding them not to believe everything they read or see. Teach them that images and photographs can often be filtered, photoshopped or edited.
Set healthy boundaries on social media use: Children can benefit from having healthy boundaries around social media. Encourage breaks from social media. Offline or outdoor hobbies and physical activities can support appreciation of body functionality and health.
Encourage body positivity: How we talk about body image has a significant influence on young people’s body satisfaction. As parents, making positive comments to our children and encouraging body positivity can be protective. Statements such as ‘Your body helps you learn, play and explore the world’ and ‘I’m grateful to my body for supporting me to care for you’ shift the focus from the body’s appearance to its functionality.
Model Self-acceptance: Parents are role models for children. Demonstrating positive attitudes and beliefs about body image can influence children’s body satisfaction.
Validate their feelings: Body image is about how a person sees and feels about their own body. When your teen is upset, you can offer emotional support by being present and validating their emotions. This does not mean agreeing with them. Refrain from correcting their worries as this can feed into a negative body thought they may be experiencing. Giving them space to feel heard can be really supportive.
Self-care: Parents are only human too. Notice when you need space to connect with yourself. Address your own stress levels, so that you have more space to support your young person in navigating these issues.
This article was written by Diekololaoluwa Amujo, Psychology Assistant with the HSE Primary Care Child and Family Service, Limerick. This service is a member of Parenting Limerick. [...]
Help Your Child To Problem Solve – It’s a Life Skill!November 12, 2025Home Life / Homepage DisplaySolving problems is such an important life skill and one that we are constantly striving to perfect throughout life. As parents, we can sometimes take this responsibility out of our children’s hands. Sometimes it seems easier to solve their problems for them. We can feel like it’s our job, our responsibility. It helps them and makes their lives easier and often our own lives are simpler if we just do it ourselves. But this is not always the best option for our children and it is important that they learn and practice problem solving skills from a young age so that they can become confident in their ability to solve problems throughout their lives.
So how can parents help their children learn this vital life skill? Try to turn problem solving into a game and make it fun. Your children could become “detectives” trying to solve their problems. When your child has a problem help them to generate lots of ideas about what they could do so that they have a number of choices. Make it personal for them if you can. Ask them if they have ever had a problem like this before and what they did then or maybe their friend had a similar experience, what did they do?
Allow them the time to explore each solution. For example they could act it out for you or draw pictures. It doesn’t have to be complicated – just ask them to show you. This process helps children to have an awareness of the possible consequences of each solution. When exploring possible solutions help your child to figure out which might be the best one by asking them is it fair? Is it safe? Does it lead to good feelings?
Investigate the feelings that each solution generates with them. Naming feelings is important for children so that they can learn to self regulate and learn better responses. Prepare your children for the possibility that their solution might not work. Ask them what they will do next if it doesn’t.
The best way to teach our children these skills is to model them. Talk through the process of solving some of your own problems aloud. Include the steps of generating ideas, exploring which one would be best, considering feelings and planning for the possibility that your first solution might not work. Use stories, puppets, drawing and role play so that children can learn this skill and practice it over and over, enabling them to refine and perfect their problem solving abilities.
This article was contributed by a member of Parenting Limerick. Parenting Limerick is a network of parenting and family support organisations. [...]
Temper TantrumsNovember 12, 2025Pre-School Age / ToddlersAs most parents will probably tell you, they have gone through any number of embarrassing situations where their little angels have burst out in the most almighty of tantrums in the middle of the supermarket or parking lot, or anywhere where there’s lots of people present to witness the event.
This is a particularly stressful event for parents. We can be embarrassed, frustrated, even angry. But what we need to realise is that a toddler tantrum is not about us or our feelings, it is all about the feelings going through our child’s mind at that time and how they are expressing it.
Some tantrums are simply about the child wanting to push boundaries perhaps to get an additional treat/toy/game. By trying to see things from the child’s perspective, it is much easier not to take tantrums personally.
Things to remember during a tantrum
Wherever the tantrum takes place, either at home or outside it is important to try and remember these important elements:
By having a tantrum, a child is letting us know that something has upset them or frustrated them. They could simply be tired, hungry or bored and because of this, are more irritable.
Young children, especially toddlers, have not developed the verbal skills and abilities to let us know what is going wrong in a calm manner, so they let all the feelings out the only way they know how.
Regardless of the reason for the outburst, it has strong meaning for the child even if it seems like a very trivial thing to us.
Toddlers and young children have to learn how to regulate their emotions and how they express them, so they need to learn by example from others, especially from their parents.
Children learn from the adults around them
This last point is important for all parents to note. We are the main focal point for our children to learn from. Children see how we react to different things and learn these reactions from us, so we have a very important role to play. How we react to a toddler’s tantrum can influence how any future tantrums are successfully dealt with.
When exploring parenting skills, regardless of where those skills are applied, there are some key points to remember:
When our child gets angry, we need to remain calm, regardless of how they are acting.
Consistency is key in any parenting situation. As parents we need to try and keep our reactions consistent so our children learn to expect the same reaction again and again.
By keeping calm and consistent, our children learn to react in a similar fashion and will develop this skill set for themselves.
The opposite is true also. So if we react to a toddler’s tantrum by shouting, or dragging our child away or perhaps even slapping them, then the only lesson they learn is that “In a frustrating situation, the first option is to react negatively or even aggressively”.
Where parents keep calm in any frustrating situation, children learn to remain calm themselves and will also feel safe and protected by this level of consistency. In the long term this will make the child far more likely to express themselves positively.
Parenting Skills
Parenting is not a science. It is a series of trial and error. Our children are unique individuals and so we have to adapt to their needs whilst also keeping our parenting skills as positive as possible. It would be wonderful to be able to write a specific set of guidelines that applied to all children in a tantrum situation, but realistically we have to work out a lot for ourselves in terms of how best to respond to our children’s needs.
What we can be sure of however are three simple points:
Consistency
Repetition
Certainty
These three points are the basis of any type of positive parenting.
Tips for Parents/Guardians/Carers
Keep how you react in a certain situation the same once you have found a positive system that works.
We all learn by repetition rather than in just “one off” situations. So remember your child learns in this way too, so you will have to repeat what you do many times before your child begins to understand this is how you react and how we should react generally.
Once consistency and repetition are achieved then this gives the child a feeling of certainty. A confidence in how their parents will react, and even a feeling of safety in this realisation. Once a child feels safe and listened to, then they will react more and more positively as they grow.
Prevention is better than cure: Know your toddler, while it is important for each child to face challenges, know your child’s limits, look for and be aware of triggers.
Create diversions/ Distract
Choose your battles/ Ignore minor issues
Say No and mean it – stick to it. Do not reward the tantrum.
Don’t give in to embarrassment – Know that any parent that sees you with a toddler having a tantrum will empathise because we have all been there!
Give children positive choices. Finally, parents need to remember that we are not infallible. We will make mistakes, but we will learn from them too. And once we can display a positive reaction to any situation, our children will learn this skill too.
Provided by “ISPCC” Irish Society for the Prevention of Cruelty to Children www.ispcc.ie [...]
Temper Tantrums – Top TipsNovember 5, 2025Homepage Display / ToddlersAcknowledge their emotions
When children are experiencing a temper tantrum, they are typically not able to understand their emotions. Therefore, it is vital to name these feelings for them. Something as simple as ‘You are really sad that we have to clean up the toys now. We can play again later’ can make a big difference.
Stay calm
Temper tantrums can be scary for both adult and child. If you can stay calm you give your child the message that you can handle their emotions and this will help them to feel calmer.
Catch them being good
It’s important to praise and pay attention to the behaviours that you want to see more of.
Stick to your rules
Follow through on the boundaries and limits which you put in place.
Be Kind
While it is important to put boundaries in place, you should still be kind when doing so. You could say, for example, ‘I understand that you are upset. It can be hard not getting what we want, but you’re not allowed any sweets right now’.
Find out the reason behind the tantrum
Are they hugely distressed? Are they able to argue with you? Are there tears?
Stay with them
It is important to stay with your child when they are experiencing a tantrum so that you can help them manage their distress.
Provide prompts and warnings for transitions
Tell children about upcoming changes, for example ‘we’re leaving the swings in five minutes’.
Play with your child
Schedule time to sit down and play with your child.
Take time out for yourself
You can’t pour from an empty cup.
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Temper TantrumsNovember 5, 2025ToddlersTemper tantrums are extreme outward expressions of a child’s feelings. As many of you might already know, they can be scary for both children and parents. Although it may not feel this way in the moment, temper tantrums are actually positive as they are teaching a child’s brain how to manage stress in later life. As parents, you have a wonderful opportunity in supporting your children to do this.
There are two types of temper tantrums; Distress Tantrums and Little Nero Tantrums. Distress Tantrums do exactly what they say on the tin. During a Distress Tantrum, a child is experiencing huge emotional upset. They can be triggered by feelings of disappointment, loss, or frustration. Little Nero Tantrums are about a desire to control something, which is very typical in young children.
Distress Tantrums
During a distress tantrum your child will be hugely upset, the verbal and thinking functions of the brain become hijacked and all they can do is express their emotions (AKA scream and cry). This is vital to remember because it means that any attempts at reason and/or to rationalise events are a waste of your time; they also do nothing to soothe your child. Young children are not able to access the part of their brain that helps them think during these temper tantrums as the connections between parts of their brains are still developing. During a distress tantrum, the best way to de-escalate the situation is to comfort your child, label their feelings, and avoid punishing them for their display of emotions. It is important to remember this is genuine distress for your child and if you meet them with empathy and understanding you will be helping to develop their brain’s stress regulation systems.
Little Nero Tantrums
In contrast, when a child is having a Little Nero Tantrum, they will not experience deep despair or anguish. They are able to talk and express themselves as they do not have stress chemicals flooding their brain. These tantrums are usually seen when a child does not get their own way. While it is important to always acknowledge your child’s feelings, you must also stick to your boundaries or rules. The message you are trying to convey is that you won’t give into their demands but you also care about their feelings and understand this situation is difficult for them. If you give in during a Little Nero tantrum you are in danger of teaching your child that the more of a fight they put up the more likely you are to give in. Phrases such as ‘I know you are really mad at mammy and that’s ok but you are not allowed another biscuit’, allow you to stick to your boundaries while labelling and validating their emotions. Try to eliminate the option of ‘no’ for your child. To do this introduce choice between two equally acceptable options. For example ‘would you like to brush your teeth before or after your bath’ or ‘would you like to put your hat or your coat on first’?
This article was contributed by a member of Parenting Limerick. Parenting Limerick is a network of parenting and family support organisations. [...]
Communication in ConflictNovember 5, 2025Homepage Display / TeenagersCommunication in Conflict
Imagine your older child or teenager arrives home two hours later than you had agreed. How do you feel? How do you respond? When we are angry, we might snap and raise our voice, which can cause unnecessary distress in relationships. When we are sad, we might tend to avoid “that” conversation, thus letting strong feelings and tension develop.
Here are four steps to more effective communication with older children and adolescents.
Focus on the Problem:
We’ve all been there: we get swept up in the upset and we lose focus. Suddenly, it’s not just about coming home late. It’s also about that permanently untidy bedroom, or the time your child fought with their sibling a few days ago. When we are feeling annoyed and frustrated, these other issues may come to mind. However, bringing these issues into the conversation makes us look like we are on the attack. Instead, try focussing on the one problem at a time. It is a more effective way for you and your child to problem solve the issue together.
Know When to Take Time Out
When it comes to timeouts, we tend to think they are only for children. But stepping away from an escalating conflict is also a very effective tool for parents. It allows you to ground yourself, think more clearly and focus on solving the problem, instead of yielding to strong emotions which may cloud your ability to problem solve. For example, you can say, “I am feeling very angry at the moment and think it would be a good idea to take a break. We can continue this when we are both feeling calmer”. Alternatively, you could introduce a code word to express this that both you and your young person understand.
It is important to remember that a time out is not avoiding the conflict. Both you and your child should return to the discussion when the big feelings subside and you have considered the situation calmly. Talking things through calmly can lead to a healthier solution, and avoid the added stress of arguing.
Reflective Listening:
Reflective listening is when you hear and interpret what the other person has said, and reflect it back to them in your own words. For example, “so what you’re saying is, you are late coming home because you missed the bus” or “so what I am hearing is that you don’t care that we had agreed a curfew for you tonight”. Reflective listening is a very helpful way to check you clearly understand the other person’s viewpoint, instead of focusing on what you are going to say next. Conflict can be resolved more effectively when both people are listening to each other. Also, the other person can clarify what they are intending to say and feel heard and understood.
Use “I” Statements:
Blame is a tricky pattern during a disagreement. We point out behaviours or characteristics that we do not think are helpful and we blame the person for how they make us feel. For example, “you are always late and you never care about the rules”. This can feel like an accusation and is likely to make your child feel defensive. An “I” statement would be: “I feel angry when you come home later than agreed”. Here, we are sharing our feelings and taking responsibility for them ourselves, while also explaining what has triggered this feeling.
As a final thought, consider that problem solving is a shared responsibility. If we are really mad, doing all of the talking and not listening, we are not doing our part in problem solving. But if we are calm, listening carefully and expressing how we feel without blame, it is more difficult for someone to escalate a disagreement. These are very healthy skills to model to our young people as they grow up and experience their own conflicts and interpersonal challenges.
This article was written by HSE Primary Care Child and Family Psychology Services, a member of Parenting Limerick. [...]
How to help your young child adjust to the clocks going backOctober 14, 2025Homepage Display / Quality Time‘Spring forward and fall back’ is always welcome in the Autumn when that extra hour in bed for one Sunday morning is worth its weight in gold…unless you’re a parent of young children. Sunday 26th October, the clocks with go back an hour. Dawn wake-ups are barely manageable in the summer even though the light makes it feel that the day has started. Starting your day at 5.30am on dark, windy October mornings is just cruel. It’s a double whammy of injustice when you don’t have the luxury of making yourself a coffee for fear that the noise of the kettle or machine will wake the other (sleeping for now) child. When you’re having lunch at 11am and longing to crawl into your bed by 4pm, maybe it’s time to tweak bedtime routines.
Babies and toddlers thrive on routine. The hour change can affect their little circadian rhythms for anything up to two weeks and they need a little help with that adjustment. From Sunday morning you’ll probably find that your baby or toddler wants to go to bed at what is now an hour earlier. Logically then, they are waking an hour earlier. Anybody with an over-tired, over-wrought little one who wants to sleep at tea-time knows that this is dangerous territory. If they nap, they won’t go down for the night until all hours and if they don’t, you may both end up howling from exhaustion!
To minimise the impact on routine, the easiest solution may be to stretch out bedtime by just 15 minutes a night, and do this every night for 4 or 5 nights until your baby is going to bed at their regular time. So last week, their bedtime was 7.30pm but this week they are really fussy and tired at 6.30pm. Start the bedtime routine (i.e. bath, feed, story and cuddle) at 6pm and put them down at 6.45pm. The next night, at 7pm and so on until you’re back to the old time. This should be reflected in later waking times, in 10 to 15 minute increments each morning. It’s hard but you’ll get there! Just try not to pick them up the minute they wake. If you let them self-settle, they may drift back to sleep. If they are fussy, take them back into bed with you and explain that it’s dark outside so everybody stays in bed until the sun comes up. If you start reading, singing or playing, your little one will take their cue from you and jump straight into awake mode.
The above advice generally works for children up to the age of about 7 or 8. For older children, the mid-term break from school means that their routine is probably pretty loose this week so bedtimes are a moveable feast. Try to start winding it back by Friday night, so that the first day of school isn’t harder than it needs to be. As ever, encourage books over screens as a way to wind down and keep a consistent ‘lights out’ time. As adults, we can often have difficulty with bedtime boundaries ourselves (the curse of our phones!) so it’s really important that we help children develop good bedtime routines and general structures around their sleep.
This article was contributed a member of Parenting Limerick. [...]
Supporting Your Child’s Sensory NeedsOctober 10, 2025Home Life / Homepage DisplayWhat is Sensory Processing?
Sensory processing is the ability to take in, sort out and make use of information from our environment. All activities in life involve the processing of sensory information. Information is received through all our senses, including vision, hearing, touch, taste and smell. Sensory processing also includes our movement and balance, our awareness of our body and its location as well as our awareness of our inner body cues.
We all have sensory preferences. Individuals can be over-responsive or under responsive to sensory information. Whether a child is over-responsive and/or under responsive to sensory input, the primary goal is to support and accommodate their sensory needs within their environment to promote their participation in daily activities. Failing to recognise and support these needs is likely to impact on learning emotions and behaviour.
Understanding Your Child’s Sensory and Emotional Needs
Behaviour is how a person reacts in response to things happening inside them (thoughts or feelings) and outside of them (their environment). As adults we often have the ability to tell others if something is bothering us or to identify and communicate if we have a specific need. Children are still developing the capacity to effectively identify and verbalise their needs. As such their communication is often done through their behaviour. As parents, sometimes our child’s behaviour can be confusing to us, making it difficult to see the underlying need, and this can be challenging.
Sometimes a child’s behaviour may be indicating an emotional need (for example overwhelm, anxiety, sadness, anger, happiness, a need for connection) or a physical need (for example hunger, tiredness, illness). Other times their behaviours may be letting us know that they are under or over responsive to sensory information in their environment. For example, you may observe a pattern where your child’s behaviour and emotions become dysregulated in environments where there is a lot of noise and bright lights or strong smells. This is not always easy to figure out but when we do so it allows us to identify the child’s sensory preferences and therefore support their sensory needs.
Supporting Your Child’s Sensory and Emotional Needs
Ensuring a good routine to support adequate sleep as well as a good diet and exercise help support physical wellbeing. Providing time for fun, connection and play with parents and others can fill their emotional cups. Ensuring that there are rules and boundaries that are clear and enforced with warmth and love are also important factors in helping children feel safe.
When we can step back, give ourselves space and time to calm and think about our child’s behaviour, then we can begin to come up with possible reasons to understand why it is happening. This can help us be more understanding and empathetic. We can help our children learn to identify and manage their own emotions by repeatedly providing them with co-regulation. Co-regulation is a warm and responsive interaction where parents help label and validate their child’s emotions by connecting with them and soothing their distress. We need to maintain boundaries, but we can also help with the difficult feelings that come with the upsets and challenges of life. The trickiest part of this can be recognising our own emotions and ensuring we stay calm and can respond and support our children in a warm and kind way.
Top Tips
Fill your child’s cup. Children need their ‘emotional cups’ filled daily, meaning they need to receive sufficient amounts of attention, affection, and security. When their cup is empty, children can be more prone to experiencing difficulties with their emotions and behaviours. It is important to incorporate daily, uninterrupted, one-to-one time together, where you follow your child’s lead, allowing them to choose what they would like to do or talk about with you.
Manage your own emotions. When your child becomes overwhelmed, has big feelings or becomes dysregulated from the sensory input from their environment, it is important to try to manage your own emotions and stay calm. Check in with yourself, and notice how you are currently feeling, before responding to your child. Being aware of these things, help you to tune into your child’s behaviours and understand the need they are trying to communicate with you.
Parental self-care. Parental self-care is vital to ensure that parents are best equipped to respond effectively to their child. When we don’t understand our child’s behaviour it can be difficult, and so it is important that parents ensure their own needs are being met. You can’t pour from an empty cup!
Identify appropriate supports. If your child’s behaviour is communicating some sensory needs or preferences, then you can put certain supports in place to help them get through their day. For children who experience hypersensitivity, one must consider sensory input from the child’s environment and how accommodations can be put in place to support the child, for example, creating a calm space to help them to regulate and lower their arousal from the overwhelming sensory input from their environment. For children with hyposensitivity, items like fidget toys, heavy work activities and visual timers can be helpful. It is important to keep in mind that each child is an individual, some trial and error may be required and there is no one size fits all strategy.
Link with your GP: If your child is presenting with sensory needs and behaviours that are impacting on daily functioning, you and your child may benefit from professional support. Speak with your GP, who will be able to sign-post you to the most appropriate support.
This article was contributed by Written by Miranda Comar, Psychology Assistant (Primary Care Child and Family Psychology Service, St Camillus’ Hospital), in conjunction with Senior Occupational Therapists Eimear Goulding (Barrack View Primary Care Centre), and Stephanie Van Haaren (Croom Primary Care Centre) on behalf of Parenting Limerick. [...]
Supporting your child’s sensory needsOctober 8, 2025Homepage DisplayFrom school age, we have all been taught the five primary senses: sight, sound, taste, smell and touch. However, there are eight senses that play a significant role in how we experience and navigate the world around us. The three additional senses are Vestibular (movement and balance), Proprioception (the body’s awareness of its position and movement) and Interoception (the body’s ability to sense internal feelings e.g. hunger).
Our sensory system, which comprises the brain and body, allows us to take in sensory information. Our brain then processes this information, allowing us to respond. When all the systems are working well, our state of arousal is balanced; we can focus, learn and engage with our environment. However, when sensory input is too much or too little, it can lead to what is referred to as sensory processing difficulties.
As parents, it’s common to feel challenged by our children’s behaviour, but it’s helpful to remember that behaviour is one way they communicate. When children have sensory difficulties, their behaviour often reflects what they are experiencing, for example, they might complain about certain clothing textures or seek extra sensory input through movement. By looking beneath the surface of these behaviours and asking what or why, we can begin to understand what our child is trying to tell us. For example, a meltdown or an attempt to avoid a situation may in fact be their way of saying they are overwhelmed or struggling to cope with the environment. When we get to understand what our children are telling us through their behaviours, it builds our confidence in supporting them.
Sensory processing difficulties are commonly observed in children with neurodivergent conditions, such as Autism, Attention Deficit Hyperactivity Disorder; (ADHD) and similar developmental differences. This can contribute to a stronger response (over-responsive) or to respond more slowly (under-responsive) to common sensory experiences. For example, an over-responsive child might cover their ears to block out loud noises or become upset by certain textures that others tolerate easily, while an under-responsive child may seek extra sensory input, or react slowly to sensations. Every child is different and has their own unique sensory preferences. Whether your child is over-responsive and/or under responsive to sensory input, the primary goal is to support them to get through their day and develop an appropriate response to the information they receive.
Supporting a child with sensory processing difficulties involves paying attention to their individual needs and adjusting their environments. This might look like minimising loud noises or bright lights, providing sensory tools, such as fidget toys or stress balls, increasing opportunities for movement, for example, rocking, Move’n’sit cushion and jumping/physical activities. It is important to observe and learn what types of input help your child feel comfortable and safe, as every child’s sensory preference is different.
The STAR method is particularly helpful as it helps us understand why a behaviour is happening by looking at the Setting, Trigger, Action and Response. For example, a child crying in a busy shop (setting) might be feeling overwhelmed by loud noises (trigger), the crying (action) is a sign of distress, and the parent response e.g. comforting the child or leaving the store (response) affects what happens next. For example, shopping during quieter times. This method can help us to work out what might be going on in any situation and recognise our child’s sensory preferences, thereby allowing us to provide the most appropriate support.
The Primary Care Child and Family Psychology Service are running a free online parenting workshop “Supporting Your Child’s Sensory Needs” on Wednesday 15th October 2025 from 10.00am – 11.30am. This workshop is most suitable for parents of children who are looking to support their child’s sensory needs. To attend, contact 087-3451489 to register with the Primary Care Psychology team. Registration closes on 13th October at 11.00am.
This article was written by Diekololaoluwa Amujo, Psychology Assistant with the HSE Primary Care Child and Family Service, Limerick. This service is a member of Parenting Limerick. [...]
Celebrating Breastfeeding This National Breastfeeding WeekSeptember 29, 2025Homepage Display / Infants & Babies“Hold Me Close: The power of skin to skin contact.” That is the theme for this year’s National Breastfeeding Week, which aims to highlight the importance of skin-to-skin contact as a key moment immediately after birth. This helps the baby to adjust to the outside world and stimulates their brain. It helps to pass on good bacteria (microbiome) from mother to baby, supporting the development of a healthy gut.
National Breastfeeding Week is marked in the calendar each year from October 1st to 7th. This week, is chosen purposefully, as it is the end of Week 40 of the calendar year, symbolising the first week after a child’s birth.
Breastfeeding is the most natural and healthy way to feed babies and young children. Every breastfeed makes a difference. Any amount of breast milk is beneficial for both mother and baby. The longer you breastfeed, the greater protection for mother, baby and for society. That is why it is crucial that women are empowered, enabled and supported on their breastfeeding journey.
Breastfeeding isn’t always easy. It can be difficult, and there is sometimes a steep learning curve for the family. However, it is important to remember supports are available, online and in your local area.
One valuable resource is the HSE-run MyChild website (www.mychild.ie), which contains trusted information from health experts, as well as advice and tips for breastfeeding and answers to common questions. The website also includes direct online access to a breastfeeding expert called ‘Ask the Expert.’ This is a live chat and e-mail breastfeeding advice service, available 7 days a week. MyChild can also be found on Facebook and Instagram.
Another valuable resource are local breastfeeding support groups which offer support and advice, as well as an opportunity to meet with other parents on the same journey. Some groups meet online, while for others, in-person meetings have resumed post-COVID. Details on your local group can be found on www.mychild.ie.
There is also a range of additional supports which include breastfeeding preparation and antenatal classes, our midwives and public health nurses and online resources such as virtual breastfeeding groups.
Breastfeeding rates in Ireland are increasing. Between 2021 and 2024, HSE figures show a 2.8% increase in the number of babies being breastfed at the first public health nurse visit. However, the overall breastfeeding rate of 61.8% is still lower than other countries and we know that there is room for further improvements. This National Breastfeeding Week gives us the opportunity to celebrate breastfeeding, to highlight its benefits and challenges, and to reduce the stigma around breastfeeding. Most importantly, it also gives us the opportunity to reinforce the important message that supports are available for families on their breastfeeding journey and that breastfeeding is the best way to feed your child.
In Limerick, National Breastfeeding Week we will be marked on Tuesday 7th October from 10.30am – 12.30pm in King John’s Castle with a free family friendly event. A breastfeeding art exhibition, created by Limerick mums, with be launched and there will be lots of baby friendly activities. To attend register here: https://tinyurl.com/cajs2yud or Google “Breastfeeding Friendly Event Limerick” and register on the Eventbrite page.
This article was contributed by a member of Parenting Limerick. [...]
Minding Yourself and Your Child: 7 Key Messages for ParentsSeptember 25, 2025Home Life / Homepage DisplayThere is so much information on parenting available through web-sites, blogs, books, radio and television programmes that it can sometimes be overwhelming and confusing. Sometimes, it’s useful to go back to basics and remember what really counts. Below are seven simple messages on parenting that will provide a solid foundation for minding both yourself and your child.
Parents Need Good Social Networks
Parenting is easier when you can talk with others or spend some time looking after yourself. It is important to share the good times and celebrate achievement; it is equally important to have a support system (friends/family/neighbours, local parent/toddler groups; local groups or clubs) in place during the more difficult times. If you are really struggling, talk to your GP, PHN or other trusted professional or friend to get some support.
The Parent-Child Relationship is Key.
A strong, loving relationship with a parent or carer is the most important thing for a child. Remember it is never too early or late to start spending time together. Have a chat and find out what they would like to do, whether that is getting outside for a walk or cycle; getting involved in events such as park run together; reading together; watching a favourite film or simply making a cuppa and having a chat.
A Positive Parenting Style Works
Give your child positive attention, lots of affection and specific praise. Set routines, rules and boundaries and be consistent, no idle threats—children thrive with a routine. Try to remain calm and model positive ways (deep breathing, taking a walk) of dealing with powerful emotions such as anger or frustration. Be genuinely interested in what your child is saying, doing, thinking and feeling.
4. Baby see, Baby do
Be the role model your children need. Children learn by watching their parents so try to model appropriate, respectful behaviour. Avoid talking negatively about others in front of your children. Avoid bad language. If your child talks to you about someone who has caused them harm, discuss this with them without assigning blame. Instead explore the reasons why they did what they did and the impact this had on the other person.
Name it and Tame It
Communicating with your child is so important at every age. Parents and children who can talk to each other, share problems and address challenges together will have strong, healthy relationships. Be aware of your own emotions. If your child is struggling with big emotions, help them to name and describe their feelings. This is the first step in being able to manage emotions.
Buy well, Eat well, Be well
Healthy food is important for all the family and is especially important for children’s growth. Include them in planning the menu, shopping and cooking meals. Try to eat at least one meal as a family each day. This is a simple way for everyone to connect.
Child Safety is Key
Toddler proofing your home, using car seats, teaching road and water safety, learning basic first aid, supervising young children and knowing where older children are and who they are with all helps in terms of reducing child injury and harm.
This article was contributed by Tusla, a member of Parenting Limerick. For more information, on what works best for children and families at different stages of childhood, please see www.parenting24seven.ie. [...]
Helping Your Child Manage School AnxietySeptember 18, 2025Back to School / Homepage DisplayFor some parents the transition of their back to school of their children may have been difficult. School anxiety can show up in lots of different ways, and it doesn’t always look like “worrying.” Some children might say they feel sick in the mornings, complain of headaches, or suddenly feel too tired to get ready. Others might become tearful, clingy, or quick to get upset when school is mentioned. You might notice that Sunday evenings are especially tough, or that your child struggles at drop-off. It’s easy to mistake these behaviours for being difficult or dramatic, but often they are a child’s way of showing that school feels overwhelming. Spotting these signs early makes it easier to step in with gentle support.
What’s happening inside the brain during anxiety can help explain why your child reacts the way they do. When something about school feels threatening—whether it’s a test, speaking in class, or worries about friends—the brain’s “alarm system,” called the amygdala, goes into high alert. This sets off the body’s stress response: a racing heart, tense muscles, or an upset stomach. At the same time, the part of the brain that helps with reasoning and problem-solving goes offline. That’s why a child who normally knows school is safe might suddenly feel unable to think clearly or reassure themselves. Their brain is acting as if school is ‘unsafe’, even though they’re likely not in harm’s way.
There are many reasons school anxiety may develop. Some children worry about keeping up with schoolwork, while others find the social side of school—friendships, group work, or playground dynamics—very stressful. Perfectionism and fear of making mistakes can add extra pressure. Once a child starts avoiding school, even for a short time, it can strengthen the anxiety: staying home brings instant relief, which teaches the brain that avoidance “works,” even though it makes going back harder. Big life changes, such as a new sibling, moving schools, family stress, or even a naturally more sensitive temperament, can also add to the picture. It helps to remember that anxiety isn’t caused by one simple thing—it’s often a mix of different pressures coming together.
As a parent, one of the most powerful things you can do is offer validation and calm. Validation means showing your child you understand how real their feelings are, even if you don’t share them: “I can see that school feels really hard right now.” This doesn’t mean you agree that school is scary—it just means your child feels heard. Alongside that, co-regulation is about lending your calm to them. When you keep your voice steady, stay close, or offer a reassuring touch, you’re helping their nervous system settle down. Rather than rushing to fix or dismiss the problem, sitting alongside your child with empathy creates a safe foundation from which they can gradually face their fears. The aim isn’t to remove every worry straight away, but to help your child feel safe enough to take small steps forward, knowing you’re right there beside them.
Top tips
Before forming a strategy to deal with your child’s school-based anxiety, it is important to determine whether the feelings of anxiety are rational or irrational. For example, if a child is being bullied, their anxiety makes perfect sense and any strategy must begin by focusing on the source of the problem. On the other hand, if the child’s anxiety is irrational i.e. not based in reality, different strategies may be necessary.
Make sure to contact the school as soon as possible, to advise them of your child’s feelings of anxiousness. Open and regular communication is important.
Regulate yourself and manage your own feelings in the moment.
Acknowledge and validate your child’s feelings of anxiety, without validating the urge to avoid school.
Encourage the child to think about what is happening in their body when they start to feel anxious, e.g. is their heart beating faster? Do they feel sick in the tummy?
Begin co-regulation with a straight forward strategy such as a breathing exercise or progressive muscle relaxation. Encourage the child to practice these strategies when they feel ok so that they can call on them easily when becoming anxious.
Once they are calm and regulated, help your child to identify the thoughts that are making them anxious e.g. “the teacher hates me”. If the thoughts are irrational, support your child in developing more realistic, neutral alternatives. If the thoughts are rational, it is essential to address the underlying problem with the school.
This article was written by Claire Bennett, Psychology Assistant with the HSE Primary Care Child and Family Service, Limerick. This service is a member of Parenting Limerick. [...]
Top tips for Halloween preparationsSeptember 16, 2025Home Life / Homepage DisplaySchool children are only back to school a few weeks and already the Hallowe’en paraphernalia has started to appear in the shops. You can’t do your groceries without being asked to buy pumpkin lights or a witch doorbell! Why choose expensive, disposable and environmentally unfriendly costumes and decorations when you can use the next few weeks to make your own:
Encourage your child to spend some time drawing/sketching their ideas for costumes. They’re getting creative and you get precious insight into their little imaginations.
Make technology work for you – look on-line together for ideas/tutorials for a homemade version of their costume.
Visit local crafts and charity shops together and buy materials. A lesson in budgeting is a bonus life skill in your Hallowe’en prep!
Thread some popcorn garlands for decorations – these can easily be recycled as bird feed afterwards.
Encourage older children to write their own ghost story that they can ‘reveal’ on Hallowe’en night ……..by candle light.
White chocolate Rice Krispie buns make great ghosts.
Bear in mind that holidays have become incredibly commercial. Invest time with your children because when they think about holidays, that’s what they will remember [...]
September is the New ‘New Year’ for ParentsSeptember 12, 2025Back to School / Homepage DisplaySeptember is the New ‘New Year’ for Parents: There is always something very unrealistic about January and resolutions. After the madness of Christmas, there is an expectation that all bad habits and choices will just stop instantly. The ‘new year, new you’ mantra, however, generally fizzles out within a few weeks and before you know it, you’re back eating too much chocolate! The academic year – from September to June – dictates much of our parenting schedule. We know that, for those months, our daily routines consist of organising childcare arrangements, being chauffeurs and standing on the side-lines of fields, sports halls, dance studios and every other imaginable after-school activity. The start of another academic year is a great opportunity to reflect on yourself and your parenting style and maybe to introduce some new habits that will support both of those things. You have sent your children back to school with shiny new uniforms, nourishing lunches and optimism about the new year ahead of them – now take some time to do those kind of things for yourself.
Reflecting on what we say and what we do is a very personal thing. For some people, it comes naturally. Others have to make the time to consciously look back and think about what they did and if they could have done it differently. Think of an argument with your child, for example. You were tired, they were unreasonable and it ended with you raising your voice and frog-marching them to their room. There are two usual solutions to this common scenario; you can sit your child down, apologise for your reaction and encourage them to reflect on their part in it. Or you can just ignore it, and pretend that it never happened. The time and space you take to reflect on these kind of things determine your parenting style.
Finding time to reflect is a tough call as your head fills with timetables, grocery lists, school fundraisers etc. Non-stop ‘to do’ lists can be very stressful so think about using your time more effectively. A common situation parents find themselves in is the wait while their child is in an activity. Sure, you can stand on the side-line week after week or you can use the hour to pick up some groceries. But what about using that time to create some headspace for yourself? Maybe go out to your car, set your alarm and have a nap or listen to a podcast. Or throw on your runners and go for a brisk walk. You’ll feel refreshed which will benefit both yourself and your child. When you’re more relaxed, the car journey home is less likely to be a list of instructions about dinner, homework and bedtime.
Another key to looking after yourself is to keep an eye on your own nutrition. How many of us sneak the treats when our children aren’t looking, because we spend so much time explaining the importance of healthy choices to them? A great rule to follow is that if you wouldn’t give it to your toddler to eat, you shouldn’t be eating it yourself. When you’re packing your child’s healthy lunch box, pack your own. Small changes will make a big difference to your energy and reserves. So, head into the new academic year with renewed focus and energy and you’ll be surprised at how parenting becomes a little easier.
This article was contributed by a member of Parenting Limerick. [...]
Helping Teenagers Handle Peer PressureSeptember 11, 2025Homepage Display / TeenagersThe urge for children to conform to their peers is a normal stage in their pre-teenager and teenager years. At this stage, children start looking to their peers to help them figure out what may feel like everything – from what clothes to wear to how serious to be about school. You can play an important role in this process by helping your teenagers learn to make good choices when they’re being influenced—for better or worse—by their peers.
The one thing that seems to make all adolescents vulnerable to peer pressure is simply being in this age range. They want to do what others are doing, and have what other young people in their peer group have. They especially don’t want to feel awkward or uncomfortable around their friends. They are afraid of being bullied, rejected or made fun of. They often act on impulse and do not realise the full consequences of their actions on themselves and others until it is too late and they don’t know how to get out of pressure situations. This can unfortunately this can lead to risky behavior, such as anti-social behavior, smoking, underage drinking or drug taking amongst other this.
What can parents do to help?
Do not take your teenagers challenging behavior personally: As normal as it is for adolescents to go along with their peers, it can be just as normal for parents to take their children’s challenging behavior personally. Just try to remember that teenagers aren’t so much rejecting you as they are trying to establish their own identity.
Support your teenager: Adolescents still need a parent’s help to make good decisions—even if they don’t act like it. Help them become the people you hope they can be by helping them learn to say “no.” It can be hard to resist the pressure to engage in risky behavior when other teenagers are doing it too. Before your teenager finds themselves in one of these situations, role-play with them. Help your kids figure out how to respond when someone says to them, “Come on and have a drink with us. It’s way more fun than studying. Or are you too chicken?” or “I really like you a lot. Let’s text each other some pictures of ourselves naked. It’s called sexting. Everybody’s doing it.”
Develop good self-esteem. Take time to praise your child and celebrate his or her achievements. Children who feel good about themselves are more likely to resist negative peer pressure and make better choices.
Support your child to choose their friends wisely. This means online friends too. Lots of people (peers and adults) try to pressure teenagers to make bad choices. But if your children have friends with good values and good self-esteem, they can help your kids make sense of new technology, stay away from risky behavior, and resist unwanted peer pressure.
Create special code words. These are special words your teenager can use when they want your help but don’t want their friends to know they’re asking you for it. For example, if they don’t feel comfortable at a party, they can call or text you with an agreed-upon phrase like, “Mom, I have a really bad earache. Can you come get me?”
Use you as an excuse. Let your teenagers know that if they ever face peer pressure they don’t know how to resist, they can always refuse by blaming you: “My parents will ground me for a month if I do that.
Top Tips for Parents on handle teen peer pressure
Stay calm: If your teenager wants to do something you don’t agree with, try not to overreact. Dying their hair purple or wearing sloppy clothes can seem like your children are rebelling. Compare this kind of behavior with how your teenagers are doing in school, who their friends are, and how maturely they usually behave. If they’re doing well in these other areas, try not to get upset, and resist the urge to judge or lecture them.
Stay informed: Pay attention to the substances that teenagers are using, the way they dress, and how they’re using the latest smart phones, social media, and other technologies. The more you know, the better you can protect your teenagers and help them learn to make good decisions. Webwise.ie is a helpful website to help you understand the technology that teens are using today.
Stay in your teenager’s life: Even though they may not act like it, most children this age still listen to their parents. Keep talking to them—about their interests, accomplishments, and friends; about the music they listen to; and about the things that bother them. Let them know you care, but make it clear that you expect them to follow certain rules. And keep planning family activities that include them.
This article was contributed by Hospital Family Resource Centre, a member of Parenting Limerick. Parenting Limerick is a network of parenting and family support organisations. [...]
Back to School AnxietySeptember 2, 2025Back to School / Homepage DisplaySchool has been back for a couple of days now. Some children can become anxious around this time of year when they do return to school, particularly so in this post covid world. All children experience some level of anxiety. Some of the signs include agitation, restlessness, inattention or poor focus, physical symptoms like headaches or stomach aches, withdrawal, or tantrums. Sometimes, your child might even refuse to engage in an activity they once enjoyed. Our role as parents and carers is to understand this anxiety and help children to overcome it.
Why does this happen? Signals in the child’s brain perceive a threat or danger (even if there is none). Your child may be worried about changing teacher, the increased homework, or starting a new school. The body is then flooded with a stress hormone (cortisol), which causes a child to react in a certain way. The key is to regulate this part of the brain through sensory engagement, calming supports and thinking strategies.
An important way to support your child if they are feeling anxious is to ensure they feel connected and safe. Research tells us that children need 12 physical touches/connections to feel connected to a parent in one day. So give plenty of hugs and cuddles, especially before and after transitions. I highly recommend 15 minutes of un-interrupted play time with your child per day. Let the child lead, and choose the game that they want to play with you.
Think of engaging all your children’s senses. Sensory and messy play is great to help regulate your child and could also be a great activity for you both. Tactile play with slime, play dough, or messy materials can be fun. Other sensory approaches may involve using lavender oils, which can have a calming effect, or citrus smells which can help uplift, if your child tends to disassociate or withdraw.
Encourage the use of your child’s imagination by getting them to draw or role play their worry. Help them challenge the “what if’s” (your child’s worry) always come to a positive conclusion and state how as a parent you will help the child overcome the worry.
When you play together, facilitate empowerment and confidence by creating little challenges that the child can overcome, “woah, you didn’t think that you could do that and you did it!” I knew you could do it”.
Top tips for supporting anxiety in children
Children express anxiety and stress in variety of ways, from behaviour changes to bed-wetting, tantrums to withdrawal. While their expression of anxiety can be very varied, your response to it needs to be consistent:
Encourage expression: When you’re child says ‘I’m scared’ or ‘I’m worried’ try not to respond with ‘no you’re not, you’re a brave girl’ etc. Let them explain their fear/anxiety and then talk it through together.
Encourage your child to face their fears: Let them know that you will be right there by their side. If it’s a fear of the dark, hold their hand as they enter a dark room. If its separation anxiety, give then something small of yours (a photo, keyring etc.) to keep with then until you’re back. They don’t always need you, they just need reassurance that you’re coming back.
Teach them that perfection is a myth: Whether it’s colouring outside the lines or not doing too well in a game or test, always try to reiterate that everybody has strengths and weaknesses. Knowing that it’s ok to not be the best at everything is a really important life lesson for children and it builds resilience for adulthood.
Show them how to take time out: An over-scheduled child can become an anxious child. Be a role model – take breaks from your work, leave your phone on silent for set periods of time and just hang out together. Down time helps the mind and body to relax but children have to be taught to value that rather than seeing it as ‘boring’.
This article was contributed by Claudia Maloccas, Play Therapist with Hospital FRC, a member of Parenting Limerick. [...]
Back-to-School Basics: the Cliff Notes VersionAugust 19, 2025Middle Childhood / Pre-School AgeYou know that the return to school is imminent when ads for barbecues, ice pops and sunscreens are replaced with deals for uniforms and lunch-box fillers. For children, switching from lie-ins and lazy days back to a tightly scheduled routine can be difficult. With a little bit of planning (and patience!) there are a few things that can make the transition back to school a little easier all around:
For children who are starting ‘big school’ for the first time, consider both the emotional and practical elements of that transition. Talk to them about their new school and routine a little every day, without making too much of a fuss about it. For example, talk about the new friends that they are going to meet or the fact that they will have their very own chair. Practice opening and closing their lunch box with them, taking on and off their own coats and work on their self-care skills (going to the bathroom and washing their hands independently). Even simple things like explaining what a bell is and why it rings will prepare them for the barrage of new things they will experience once they start school.
The changeover from later summer bedtimes can have knock-on effects for the first month back at school (grouchiness, difficulty concentrating etc.).Try bringing bedtime back 15 minutes earlier every night for the week before school starts so your child’s body clock can adjust.
Similarly, start re-introducing dietary habits in that last week or two. During the summer holidays children often play a little before breakfast and there is generally a more relaxed approach to mealtimes. Having breakfast shortly after waking for a week or two will help young appetites adjust.
We have a tendency to mourn the end of summer, which can result in almost demonising school. You would be amazed how much a positive outlook can influence how children react to the return to school. Talk about how lovely autumn is, and how it means seeing all their friends again, watching the leaves change colours and thinking about Halloween costumes.
A great morning starts with the night before so think about having lunches and uniforms prepared the night before. It will also provide you with enough time every morning for that much – needed coffee hit!
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