Now, Natalie, when it comes to asking for help, why is it that sometimes we never ask and sometimes we always ask? Is either a problem?

Yes, yes, right.

So if we think about, and this relates, obviously I'm always, you know, the focus is on children, but when we're looking at children, we're moulding them for adulthood.

Yes.

Right.

So the adults out there would also have some preconceived ideas as well as to what kind of help they may have asked in the early years and how and why they may ask for help now.

So it's really important that we understand that we don't want to be the person who doesn't ever ask for help.

Yeah.

When it comes to parents, at what point do we need to recognise and reflect when is the right time to step in and when is not?

Yeah, yeah.

And that's a really good point because what we don't want is to be able to just say, well, our kids can just do it when we don't know if they can do it.

That's the really important point to be able to kind of think.

I do want to be able to allow them to try for themselves.

So whenever we're deciding as to whether or not, first of all, can they do it themselves? So I know, for example, my kid can get dressed.

That's my point of me just trying to rush.

When it comes to children who might be a little bit neuro-spicy and need a little bit more support, how do we recognise the point we need to step in and the point we need to give them that space to develop?

right?

and then that then reduces the amount of resources or what we call cognitive load resources our brain needs to learn that and then you file it away okay so it's a bit like you know driving a car or what you're saying with the footy and those drills they do them over and over and over so when they're on the field they don't have to think about those it actually automatically happens.

So then the player's focus would be on the other player or on the ball or on other things they're not thinking about the drill specifically they need to do.

So there's a lot of brain science behind that.

So when we're thinking about then anything that we are learning or need to do or getting our kids to learn, A lot of the time they're not getting the same amount of repetition, right? Repetition is definitely one part, but we may also be repeating and repeating, repeating something and we're only using one of our sensory systems.

So we're only just listening to it.

Okay.

Okay.

Paint a picture for us.

yeah yeah so i've been on both sides as well so i've been in schools used to be a teacher many years back but now i'm also a parent right and you can now see it from both sides as to kind of you know it's really tricky with that um we all do our best to be able to communicate with each other but there is in many cases i've seen um from from friends um but also from when i'm in schools as well to be able to see that there is a big a big gap on that communication whether it's one side feeling a bit defensive or afraid of exposing themselves, whether it's also the parent not sure whether they're able to intrude onto the teacher's time and ask about their child.

And what we all start to forget sometimes is that we're both there for the child.

And it's really about remembering that, you know, if we're not both communicating properly at the absolute optimal, then we've got a little kid here who can't advocate for themselves.

And they're the ones that are going to end up falling behind.

And this is what I see a lot.

And it really, really does.

Why does that potentially happen between teachers and parents?