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Whinging, Whining and Wailing: 10 reasons children do it and what you can do to help

Whinging, Whining and Wailing: 10 reasons children do it and what you can do to help

Written by Kathryn Tonges

You have had enough. The repetitive whinging, whining or wailing accompanied by sounds of grumbling, griping or groaning have tipped your tipping point far too many times. You have implored, beseeched, exploded, threatened and bribed and yet your child’s pattern of communication resurfaces again and again. It’s irritating, annoying, exhausting. You have even started to whinge, whine and wail in response!

If you are feeling overwhelmed, then so is your child. It is the very time that your child needs your loving connection. Whinging, whining or wailing is their cry for help.

THE WHINGE – “She got more than me”; “It’s not fair”.
THE WHINE – drawn out sing-songy tones underpin statements like “I can’t do this”, “I don’t want to”, “I don’t like this”, “I want to come too”.
THE WAIL – loud crying sounds followed by: “He hurt me!” “She’s in my room again!” followed by continued crying (and I mean continued crying).

Why do they do it and what you can do:

1. Emotional build up at stressful times: Think about when the whinging habit originally started and what was happening in your life or your child’s life at the time – maybe you started back at work, a new baby came along, you moved house, or your child started a new school. It is likely there were many stressors happening in family life and competing demands on you that led to an emotional build up for your child. Loving focused connection is what your child needs.

2. Get needs met: Whinging, whining and wailing are solutions your child has discovered to get their needs met. Children repeat behaviours because they have worked. You might describe these solutions as irritating and that your child is misbehaving. If you reflect on what happens when your child has used these solutions it is likely that they have worked in getting what they need whether it be your attention, being heard, help with a task, or more sweets. Your child can feel overwhelmed if their basic needs are not met. To quickly assess and help them get their needs met in a better way think of the acronym HALT.
Hungry:
need for food or drink
Angry: need for release of pent up feelings both emotionally and physically – try running around, laughter, dancing, or nature play.
Lonely: need for connection time with you or others
Tired: need for down time – try resting, alone time, books, quietness.

Children are always behaving to get their needs met, affirms award winning psychologist Dr Thomas Gordon. When you change the way you view your child’s behaviour you can be solution focused rather than be stuck thinking of your child as a problem.

You can help your child use alternative solutions that are effective assertive communication skills to get their needs met, like using I-messages. You can teach your child by role play practise or using toys or puppets. You could say to your child, “Next time if you find it frustrating putting on your shoes you can say to me, It’s really frustrating getting my shoes on, or if you need my attention you could say, I need your attention Daddy.” Parent Effectiveness Training courses teach these skills.

3. Gain your attention: Whether to be heard over multiple voices or to get your attention, whinging or whining is an understandable solution. Sometimes parents say that children use these techniques just to get my attention. It is true, that is very often why they do it. However, it is the solution the child has chosen that needs to change not their need. Being given attention is a valid need for everyone.

a. On a piece of paper draw three columns. In the first column describe the behaviour when your child whinges, whines or wails. Be careful not to use judgmental language like ‘he’s such a pain’ or ‘she whines and whines’. Instead write the actual behaviour as you would see and hear if you were video recording.

In the second column reflect on what situation came before your child’s whinging – what were you doing, what was your child doing, where were you, who else was involved?

The third column could be used to record possible strategies and what you could do differently next time e.g. get down to your child’s level  look into her eyes as she speaks; listen and connect;  give positive feedback when she uses I Messages (e.g. Mummy I need  your attention or Mummy I need a hug) and say to her “Thank you for clearly telling me what you need. I was so busy doing chores I didn’t hear you the first time. I love giving you hugs.”

b. Set up more one to one time to fill up your child’s emotional needs and bring your child back to balance. Find a time that works for you and your child when you are relaxed and happy and ask your child to brainstorm with you ideas for having more one to one time. Ideas don’t have to be lengthy in time and could be as simple as brushing each other’s hair, exploring the garden together, cooking etc. You may have to work out a time when the baby is asleep, enlist a babysitter for your other child, or call in the favour of another parent so that you can reciprocate and look after one of their children.

4. Deal with sibling fights: Could it be the children are vying for your attention? Or could it be they don’t have effective skills in conflict resolution and one child always feels victimised? You can help the helpless child to speak assertively and you can help the more dominant child to have empathy and resolve conflicts using a win-win method. Children learn what they live. Do they hear and see you using effective assertive conflict resolution rather than passive or aggressive approaches? Most parents have grown up in households where ineffective conflict resolution has been used. The good news is that parents can change and learn new skills that they will feel proud to model to their children. Read Why do Children Fight? for examples of what to do.

5. Monkey see monkey do: Children repeat what they see and hear, especially their parents. Use the three-column approach to self-reflect and make changes so that you are the role model to your child that you want to be.

6. Habit: It takes time and practice to learn a new skill and change a habit. New neural pathways in the brain must be formed. Children however need to see that changing is worth the effort and that you are helping them get their needs met. Children learn best through fun and play:

a.  Firstly, explain calmly to your child what needs to change for you and them and suggest that you help each other to change. You could use one of their puppets if they are a young child to role play the sound of you whinging and whining, then role play them. Do this when the child is in a happy calm state. Have fun together. Be playful.
b. Secondly, teach alternative ways to speak and encourage them to use their normal speaking voice. Again, you could role play with each other to practice or use puppets. You could even make up a story e.g. The Whingy Wombat and how she changed.
c. Thirdly, look for ways to give quality focused attention and remember to give positive feedback. Positive feedback differs from praise that is judgmental. Instead of saying “good girl” you could say, “Thank you for explaining to me what you needed. I would love to help you with that”.

7. Don’t feel heard: When children repeatedly don’t feel heard they can feel unloved, not valued, or powerless. Using whinging, whining or wailing are each communication solutions in order to be heard. Show your child more empowering strategies and work on your own listening skills when your child has a problem or unmet need. Learning to active listen is one of the most powerful and life changing skills you can develop. Acknowledge your child’s feelings and allow them the opportunity to come up with solutions for their problems. Even young children can do this. See Me No Brush Teeth

8. Frustration: Young children are still learning to regulate their emotions and develop a balanced brain as Dr Dan Siegel explains in The Yes Brain Child. Your child needs your help, your soothing presence when they are out of control. Comfort them and acknowledge their feelings to reduce emotional flooding. The time to teach them about alternative behaviours is when they are calm not in the midst of a storm, otherwise they cannot hear what you say. See My Emotional Trainer Wheels blog.

9. Anxiety and fears: Telling your child to stop whinging, whining or wailing may prevent you from discovering the underlying fears or anxieties of your child. Active listening by identifying your child’s feelings helps your connection and helps your child develop balance and resilience.

10. Ineffective communication skills: Once children feel heard then you can teach them effective and assertive communication skills as an alternative to whining. Your role modelling is the most powerful teacher.

It takes time, self-reflection, practice and encouragement to change habits and brain pathways. If you want calm, connected conversation rather than complaining it will be well worth your effort.

First published in Kathryn’s website The Parent Within.

Kathryn Tonges

Kathryn Tonges

Sunshine Coast & Brisbane, QLD

I began conducting 'Parent Effectiveness Training' courses in 1978 and have been deeply rewarded by seeing the positive transformations within families. I am filled with gratitude that the effective communication skills I learnt with P.E.T. have underpinned all the interactions with children and people in my life since then. My two sons are now parents and I am witness to their natural use of P.E.T. skills. In my teaching career I taught from early childhood to tertiary level focusing on Child Development and Communication Skills. Children, parenting, and effective communications became my passion. I lived in Beijing for seven years and conducted P.E.T. and BYB courses for expatriates as well as training expatriates to become P.E.T. instructors. I have written for parenting magazines in Beijing and Australia and blog for my website The Parent Within (theparentwithin.com). Whilst in Beijing I co-authored a book with P.E.T. Instructors I had trained, to help expatriate children cope with the changes in their life. Since returning to Australia in 2014 I have taken on the positions of State Executive Officer for ETIA Queensland and more recently President of ETIA Ltd. I am also a National Trainer of Instructors for ETIA Ltd. for P.E.T., B.Y.B., T.E.T. and Y.E.T. My passion to teach P.E.T. courses continues in Brisbane and the Sunshine Coast as well as coaching parents individually.

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About ETIA

The Effectiveness Training Institute of Australia (ETIA) Ltd is a not-for-profit, community based organisation that is dedicated to making courses in communication and conflict resolution skills available and accessible to all people in Australia.

ETIA’s mission is to provide individuals with effective communication and conflict resolution skills to build connected, harmonious relationships.

Our inspiration and programs come from the late Dr Thomas Gordon who is the author and founder of Parent Effectiveness Training (P.E.T.) program and Gordon Training International (GTI).

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