Michael, with his toy guitar: “This next song is called “Starlight Can Never Destroy A Death Star So I will Use My Laser.”
I went to his end-of-year celebration at his preschool yesterday, which consisted mostly of him attacking me at frequent intervals with flying leaps and fierce hugs interspersed with little girls coming around to take pictures with him.
It floors me to see how advanced academically he is. He is actually writing messages to us–all caps, no lower case, and asking us how to spell words–but writing nonetheless. Julianna does this app on the iPad for homework. It’s called ST Math. It’s graphic math, with no instructions of any kind, which has on more than one occasion made my head want to explode, but apparently the kids do pretty well with it. She’s doing the first grade curriculum and as we were trying to show her grandparents how this worked on Mother’s Day, Michael watched upside down and then started doing it for her. I had to get pretty firm with him to back off.
In part, it floors me because he’s in a special ed preschool, one where the primary focus of the instruction is the kids with developmental disabilities. We enrolled him as a “peer model” through the school district when he was three to try to develop sensitivity and awareness toward kids with disabilities–because of all our children, only Alex, who witnessed and participated in her early childhood therapies, really has an inherent awareness of and appropriate interaction with her. To her younger brothers, she’s just their sister. They don’t tolerate her desire for hugs, and their power struggles over the iPad and books and so on look like every other sibling struggle. They don’t give her one inch.
There’s great value in having that relationship–Julianna is always trying to get away with things based on her disability, whether she’s doing it consciously or instinctively–but I still wanted Michael to at least be capable of making a distinction.
When it came time to move him to a traditional preschool for his preK year, to make sure he got the needed academic preparation, we found ourselves waffling. He seemed comfortable, and the school was right here in the neighborhood. Often, we bike to and from. The kindergarten teachers at the Catholic school said, “Ah, don’t worry about it. He’ll be fine.” And so we left him in place for a second year.
His teachers at Early Childhood Special Ed have told me repeatedly how seriously he takes his job as peer model, but I always thought that was just teachers being nurturers; I didn’t take it that seriously until one day, Michael and I went out with my friend and her son, who is a couple years younger than Michael, after Jazzercise. The boys jumped around, climbing on and under things and generally being normal little boys while we talked and tried to keep their exuberance (and potential for damage) contained to one corner of the cafe. When it was time to go, Michael’s little friend did not want to go. It was like a switch flipped in Michael. His tone of voice gentled, he helped his friend put his coat on, he held his hand and led him out the door. My jaw hit the floor.
It will be interesting to see how the experience of being a peer model shapes his future character. In the meantime I highly recommend it for anyone looking for an inexpensive and extremely enriching option for preschool. Because clearly, it didn’t harm his academic potential at all.
In any case, such is the world of my littlest guy as the school year closes. I’m having so much fun with him.