“Ma Ma” (YEAH!!)
For those who’ve been spending time around Allison, you’re probably well aware that she’s been saying “adada” and “baba” for a while now. As a matter of fact, she will try and imitate many sounds that she hears. For example, this past weekend Katherine was telling us that she saw la luna (the moon) as we drove in the early evening. Allison promptly began babbling “la la lu,” waving enthusiastically at us as if saying “I can say that too!”
I was so delighted the following day when she started say “mmm mmm…a” and now she says “MA MA.” She knows that this elicits smiles and nods. I can’t wait for her to learn “TaTa” which is Katherine’s original nickname for herself when she was a baby.
All in the Name of Science
When Allison was a baby, we volunteered to participate in studies for the Institute for Learning and Brain Sciences at University of Washington. We got a call a couple weeks ago to participate in a study regarding habituation. I was really psyched because this group is doing some really interesting work around infant brain development. I invited Steve to come with us, and he jumped at the opportunity, given his background in psychology (from that VTSS degree you know! <g>).
All that said, we drove to campus last Tuesday and took Allison to the Institute. She first watched a researcher look at a toy – with the researchers measuring the length of time she stared – and then the same researcher looking at another toy in another room. Without getting into details, Allison did remarkably well in this new environment with many new people around. While we chatted with the asst. professor, she crawled around and played with some simple toys that she found fascinating. She was tired and hungry by the time we hiked back to the parking garage and drove across the bridge, but hung in there like a star.
Fuzzy Fuzzy Fuzzy
One of my resolutions is to read more with Allison. It occurred to me that we read A LOT with Katherine when she was an infant, but we’ve done less with Allison. This is probably because she likes to chew on books. But, I think with the right books, she’ll be less inclined to get her fiber this way.
Her favorite book these days is a Sandra Boynton book called Fuzzy Fuzzy Fuzzy. It’s a large board book with textures in the drawings, like a sandpaper paw on a dog labeled “rough rough rough.” We also read Barnyard Banter and Barnyard Dance. I should say “we” because Katherine has a large influence on what we read. She’s decided that she HAS to participate in Allison’s bedtime reading. This usually means that Steve and I sit with one child on our lap, and both kids tussle to touch and turn the pages.
Allison really does enjoy this ritual. She reaches for books and is getting more practiced at turning the board book pages. Sometimes I have to help separate the pages, but in all, she flips pages forwards and backwards and seems to enjoy seeing the same pictures over and over again. I’ve also started to re-memorize these books. ๐
Mobility
On the moving front, I witnessed a new behavior a few days ago. While standing (her primary entertainment these days), Allison reached down to pick up a toy that she had dropped. Slowly she took one hand off her table and leaned down to grasp what she had dropped. So, not only does she crawl and cruise, but she can sort of pick up objects too!
To give you an idea of her activity level, she’s developed calloused skin right below her left elbow. She moves this forearm forward and then army crawls her body forward. I found it after her bath while applying lotion. At first, I thought she had a rash, but figured it out eventually (how about many years of college does it take???…) Given that Katherine never crawled and was an early walker, this is a new experience for all of us.
Showing Us Works
Today we had our second student-led parent teacher conference. Katherine led off her conference with a handful of practical life works.
First, she poured water into a bowl, dropped 3 drops of soap in, and used a hand mixer to make bubbles. After dumping the water in the sink, she carefully mopped up water from her materials with a tiny sponge, placed everything back in its place and put the work back on the shelf.
Next she selected a work that involved pouring water from a small pitcher into glasses using a funnel. Then…more pouring… this time moving beads from one pitcher to another. For a change, she headed to the science table, taking a dissolvable packing peanut, pulling it apart and putting it into a bowl of water. She watched it puff up, stirred it around and then dumped it all down the sink.
We headed to the art section of the classroom – where she slipped on an apron and used modeling clay to strengthen her fingers. Then, she took color drops off the shelf and dropped them in a tray to see how the primary colors combine. She carefully put the droppers back (calling them polish – hmmm) and then rinsed and wiped dry the glass tray. At this point, Katherine decided she wanted to paint. We taped paper to the easel, and she made about 4 strokes before taking the paper to the clothesline to dry. She insisted on attaching it herself using clothespins.
This all happened in about the span of 40 minutes. Katherine then laid out 3 work rugs, ostensibly to give us lessons and have her parents work on projects too! We wrapped up the conference at this point – Katherine was getting a bit tired as was her concentration span, and it was time for other students and parents to work in the classroom.
Overall impression is that she has come a LONG way in the last six months at school. She understands and applies classroom rules, for instance letting the teacher know when materials have run out for a work, or what to do with her paintings when she is done. Her concentration span has increased, and she likes to chat with other kids at school. School can be tiring mentally, and we’ve got to continue to work with her on identifying and verbally expressing her emotions (especially after a tiring work cycle).
