Posted in wwlw

what we’re learning wednesday, episode 7

This week the boys have been practicing writing numbers and letters on their own!

Rondel has always struggled a bit with fine motor skills, but recently he has been developing a lot more control and finesse, so he’s been starting to show more interest in actually writing things himself; he has a tendency to flip letters and numbers around when writing and reading, and left-to-right directionality doesn’t come naturally, but his writing is getting noticeably better the more he does it.

Limerick, on the other hand, was obsessed with letters at 18 months and could write rough approximations of all of them in sidewalk chalk at that age. His handwriting now is quite clear with chalk, and a bit more wobbly but still legible with pen or pencil (I think the thicker chalk is easier for him to control than the narrower options). The only number he consistently reverses is the 6, and he only occasionally needs to verify which side the “1” should be on when writing the number “10.” He can also write much more quickly than Rondel.

Despite these differences of background and innate ability, I’ve never heard the boys compare themselves or their writing (and I try not to either, when they are around to hear it!). They are both just doing their best, continually learning and improving, excited about each other’s accomplishments and encouraging each other to try new things.

Anyway, we got together and over a couple days drew a human-sized numbered game board on the driveway, taking turns writing the numbers until Limerick completely took over around 78 and continued all the way to 196. (Since then we’ve washed the driveway off and completely covered it with different variations on number lines and letters multiple times… it’s all he wants to do whenever the ground is cool enough to tolerate).

We also discovered a free app this week called ABC Kids that offers alphabet tracing games; I didn’t think the kids would be interested, but Rondel has spent hours carefully tracing the letters, both upper and lower case, in the correct directions and with the recommended motions, which I can only imagine is good for his fine motor development as well as his familiarity with the letters and handwriting skills. (The app supposedly offers phonics as well, but since we can’t get the sound to work it doesn’t, functionally at least. But it is great for tracing, for matching lower and upper case letters, and for identifying words beginning with each letter.)

So that has been our focus this week! Writing, writing, and more writing, in all different media! Maybe we’ll try finger-painting some letters and numbers next 🙂

Posted in family life

fine motor delays and pre-reading skills

At Rondel’s evaluation for services with the school district, he scored low enough on his fine motor skills to be classified as having a moderate delay (which is significant enough to qualify for special services). When he draws or paints, he can’t seem to figure out how to hold his writing tool, switching up his grasp every few minutes, and even changing hands periodically. To put in simply, he looks like a much younger child – and his drawings reflect that: although he attempts to add depth and detail to his drawings (at a level up to or above the standard for his age), what he puts down on the paper is not recognizable as the object he is trying to create.

However, when he sits down with Duplos or Brain Flakes, he can build creations that are complex and true to form. His Duplo animals really look like the different animals he’s trying to make – he’s constructed dinosaurs, lions, spiders, owls, bats, and more, and a lot of them are very realistic and innovatively detailed (Duplos are a challenging medium for fine detail, after all). With the flakes, he’s currently working on making all the letters of the alphabet; in the process, of course, he is intimately familiarizing himself with the shape and orientation of each letter just as another child might through writing the letters over and over again on paper. Additionally, he is beginning to wonder about letters in general, and asked me tonight what letters were for. So he is still gaining valuable pre-reading skills, despite the fine-motor struggles – and he is doing so through a self-motivated, self-developed method, without any external pressure or stigma.

My desire as Rondel’s parent isn’t to mold him into some predetermined form but to help him find his own voice and his own path. If his life so far is any indication, it seems that all he needs to do that is access to means of expression that work with his strengths instead of taxing his weaknesses, and room to grow in a space of acceptance and accommodation.