Here are a collection of anecdotes about the breakdown of communication where I misunderstood the desired outcome which resulted in upset feelings:
Fleur handed me a banana saying, “do this.” When I started to peel it, she wailed.
She asked me for strawberry oatmeal. Like the dozens of times before I poured pecans into it. She howled about them.
She asked to watch Frozen. So, I clicked on Frozen. The screaming was because she wanted Christmas Frozen. (aka Olaf’s Frozen Adventure.)
The past three times she has had a particular food, it has resulted in her needing to be held because her tummy hurts. But, it is sweet, so she wants it. When I say no, she throws herself on the floor with intense crying and tears and hurt.
The prize for potty training is candy which often gets dropped on the ground, making it inedible but that doesn’t mesh with the prize loss. Inconsolable. Until I replace or wash it, nothing else can be done.
Fleur is the adventurous type. She enjoys climbing, jumping, and scary situations.
For the most part, I have always encouraged her to push her boundaries within what I consider acceptable. Climb higher. Climb the arch ladder while holding her hips the first time but let her do it on her own subsequent ones. Jump off the 5 foot wall the 5 foot distance to catch her a couple feet off the ground. Throw her up into the air.
Momma cannot watch some of these antics. Mostly because her baby is in danger.
If I thought Fleur was really in danger, then I would encourage her to do something else. There is a risk. Throwing her up into the air means I could miss the catch. I am cognizant of the risk, but I accept it on our behalf.
The smile she has when successful is infectious. I hope evolutionary biology isn’t tricking me into letting her into unnecessary danger. It is a reward for me to see her happiness about having done the dangerous thing.
On the other hand, this confidence building feels very necessary. At the park, she was hesitant about the arch ladder. Protecting her the first time let her see it was possible. It expanded her worldview. She did it a dozen more climbs on her own. Because… she knew she could. I want her to feel like she can do anything.
Another thing is my language has changed over the past month or so. Instead of saying “be careful” so much, I am trying to get better about specifics. When she is walking on a curb, I will ask, “Do you feel stable?” Or when she is running, “Are you going the speed where you tend to trip?” or “Are there [roots or mud] for you to fall on?” The idea is to get her to consider the situation.
I stumbled across the cutest of scenes. I went looking for Fleur because it was too quiet.
She was in her room with the Olivia book between her and Cora the doll. While not yet able to read, she does have it mostly memorized and was telling it to Cora.
She also will offer to read to us. Usually they are her favorites, so she basically memorized the story.
What amuses me most about her play reading is the made up parts. There is a slight pause where she realizes she doesn’t know and composes something to go with the picture. I can see why she picked it.
It reminds me of how the brain fills in the gaps for memory retrieval. If the actual memory has pieces missing, it finds relevant information and inserts it into the recall. The problem is that is what gets remembered in future retrieval instances. This is what distorts recall such that eyewitness testimony can be manipulated by police or lawyers.
Today was a productive potty day at daycare. The snack bag had more than usual amount. Fleur looked super proud.
They get a piece of candy each time they go. We tried stickers and found it okay but not great. We switched to candy and found it super effective. Daycare went the same route a couple weeks after. The dual environments using the same method has us over a month in without an accident.
Today she showed me the bag. She wasn’t in a rush to eat it like usual.
I asked how many she got. She told me: “Two many much.” I thought she meant too many, but two many makes more sense.
She can count. But, in this moment of triumph, “two many much,” was perfect.
Cognitive scientists have known for decades that simply mastering comprehension skills doesn’t ensure that a young student will be able to apply them to whatever texts they’re confronted with on standardized tests and in their studies later in life.
One of those cognitive scientists spoke on the Tuesday panel: Daniel Willingham, a psychology professor at the University of Virginia who writes about the science behind reading comprehension. Willingham explained that whether or not readers understand a text depends far more on how much background knowledge and vocabulary they have relating to the topic than on how much they’ve practiced comprehension skills. That’s because writers leave out a lot of information that they assume readers will know. If they put all the information in, their writing would be tedious.
But if readers can’t supply the missing information, they have a hard time making sense of the text. If students arrive at high school without knowing who won the Civil War, they’ll have a hard time understanding a textbook passage about Reconstruction.
We were low-income growing up. But, we were rich in other things.
The air conditioner wasn’t run in the middle of the day when I was young. We couldn’t afford it. The library was close by, so we spent most summer days there. Supposedly I was reading when I was three.
Later, when we were better off financially, my mother got us encyclopedias so my brother had easy access to information from a young age without having to leave the house.
So, we had easy access to background knowledge and vocabulary.
To help students practice their “skills,” teachers give them texts at their supposed individual reading levels, rather than the level of the grade they’re in.
According to Shanahan, no evidence backs up that practice. In fact, Shanahan said, recent research indicates that students actually learn more from reading texts that are considered too difficult for them—in other words, those with more than a handful of words and concepts a student doesn’t understand. What struggling students need is guidance from a teacher on how to make sense of texts designed for kids at their respective grade levels—the kinds of texts those kids may otherwise see only on standardized tests, when they have to grapple with them on their own.
We were always pushed to read well above our reading level. Growth requires tackling harder challenges. Of course, standardized tests claimed I was reading at a college level by middle school, so I image that was always a challenge.
For Fleur, we have a good library of board books. I have been enjoying the professorial approach of explaining how things work. (The wife long ago detached her retina rolling her eyes at my doing such to her and Galahad.) Now, I have an appreciative audience. Developing her background knowledge and vocabulary is my life’s calling. Hopefully, I can excite her learning about various things.
My wife mused about ordering some food for Thanksgiving. Galahad said not to. He has been helping with the cooking.
Having never cooked Thanksgiving, he had no idea this meant more than a meat and two sides. A typical meal might be chicken plus a green vegetable and a starchy one. These are typically an hour or so to prepare.
He objected to the broccoli casserole. So mac and cheese was added to compensate. (But that meant two different ones as some of us have special dietary needs.)
He called this a nine course meal. There were six things. We shared working on the various things, so while my wife took the brunt, we all helped. He felt this was all too much.
No worries. Sounds like he will remember for next year to let us order.
We also invited friends over for pie and hanging out on the patio. Fleur gets quiet around people she doesn’t know. Amazing not to hear her constant conversation for so long. Once she hit her playground, she was good.
The hundreds of machines I manage are virtual machines using logical storage volumes and allowed access to CPU & memory on hardware. I can do my job from anywhere because there is not anything physical for me to touch other than my laptop.
The fiction I read allows me to craft my own vision of events.
When Fleur gets to see the things from stories in real life, there is a brightness to her expression of wonder.
My favorite is when she sees a school bus. She breaks out into her favorite song: The wheels on the bus go round-and-round, round-and-round, round-and-round. She does all the verses we know even though the bus is long gone from sight.
Another good one is the horses. They have most been silent and stamping when they want pets. When Molly neighed at her, Fleur was astounded because it was the first time she’d experienced the sound in person.
This process of attaching something concrete to an abstract concept makes me happy for her.
I’m thinking I need to take notes of these things from the books in her collection and brainstorm ways for her to experience them in person.
Something that irks me is the notion that the only science worthy of being conducted is that which has a direct practical application. I think if humans were omniscient enough to know what is useful, then we really would be past doing science.
The case which prompted this post: the reconstruction of a mummy larynx. True, it doesn’t directly help a living person. Plenty of people damage theirs in car accidents, falls, etc. By acquiring an 3D image of the person’s and building a replica, we could replace lost ones. And the person could have their same voice. Voice is part of identity given we recognize others by the sound of theirs. Mechanical replacements that sound inhuman are like wheelchairs: approximation, but the user still loses a lot.
Science and technology are collaborative endeavors. Others replicate a finding. They take an idea and do something similar but different to see if there were hidden variables that change the finding. Or, produce a product from the idea.
Too much focus on practical science is what led us to the Replication Crisis in psychology. People needing a useful result, meant not enough people replicating experiments to see if the results held. Mythical results went years without anyone publishing they were bunk.
Developmentally speaking, “2 years old might be one of the roughest ages” for social distancing, says Arthur Lavin, a pediatrician in Cleveland and chair of the American Academy of Pediatrics Committee on Psychosocial Aspects of Child and Family Health. A 6-month-old offered peas for dinner either wants them or not, but a 2-year-old knows something tastier exists. It’s the age of challenging the world, making vague demands and feeling intense emotions at every turn.
Pick toys that encourage exploration and imagination
Scale back on toys
I think we have done pretty well. Fleur spends time with me on conference calls. I will turn on the video so she can talk to early bird coworkers before a call starts. She gets bored pretty quick on moves on to something else adjacent to me.
My father told me a story that sounds exactly like me.
My parents were called to have a parent teacher conference over my refusal to accept I was wrong. Apparently, the teacher had asked a question and the answer I gave was not the one in the textbook. However, I insisted that I had the right answer because I had read in a science magazine not long before about a new discovery.
My father said he counseled me to not challenge the teacher in front of the other kids. Thinking back, I really never took that lesson to heart.
One of my favorite high school stories is in science bowl answering that Saturn had more moons than Jupiter. The teacher (the superintendent a couple years later) was excited I got it wrong. I argued Jupiter had sixteen. But a few more were discovered for Saturn bringing it up to 18. To this day we are still still finding moons for these planets and who has more flip flops. The question depends on current knowledge.
Thankfully, the student teacher was aware and came to my defense. I got the question right.
Fleur has lots of science books already. I already explain science concepts. We will do many experiments together. And, she will be kept current on the state of knowledge because I get excited when I learn about a new discovery.