As a technologist, we aim for self-service solutions. The tool should allow people accomplish their work without the direct intervention of support staff.
As a parent, we aim for our children to do the same. The time sink is doing everything for them, so the more they take care of themselves the more time we get back. With the toddler, I see the gross understanding of processes and some mastery.
She can feed herself with her hands and is getting better at using a spoon. In putting on clothes, arms are placed in a position to make it easier to pull on or off a shirt or coat. Or switching a toy to another hand. Or climbing into the high chair for dinner.
Baby steps to getting dressed herself. Though, this morning she did pick the outfit: her Star Trek Lieutenant Commander (TNG) onesie. So, you know I am proud.
We play a game: One of us parents will count to five and say that number of fingers are coming after you and tickle Fleur. (My wife does to five and tickles with both hands. I will to five & use one hand or ten &use both.) In true dopamine fashion the smile is largest in the middle (three and eight). It did make me wonder if she recognized the words, but that apparently comes around 3-4 however there is evidence that starting around 14 months they have an approximate numerical system that allows them to recognize it.
Children do not understand the meanings of count words like “two” and “three” until the preschool years. But even before knowing the meanings of these individual words, might they still recognize that counting is “about” the dimension of number? Here in five experiments, we asked whether infants already associate counting with quantities. We measured 14‐ and 18‐month olds’ ability to remember different numbers of hidden objects that either were or were not counted by an experimenter before hiding. As in previous research, we found that infants failed to differentiate four hidden objects from two when the objects were not counted—suggesting an upper limit on the number of individual objects they could represent in working memory. However, infants succeeded when the objects were simply counted aloud before hiding. We found that counting also helped infants differentiate four hidden objects from six (a 2:3 ratio), but not three hidden objects from four (a 3:4 ratio), suggesting that counting helped infants represent the arrays’ approximate cardinalities. Hence counting directs infants’ attention to numerical aspects of the world, showing that they recognize counting as numerically relevant years before acquiring the meanings of number words.
Experiment one: The infants watched a demonstration of putting items in a box some while counted and others using “this” instead of counting. Then the researcher had the child do the task on sometimes two or four objects (two in front and two in back). They measured the search time and found the children searched longer for the two when counted. The supposition here is the counting primed working memory for four items. Or setting a summary representation array using an approximate number system (ANS).
Experiment two: In this one, the researchers teased out the efficacy of the ANS . The two tasks were both counted prior to hiding. This time the search time was measured after the first two were found. In the other, the search time was measure after the third was retrieved. If ANS were used, then they should not distinguish between 3 and 4, which was the result.
Experiment three: The number of objects was increased to 4 and 6 as it should exceed the capability of working memory. It confirmed ANS is likely the component in play.
Experiment four: Same procedures as three but measured like two.
I would love to see this have with more kids and replicated.
Wang, Jinjing & Feigenson, Lisa. (2019). Infants recognize counting as numerically relevant. Developmental Science. 10.1111/desc.12805.
Funny how we have to tell this to both toddlers and teenagers. The toddler it is to ask, “Can you say cup?” or “Can you say down?” The teenager it is to ask, “Can you be more specific about what you mean?”
The toddler enjoys playing with others. When she is excited, she lets out the cutest little high pitched stuttering squeal. It reminds me of the dolphin from Flipper. (I wrote in the bio that I am old.)
I first heard it in her excitement at learning the cat was near. For a while it was the cat’s warning sign the new walker was on her way.
It comes out while horseplaying. The best, is chasing her around the house saying, “I am going to tickle you!” She does her dolphin squeal and runs away. I had a proud dad moment when she paused to try and close a door behind her to impede my chase. Great tactic.
Over the weekend, we attended a baby shower. The hosts have a friendly dog who stands just under eye-level for the toddler. The dog licked Fleur’s face because, naturally, there was food still on it. That. THAT. Got the longest squeal I have heard yet. And a quarter hour of following the dog around trying to get in her face and receive another face lick.
I am finding the kiddo is a daredevil. Things I kind of expected to be shocking and make her scared don’t. She instead lets out a squeal and wants more. Greaaaaaaaaaaat. Dopamine addict.
Pediatricians developed their own metrics: the Stool Hardness and Transit (Shat) score and the Found and Retrieved Time (Fart) score.
From my 2005 trip to California
The Fart score – how many days it took the Lego to pass through the bowels – was between 1.1 days and three days, with an average of 1.7 days.
Using the Shat score, the researchers also found the consistency of their stools did not change. They compared Shat and Fart scores to see if looser stools caused quicker retrieval but found no correlation.
Saving this for later because given how many LEGO sets we have in the house, it seems a given Fleur is going to swallow some. Though, I have to admit my dubiousness to the study because it seems likely toddler and adult bowels might have differences such as size.