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conuly
Loosely divided into the arbitrary categories of social, physical, and intellectual. Who makes up these divisions, anyway?
1. She's largely mastered counting, but we're still reinforcing that one. She does tend to forget to count systematically, and I don't know how to teach that other than counting everything we can.
2. Since she's got counting down pat, I've upped the ante - we're working on other basic math concepts, like more/less, and simple math: "You had two pebbles. You gave me one. Now you have one pebble." and "You have three books. I have two books. We have five books." It seems simple, but it's hardly simple to her. She can count what I have, what she has, what we both have - but the intellectual jump to actual math isn't quite there yet.
3. We're still working on shapes-in-nature, and I'm trying to work on learning shapes she doesn't know. Hexagon, pentagon, octagon, trapezoid (who doesn't like to say trapezoid? I thought so!), that sort of thing. It's hard work, of course.
4. She's still intent on letter recognition, both fingerspelling and in print. I'm tempted to try braille on her, but I think her brain might explode :P
5. We're also working on other basic pre-reading work - what sounds like cat? Bat? Mat? Rat? What starts with a buh buh buh? Balloon? Ball? Boy? Bus? What happens when I randomly switch sounds as part of a song? Huh huh huh?
She thinks this is fun, most of the time. I think it's rather tedious, but anything to kill time.
6. And now we've moved into the giant world of naming things in categories. Yes, it *is* a flower - but it's also a rose, a tulip, a dandelion. Yes, that *is* a bird - but it's a bird called a sparrow, a starling, apigeon rock dove, a peregrine.
1. She's in love with swimming.
2. We're working on doing new things at the playground. She is, anyway - I'm working on not panicking that she'll fall.
3. She's trying to learn how to write letters, which I dubiously place here as a fine motor skill.
4. She's working on every aspect of dressing herself.
5. And eating without spilling.
6. Her toilet training proceeds apace, but she can't yet poo in the toilet. Oy....
7. She's working on creating actual structures with her blocks or dominoes, not just stacks.
8. She's busy with every aspect of music making - and getting better at it, too. Clapping in rhythm, singing in tune, playing the piano instead of banging it. (She only ever does scales, and one fingered, but that's beside the point.)
9. She still loves to dance - and is trying different types of dance depending on the type of music she's hearing. This step is huge.
1. We're big on please, thank you, you're welcome, yes please, and no thank you.
2. She's trying very hard to master the concept of "How are you doing?" It's sweet, and the sooner she memorizes the phrase "Fine, thanks, and you?" the happier she'll be. Don't want her sitting and figuring out how she's actually doing every time she answers that question. Personal experience - it gets real old, real fast, faster than the person doing it.
3. She can play with other children! Like, she can hold a ball, throw it to another kid, and tell them to throw it back to her. She can hide, and tell her friend to find her. She can play pretend. Not just playing with them, I mean - playing actual games with rules. And I thought that just hanging out was the be all and end all of it!
4. She can share. I've managed, quite by accident, to stumble upon the method by which children 2.5 and older can police their own sharing - make them count to five. This has become our default. I count to five, then it's my turn. She counts to five, then it's her turn. And I've tried this with other kids, and they glommed right onto it. All the adults had to do was start it off. This is great.
I mean, the turns are short, but they don't care.
5. We're working on shaking hands every time we meet somebody new. It's occured to me that I must set the example. Alas.
6. We're working on the idea that, no, Ana, Mr. or Ms. is not optional. If I introduce somebody to you as "Mr. Bob", you cannot opt to simply call them "Bob". We had a similar problem when she thought that the proper term for "Meghan's Daddy" or "Elliot's Mommy" was simply "Daddy" and "Mommy". (Note, obviously this doesn't go for people who ask to not have the honorific. It's the default. But it's up to them to decide, not little old Ana.)
There's more, of course. Always is.
This list is just to remind me - Ana's got a lot on her plate right now. I tend to forget, and want to yell at her "GROW UP ALREADY!" as she does something immature.
She'll be back Thursday. "When I go on a plane, I fly, and then I see Mommy!"
Me: Uh, and Daddy...?
Ana: Uh-huh, Daddy and Mommy!
Me: And me?
Ana: Yes, and Mommy!
Very clear what she's excited about :)
1. She's largely mastered counting, but we're still reinforcing that one. She does tend to forget to count systematically, and I don't know how to teach that other than counting everything we can.
2. Since she's got counting down pat, I've upped the ante - we're working on other basic math concepts, like more/less, and simple math: "You had two pebbles. You gave me one. Now you have one pebble." and "You have three books. I have two books. We have five books." It seems simple, but it's hardly simple to her. She can count what I have, what she has, what we both have - but the intellectual jump to actual math isn't quite there yet.
3. We're still working on shapes-in-nature, and I'm trying to work on learning shapes she doesn't know. Hexagon, pentagon, octagon, trapezoid (who doesn't like to say trapezoid? I thought so!), that sort of thing. It's hard work, of course.
4. She's still intent on letter recognition, both fingerspelling and in print. I'm tempted to try braille on her, but I think her brain might explode :P
5. We're also working on other basic pre-reading work - what sounds like cat? Bat? Mat? Rat? What starts with a buh buh buh? Balloon? Ball? Boy? Bus? What happens when I randomly switch sounds as part of a song? Huh huh huh?
She thinks this is fun, most of the time. I think it's rather tedious, but anything to kill time.
6. And now we've moved into the giant world of naming things in categories. Yes, it *is* a flower - but it's also a rose, a tulip, a dandelion. Yes, that *is* a bird - but it's a bird called a sparrow, a starling, a
1. She's in love with swimming.
2. We're working on doing new things at the playground. She is, anyway - I'm working on not panicking that she'll fall.
3. She's trying to learn how to write letters, which I dubiously place here as a fine motor skill.
4. She's working on every aspect of dressing herself.
5. And eating without spilling.
6. Her toilet training proceeds apace, but she can't yet poo in the toilet. Oy....
7. She's working on creating actual structures with her blocks or dominoes, not just stacks.
8. She's busy with every aspect of music making - and getting better at it, too. Clapping in rhythm, singing in tune, playing the piano instead of banging it. (She only ever does scales, and one fingered, but that's beside the point.)
9. She still loves to dance - and is trying different types of dance depending on the type of music she's hearing. This step is huge.
1. We're big on please, thank you, you're welcome, yes please, and no thank you.
2. She's trying very hard to master the concept of "How are you doing?" It's sweet, and the sooner she memorizes the phrase "Fine, thanks, and you?" the happier she'll be. Don't want her sitting and figuring out how she's actually doing every time she answers that question. Personal experience - it gets real old, real fast, faster than the person doing it.
3. She can play with other children! Like, she can hold a ball, throw it to another kid, and tell them to throw it back to her. She can hide, and tell her friend to find her. She can play pretend. Not just playing with them, I mean - playing actual games with rules. And I thought that just hanging out was the be all and end all of it!
4. She can share. I've managed, quite by accident, to stumble upon the method by which children 2.5 and older can police their own sharing - make them count to five. This has become our default. I count to five, then it's my turn. She counts to five, then it's her turn. And I've tried this with other kids, and they glommed right onto it. All the adults had to do was start it off. This is great.
I mean, the turns are short, but they don't care.
5. We're working on shaking hands every time we meet somebody new. It's occured to me that I must set the example. Alas.
6. We're working on the idea that, no, Ana, Mr. or Ms. is not optional. If I introduce somebody to you as "Mr. Bob", you cannot opt to simply call them "Bob". We had a similar problem when she thought that the proper term for "Meghan's Daddy" or "Elliot's Mommy" was simply "Daddy" and "Mommy". (Note, obviously this doesn't go for people who ask to not have the honorific. It's the default. But it's up to them to decide, not little old Ana.)
There's more, of course. Always is.
This list is just to remind me - Ana's got a lot on her plate right now. I tend to forget, and want to yell at her "GROW UP ALREADY!" as she does something immature.
She'll be back Thursday. "When I go on a plane, I fly, and then I see Mommy!"
Me: Uh, and Daddy...?
Ana: Uh-huh, Daddy and Mommy!
Me: And me?
Ana: Yes, and Mommy!
Very clear what she's excited about :)
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no subject
Date: 2006-06-06 01:15 pm (UTC)trapezoid (who doesn't like to say trapezoid? I thought so!)
Then tell her that it means different things in the UK and the US!
no subject
Date: 2006-06-06 02:34 pm (UTC)no subject
Date: 2006-06-06 03:57 pm (UTC)trapezium / trapezoid
Date: 2006-06-06 04:27 pm (UTC)In the UK, this is a quadrilateral with two parallel sides (this is called "trapezoid" in the US); in the US, it's a quadrilateral with no parallel sides.
I don't know whether UK usage has a special word for "quadrilateral with no parallel sides" (US "trapezium"), nor whether "trapezoid" means anything in particular in UK usage (though I thought I had heard it refers to some three-dimensional, rather than two-dimensional, shape; not sure what kind, though).
I learned "trapezium" for the two-sides-parallel meaning; this is presumably not only because most of my maths teachers were from the UK but also because of the O-levels (later IGCSE) exams we took in 10th grade being British.
Re: trapezium / trapezoid
Date: 2006-06-06 04:35 pm (UTC)____
/_____\
This is a parallellogram:
_____
\______\
So which is which in the UK again?
Re: trapezium / trapezoid
Date: 2006-06-06 04:44 pm (UTC)The second is a parallelogram in the UK as well.
For more images, have a look at http://en.wikipedia.org/wiki/Quadrilateral -- in particular, the images at the bottom of the "Classification" section.
They give an example of a US trapezium as well as a US trapezoid = UK trapezium.
Also, the "taxonomic classification" diagram a bit further down uses UK terminology, so it has "trapezium" where you would expect "trapezoid".
no subject
Date: 2006-06-07 01:08 am (UTC)no subject
Date: 2006-06-06 01:15 pm (UTC)trapezoid (who doesn't like to say trapezoid? I thought so!)
Then tell her that it means different things in the UK and the US!
no subject
Date: 2006-06-06 02:34 pm (UTC)no subject
Date: 2006-06-06 03:57 pm (UTC)trapezium / trapezoid
Date: 2006-06-06 04:27 pm (UTC)In the UK, this is a quadrilateral with two parallel sides (this is called "trapezoid" in the US); in the US, it's a quadrilateral with no parallel sides.
I don't know whether UK usage has a special word for "quadrilateral with no parallel sides" (US "trapezium"), nor whether "trapezoid" means anything in particular in UK usage (though I thought I had heard it refers to some three-dimensional, rather than two-dimensional, shape; not sure what kind, though).
I learned "trapezium" for the two-sides-parallel meaning; this is presumably not only because most of my maths teachers were from the UK but also because of the O-levels (later IGCSE) exams we took in 10th grade being British.
Re: trapezium / trapezoid
Date: 2006-06-06 04:35 pm (UTC)____
/_____\
This is a parallellogram:
_____
\______\
So which is which in the UK again?
Re: trapezium / trapezoid
Date: 2006-06-06 04:44 pm (UTC)The second is a parallelogram in the UK as well.
For more images, have a look at http://en.wikipedia.org/wiki/Quadrilateral -- in particular, the images at the bottom of the "Classification" section.
They give an example of a US trapezium as well as a US trapezoid = UK trapezium.
Also, the "taxonomic classification" diagram a bit further down uses UK terminology, so it has "trapezium" where you would expect "trapezoid".
no subject
Date: 2006-06-07 01:08 am (UTC)