In my latest amusing anecdote, I pulled out one of my college textbooks a few days ago and forgot to put it away. The next morning our 3.5 year old sat down on our couch and flipped through it for about 15 minutes. I'm not sure if I should be excited or concerned for his future.
More seriously, lately I'm remembering that I was given a gifted label as a kid, and I'm starting to see this in his future. To those who haven't been there this sounds like a good thing, but in many ways it's not. It can be very isolating and confusing. I'm coming up on 40 and just coming to grips with it these days.
But what I did get for twenty years was every adult telling me how smart I was rather than helping me grow into a better version of my myself. It turned into a complex.
Our eldest looks like he's about as sharp as I was but we don't use the word 'smart' around him. Hard work, kindness, gentleness are generally what we encourage.
On being “gifted”…
My experience is that it is important to try to really observe what areas the kid is ahead-and-seeking-stimulation and where they are not. I’m not a fan of the phrase “gifted” because it is usally taken as a blanket judgment of whole person when it is more appropriately applied per-skill.
So my son, for example came to me after kindergarten one day, wondering why Susie (her name actually was Susie) couldn’t read. We had already been on the path of not wanting him to think he was “smart” or smarter than his classmates, but this gave us a good way to frame that. My reply,
”Well honey, everyone in school is there learning whatever parts they need. It’s not always the same parts. But Susie knows how to raise her hand to indicate that she wants a turn to speak, and she knows how to stop her activitiy to get to the bathroom in time. Those are things you are working very hard on. To her they seem effortlessly easy. But to you, they are something you have to work hard to do. And so while reading is effortlessly easy for you, that’s the part she spends her day working on. And that’s what we love about your school, that they know how to see what each of you needs to work on, and they realize you are not all the same people as each other.”
At the same time, we did have to work VERY HARD to make sure he was stimulated to keep him from getting disruptive. We did a lot of “after-schooling” (our version of home schooling) to teach him extensions of his lessons. Things he could pull out in class when he was done with his school work to keep him in the “learning/exploring attitude” that the kids were supposed to be in, but which he completed so fast that he was left disruptively available. We’d give him latin word roots to circle and copy after he did his spelling lesson, for example. And taught him to ask the teacher if he could color, because he didn’t know how to ask to do that.
One of the drawbacks of the teachers thinking a child is “gifted” or “smart” is that they think they are therefore gifted in everything. So they are surprised and even insulted when the “smart” kid wets his pants or interrupts or disrupts. Our son was typical, I think, in being suited for 6th grade for one thing and kindergarten for another. Our kindergarten teachers questioned if he was ready emotiuonally for first grade, but when I asked if he should repeat kindergarten they shouted “No!” (Literally, simultaneously).
So he’s not “smart” in the sense of way ahead of everyone in everything, and he should not think he is. He has so much to learn in areas that don’t have “tests”.
So, an actual question. Is our eldest kid just going to figure out potty training eventually? Will some point come when it just clicks, and he starts doing it?
We've made progress a number of times where he starts going by himself, but then he regresses and stops doing it. My wife doesn't seem to be able to keep the volume down consistently, which I don't think is helping, but it's hard to tell if it's that, or if he's just not mature enough yet.
I'm starting to lean toward the maturity aspect, he's smart enough, and physically capable enough, but at some point he'll need to just figure it out / make the decision himself.
My son was 4-5yo when he finally got up to speed on the potty. He just did. Not. Care. It was far less important than finishing play or a book. The progression and regression is very normal as the brain develops, especially at the current stage. One thing that helped me have more patience was reminding myself how much he didn’t know. About life. He can’t tie a shoe, but we expect body function knowledge? He can’t be trusted to know if a cup is too hot to drink, but we expect him to self-diagnose what his bladder is telling him? For years it never mattered, and now all of a sudden I’m supposed ot udnerstand those cues? So I tried to remember that, and Understand what HE was feeling, and help him work with that.
One thing that helped with our oldest, who had no problem at all running around with wet pants, was to buy him superhero underwear. He did not want to get Spiderman or Superman wet. Also he grew up some and there were social consequences. He really wanted to be a big kid. For him, the biggest issue is that he really hated stopping whatever play he was engaging in to take time to go to the bathroom. He was so engaged in his play, whatever play that was, that he ignored his body's signals that he needed to go.
Thanks. I do wonder if some of the regression has been a reaction to baby brother. There was a period a few months ago where the jealousy actually seemed to intensify, rather than subside, and he'd commonly act like a baby, want to be swaddled etc.
Now he's starting to refer to being a 'big boy' more and more, but I can see how it's a confusing time at that age. He's just spent his whole life being pampered and attended to, then suddenly the reactions he's getting aren't always pleasant, while it's mostly positive for baby bro.
In addition to baby brother, the child’s brain goes through several reorganizations. Using involving “pruning and reorganization.” During this time (once in the womb, once around 3yo, once as adolescent, once as a teen) the brain does a reorganization. It actually disassembles some neurons and uses the materials to build new ones. In other words, it is not laziness, they are ACTUALLY DUMBER than they were yesterday. The brain will rebuild, with new pathways needed at this new stage of maturity. But during that time, they need our patience. They have no idea what’s going wrong or why you are chastising them for something they don’t remember at all. That neuron that they used yesterday is
gone today. It’ll come back. But needs to be taught again.