上周三Aiden染了咳嗽回来。周四学校正好放假留在家里，反而更加严重了，除了咳嗽加上鼻涕和喷嚏。周五学校是游泳课，妈妈还是送去了。游泳课后不灵了，老师打电话叫妈妈带回家。周六、周日好像丝毫不见好转。周日下午，Aiden在沙发上趴了一个小时，百无聊赖。妈妈带去了家边上的Family Box玩。Family Box里面有号称亚洲最高的Jungle Gym。Aiden精神稍微差一点，但是一进去就玩的很高兴。在Jungle Gym跟妈妈一起爬出一身大汗。快出来的时候，爸爸突然发现——“咦？怎么不咳嗽了？”
今天上班路上，妈妈想起来这个事情觉得很有意思。想想Aiden这个娃，sharp, smart, outgoing, talktive, good sense of humor，换言之“打了鸡血”。但是从另外一个方面，他又非常敏感、有时间甚至会感到不安全。他到一个新的房间，会发现很多平常人根本注意不到的细节，比如某个闪烁的小灯，某个贴歪的字。妈妈飞奔在高速的时候，他从来不错过天上的任何一架飞机，路边的一个鸟巢，冒气的一个烟囱，或者是某个车上奇怪的标志。他能区别出是不是organic蔬菜的差别。扔给他一打动画片，他会自动喜欢其中那些出版年月老的、经典的动画片，而对最新的商业动画片没有一丝兴趣。去图书馆选书的时候，带回家的书妈妈回头查查几乎每本都是经典的。我们常常开玩笑说“Aiden是天生的质检员”。Aiden太敏感，事物的细小差别在他的体会中都得到放大，有时间大到以至于他会固执。有时间敏感到他会缺乏安全感，比如他需要跟妈妈在一起，需要他的security blanket。
妈妈突然又想起来了Psychomotor Overexcitability。一年半前曾经写过一篇blog。现在回头再看，Aiden仍然很像，也许更像。
Sunday, December 11, 2011
Monday, December 5, 2011
Learning Story from School - 2
Learning to use numbers and make connections - week of 28th November
What I observed:
Aiden is fascinated by numbers and sees them everywhere. Whenever he notices a number he points it out. When we line up he always chooses to stand on number 13. He chooses it because it is yellow but he also knows and often states that it is number 13. Aiden has also been interested to try and write numbers on the writing table (see photo 1). On Monday 28th November when we went on the home visit to Isabella’s house he was looking out of her bedroom window (see photo 2). He immediately said to me, “Look! I see 21 and 37, 21 and 38 and 21 and 39” - these were the very small house numbers opposite (2137, 2138 and 2139). During this trip he also pointed to each of numbers on a wall clock in turn and told me which number it was (see insert photo). In Piazza Play on Wednesday 30th November Aiden was playing with the wooden trains. He had moved away from the train track and collected as many trains and carriages as he could find and joined them together (see photo 2). When I asked him how many there were he immediately said, “15”, without appearing to count them. When I asked him how he knew he could not tell me so I said (not knowing if he was right because I can’t count that quickly!), “Let’s count them together” there were indeed 15. He counted them pointing at each one in turn as he said the number. Today, Thursday 1st December, the bell went while we were eating snack. This happens on a daily basis and previously on several occasions I have answered Aiden’s questions as to why there is a bell, “It is to tell us that it is 11 o’clock and time for the PreK children to come in from the playground and us to go outside”. Today Aiden told me, “It’s 11 o’clock now and the PreK children are coming inside”. Also at snack time today I showed the children some coloured ice Sebastiaan had made earlier in the day. The ice had not fully frozen and so I held it with the design (numbers) side down. Aiden said, “It’s numbers. Show me!” then pointed to each number in turn and said it’s name (see photo 4).
What it means:
The above stories show me Aiden has 1:1 correspondence when counting, he can count beyond 30 and recognise numbers in the 20’s and 30’s, he can break a 4 digit number down into 2 x 2 digit numbers, he can relate numbers to real life e.g. telling the time and he recognises all the numerals in English. The fact he knew there were 15 trains joined together either shows he can guess well, visualise a number as high as 15 or most likely he had already counted them himself as he was playing. Aiden’s recognition of the bell at 11 o’clock shows he has remembered the answer to his previous question and now accepts that as fact. This is an example of him making connections.
Opportunities and possibilities:
I would like to find an opportunity, without quizzing him, to see just how high Aiden can count and whether his well advanced numeric abilities are matched in Chinese. I would like to find ways of applying his knowledge of numbers and number relationships to real life situations, perhaps looking at temperatures or pollution levels each morning as an example. When we cook I often use digital scales. What I have learned about Aiden and numbers this week shows me he might be able to read numbers up to a hundred and therefore I would like to give him the chance to be in charge of measuring when we next cook and need to weigh ingredients. I would also like to investigate Aiden’s understanding of quantity as a concept beyond number.
爸爸的总结——“数字狂人”。妈妈没有刻意培养engineer，甚至都没有怎么教过数数。不过耳濡目染，生在这样engineering的家庭，估计当民工是不可阻挡的了。
What I observed:
Aiden is fascinated by numbers and sees them everywhere. Whenever he notices a number he points it out. When we line up he always chooses to stand on number 13. He chooses it because it is yellow but he also knows and often states that it is number 13. Aiden has also been interested to try and write numbers on the writing table (see photo 1). On Monday 28th November when we went on the home visit to Isabella’s house he was looking out of her bedroom window (see photo 2). He immediately said to me, “Look! I see 21 and 37, 21 and 38 and 21 and 39” - these were the very small house numbers opposite (2137, 2138 and 2139). During this trip he also pointed to each of numbers on a wall clock in turn and told me which number it was (see insert photo). In Piazza Play on Wednesday 30th November Aiden was playing with the wooden trains. He had moved away from the train track and collected as many trains and carriages as he could find and joined them together (see photo 2). When I asked him how many there were he immediately said, “15”, without appearing to count them. When I asked him how he knew he could not tell me so I said (not knowing if he was right because I can’t count that quickly!), “Let’s count them together” there were indeed 15. He counted them pointing at each one in turn as he said the number. Today, Thursday 1st December, the bell went while we were eating snack. This happens on a daily basis and previously on several occasions I have answered Aiden’s questions as to why there is a bell, “It is to tell us that it is 11 o’clock and time for the PreK children to come in from the playground and us to go outside”. Today Aiden told me, “It’s 11 o’clock now and the PreK children are coming inside”. Also at snack time today I showed the children some coloured ice Sebastiaan had made earlier in the day. The ice had not fully frozen and so I held it with the design (numbers) side down. Aiden said, “It’s numbers. Show me!” then pointed to each number in turn and said it’s name (see photo 4).
What it means:
The above stories show me Aiden has 1:1 correspondence when counting, he can count beyond 30 and recognise numbers in the 20’s and 30’s, he can break a 4 digit number down into 2 x 2 digit numbers, he can relate numbers to real life e.g. telling the time and he recognises all the numerals in English. The fact he knew there were 15 trains joined together either shows he can guess well, visualise a number as high as 15 or most likely he had already counted them himself as he was playing. Aiden’s recognition of the bell at 11 o’clock shows he has remembered the answer to his previous question and now accepts that as fact. This is an example of him making connections.
Opportunities and possibilities:
I would like to find an opportunity, without quizzing him, to see just how high Aiden can count and whether his well advanced numeric abilities are matched in Chinese. I would like to find ways of applying his knowledge of numbers and number relationships to real life situations, perhaps looking at temperatures or pollution levels each morning as an example. When we cook I often use digital scales. What I have learned about Aiden and numbers this week shows me he might be able to read numbers up to a hundred and therefore I would like to give him the chance to be in charge of measuring when we next cook and need to weigh ingredients. I would also like to investigate Aiden’s understanding of quantity as a concept beyond number.
爸爸的总结——“数字狂人”。妈妈没有刻意培养engineer，甚至都没有怎么教过数数。不过耳濡目染，生在这样engineering的家庭，估计当民工是不可阻挡的了。
Learning Story from School - 1
妈妈失职，最近实在没时间写。看看老师写的learning story吧（图片就不上了，在老师的主页上）。老师真是负责啊，每周给每个孩子写这么一大篇。
Learning to assign meaning to drawing - Thursday 24th November
What I observed:
On Thursday 24th November I explained to NC that I had put out various different papers, glues, tapes and scissors on the art table. I shared with them that I was wondering what they might do with these materials and left it completely open ended. Aiden immediately came over to the art table and selected a piece of black paper. I asked him what he thought he might like to do with it and he said, “I could tear it”, and demonstrated this (see picture 3 and 4). A few minutes later he said, “I could cut it”, and proceeded to use scissors to do so (see picture 2). Sebastiaan was also at the art table at the time and Aiden said, “The green scissors are for me and the blue scissors for Sebastiaan”, he then passed the blue scissors to Sebastiaan. For the next 20 minutes Aiden was engrossed in his work (see pictures 5 and 6). When he was finished (see picture 7) he came to tell me and was keen to share what he had made. He said, “It’s a train, a steam train. It needs coal and water. The water is to cool the engine down. Look here is the engine (the first piece of black paper carefully torn by Aiden), here is the coal (the circle drawn on the black paper) and here is the steam. Lots of steam. I have been on a steam train. It was noisy (demonstrated the noisy with lots of whooshing) and there was lots of steam. This is the coal truck (second piece of black paper) and these are the carriages. It’s a freight train.”
What it means:
Aiden has talked of his experience of riding the steam train before but this was the first time he had talked about his work in such detail. His ability to relate his work to previous experiences, and his knowledge of steam trains acquired from other sources, shows Aiden’s ability to make connections. It was also the first time he had come to me to offer to tell me about what he had been doing. This shows me he is feeling more secure in the classroom, and with me. Aiden’s fine motor skills are well developed as shown by his ability to tear the paper to his desired shape and draw the funnel and steam clearly coming out of it. This was the first time I had seen Aiden using scissors and although he preferred to tear the paper he was able to make a cut in it with the scissors. I also chose this story because it demonstrates Aiden’s increased interaction with other children. Unprompted he selected scissors for Sebastiaan, a kind gesture showing an awareness of Sebastiaan and thought towards his needs. Aiden and Sebastiaan have played together with the transport toys on many occasions. Aiden’s independent engagement in this task for 20 minutes shows his ability to focus and concentrate.
Opportunities and possibilities:
I would like to provide as many natural opportunities as possible for Aiden to share his ideas and experiences. His base camp might be a way to do this. I think Aiden is more likely to do this on a one to one or a small group as he still seems a little overwhelmed in whole class circle time and does not like to contribute. I would like to find other art and craft opportunities for Aiden to engage in, perhaps relating them to transport. We will continue to share books (fact and fiction) about transport and the children’s other interests.
Learning to assign meaning to drawing - Thursday 24th November
What I observed:
On Thursday 24th November I explained to NC that I had put out various different papers, glues, tapes and scissors on the art table. I shared with them that I was wondering what they might do with these materials and left it completely open ended. Aiden immediately came over to the art table and selected a piece of black paper. I asked him what he thought he might like to do with it and he said, “I could tear it”, and demonstrated this (see picture 3 and 4). A few minutes later he said, “I could cut it”, and proceeded to use scissors to do so (see picture 2). Sebastiaan was also at the art table at the time and Aiden said, “The green scissors are for me and the blue scissors for Sebastiaan”, he then passed the blue scissors to Sebastiaan. For the next 20 minutes Aiden was engrossed in his work (see pictures 5 and 6). When he was finished (see picture 7) he came to tell me and was keen to share what he had made. He said, “It’s a train, a steam train. It needs coal and water. The water is to cool the engine down. Look here is the engine (the first piece of black paper carefully torn by Aiden), here is the coal (the circle drawn on the black paper) and here is the steam. Lots of steam. I have been on a steam train. It was noisy (demonstrated the noisy with lots of whooshing) and there was lots of steam. This is the coal truck (second piece of black paper) and these are the carriages. It’s a freight train.”
What it means:
Aiden has talked of his experience of riding the steam train before but this was the first time he had talked about his work in such detail. His ability to relate his work to previous experiences, and his knowledge of steam trains acquired from other sources, shows Aiden’s ability to make connections. It was also the first time he had come to me to offer to tell me about what he had been doing. This shows me he is feeling more secure in the classroom, and with me. Aiden’s fine motor skills are well developed as shown by his ability to tear the paper to his desired shape and draw the funnel and steam clearly coming out of it. This was the first time I had seen Aiden using scissors and although he preferred to tear the paper he was able to make a cut in it with the scissors. I also chose this story because it demonstrates Aiden’s increased interaction with other children. Unprompted he selected scissors for Sebastiaan, a kind gesture showing an awareness of Sebastiaan and thought towards his needs. Aiden and Sebastiaan have played together with the transport toys on many occasions. Aiden’s independent engagement in this task for 20 minutes shows his ability to focus and concentrate.
Opportunities and possibilities:
I would like to provide as many natural opportunities as possible for Aiden to share his ideas and experiences. His base camp might be a way to do this. I think Aiden is more likely to do this on a one to one or a small group as he still seems a little overwhelmed in whole class circle time and does not like to contribute. I would like to find other art and craft opportunities for Aiden to engage in, perhaps relating them to transport. We will continue to share books (fact and fiction) about transport and the children’s other interests.
Thursday, November 10, 2011
Aiden在中国上学了
一眨眼，回到中国有3个星期了。
Aiden第一周在调时差，第二周开始正式在WAB上课。第一周上了周一至周三，周四、五学校赶上放假。这周是上全周了。
昨天询问了一下老师第一周的情况，这里直接引用一下老师的email记录一下去信学校的情况。
Dear Li,
......
Aiden has settled into school incredibly well. Although he is a little unsure each morning he settles quickly and has never been sad or cried. He is confident in his play and is keen to engage with other students. As I expected he has gravitated to Axel, August and Sebastiaan who all like playing with the transport toys too. He has played for longer periods with Axel and August but was engaged with Sebastiaan in playing together today. Talking all the time they built a freight train to transport the animals. Today he was also really engaged with mixing paint (he mixed all 3 primary colours but didn't like the colour 'grey' he made so kept mixing blue and red till he turned it to a purple he was happy with.
Aiden was initially a little unsure about some of our routines, circle time and moving to the piazza and specialist lessons but he has happily done these things the last 2 days. He is now contributing in circle time, talking about books we have read and making suggestions in songs. The first cooking session (his second day) he did not want to join in but on Tuesday I asked Jenny to show him round the kitchen first and he joined in happily.
He loved PE today. Tomorrow the children have swimming. I spoke to Aiden about this today and he seems happy about it. The PE teacher, Mrs Sudmann, is also the swimming teacher so she will be a familiar face.
......
All the best, and thanks again,
Ali
下面是老师发过来的Aiden的第一周在学校的活动。
对WAB总的感受是，Aiden班里的两个老师都非常有经验，很让人放心。WAB每周有2节performance art，1节visual art，1节PE，1节swimming，大大满足了我在美国很多没有实现的愿望。原来这些课都是我想带Aiden去上但是没有时间的，现在全部在学校解决了。Aiden每天回家都很高兴，吃饭很多、睡觉也不错。
基本上对这个学校我是非常满意的，除了目前每天只有半天课。敲敲木头，希望Aiden继续喜欢这个学校！
Aiden第一周在调时差，第二周开始正式在WAB上课。第一周上了周一至周三，周四、五学校赶上放假。这周是上全周了。
昨天询问了一下老师第一周的情况，这里直接引用一下老师的email记录一下去信学校的情况。
Dear Li,
......
Aiden has settled into school incredibly well. Although he is a little unsure each morning he settles quickly and has never been sad or cried. He is confident in his play and is keen to engage with other students. As I expected he has gravitated to Axel, August and Sebastiaan who all like playing with the transport toys too. He has played for longer periods with Axel and August but was engaged with Sebastiaan in playing together today. Talking all the time they built a freight train to transport the animals. Today he was also really engaged with mixing paint (he mixed all 3 primary colours but didn't like the colour 'grey' he made so kept mixing blue and red till he turned it to a purple he was happy with.
Aiden was initially a little unsure about some of our routines, circle time and moving to the piazza and specialist lessons but he has happily done these things the last 2 days. He is now contributing in circle time, talking about books we have read and making suggestions in songs. The first cooking session (his second day) he did not want to join in but on Tuesday I asked Jenny to show him round the kitchen first and he joined in happily.
He loved PE today. Tomorrow the children have swimming. I spoke to Aiden about this today and he seems happy about it. The PE teacher, Mrs Sudmann, is also the swimming teacher so she will be a familiar face.
......
All the best, and thanks again,
Ali
下面是老师发过来的Aiden的第一周在学校的活动。
对WAB总的感受是，Aiden班里的两个老师都非常有经验，很让人放心。WAB每周有2节performance art，1节visual art，1节PE，1节swimming，大大满足了我在美国很多没有实现的愿望。原来这些课都是我想带Aiden去上但是没有时间的，现在全部在学校解决了。Aiden每天回家都很高兴，吃饭很多、睡觉也不错。
基本上对这个学校我是非常满意的，除了目前每天只有半天课。敲敲木头，希望Aiden继续喜欢这个学校！
Tuesday, October 18, 2011
家长会归来
虽然要回中国了，妈妈还是签了家长会。今天早上9点半跟Laura老师聊了半个小时。Laura是Aiden升了中班以后的Lead Teacher。
Overview
Laura老师认为“Aiden is so amazing. He is probably the brightest, most smart kid I have seen in recent years. He learns English so fast. His English is even better than most English speaking kids. He has a huge vocabulary, larger than most English speaking kids. He describes things very clearly and in a logical way.”
“Aiden is interested in almost everything. He loves trains, birds, playing sands, drawing pictures, play-dohs, ..., almost everything. He just loves the whole world. He enjoys the world so much. He likes to laugh, to smile and to play silly. He has a very good sense of humor. We enjoyed having him so much."
这个评价蛮高了。妈妈问Laura，Aiden还有什么地方做得不够，可以improve的。Laura老师继续说：“He is absolutely an amazing kids. He is just so smart, so bright and so accurate.” 好吧，看起来Laura是个什么都好的老师，全是positive的评价。妈妈接着聊了一些具体问题。
Questions & Answers
Mom: I found that Aiden is very persistent on things. Some time, less patient. Do you think we should help him to be more flexible?
Laura: I think it is just the personality. Some kids are just like that. Aiden is definitely a sure kid and he knows clearly what he wants. It is a good thing. But if you want, you can talk to him more about things like patience, taking turns, etc.
Mom: When Aiden is getting excited, he some times forgot about watch out the environment. For example, he fell down the stairs the other day.
Laura: Aiden is actually better than average kids. He is cautious than average kids. He talked about falling down the stairs at school too. He definitely learned from his experience. I think he is fine. He is just lack of experience with stairs. It is very hard for kids at this age to watch out everything in the environment.
Mom: Yeah. Sometimes, I don't want to watch him too closely, so he loses the chance to explore the world. But on the other hand, I don't want him to get hurt. It is a hard balance.
Laura: I understand that. You can give him reminds when he is at a new place. After he is familiar with the environment, you can let him go. BTW, do you think Aiden is a risk taking person?
Mom: Actually, I don't. I don't think he is aggressive with taking risking things. As a boy, I don't want him to be too cautious some time. But again, I want him safe at the same time.
Laura: I agree. It is a balance. Actually, Aiden is a very accurate kid. He always noticed things while other kids didn't.
Mom: One more thing, I understand talkative is a good thing. But when will it stop?
Laura: It must be hard with your ears full of that. Maybe it is just personality. Maybe it is just his way of learning things. Aiden is very very curious. He always asks questions at school. He learns things so fast. （然后Laura讲了一下学校的unstructure learning of math and other things。）
Mom: So, when does the structure learning come?
Laura: Some school choose to do it now, from 3-4 years old. But officially, it is till Kindergarten. This school focus on their social skills. Because we feel that people must first feel good about themselves. The social skills are those they can carry with them life long. They will benefit it the whole life. Academic can always come when you want.
最后这点妈妈还是很赞同的。好吧，既然在这个pure play-based的地方Aiden也照样学了很多东西，妈妈也就不要要求啥了。
About Moving --
Laura老师最后提到，Aiden最近这一周（昨天开始），有点烦躁，可能是跟要搬家有关。Aiden昨天跟老师说：“After this Friday, it will be Saturday. I am flying to China on that day. Then, we will arrive on Sunday. Daddy will be there. We will live with Daddy in China.” Aiden还跟老师说：“Mommy packed everything, including my toys”。这种动荡的生活对娃还是真的很挑战。爸爸妈妈最近要对Aiden好一点，这么小点娃，一个月搬3次家，对他还是真难了。
还有一个插曲，今天妈妈跟Laura老师一起走的时候，Aiden突然冲出来抱着妈妈的腿大哭，不知道是不是以为Laura老师要告他状了。以前小班的时候跟Jan老师聊天之后，回家爸爸妈妈总是忍不住提醒Aiden一些事情。这个可能给Aiden留下一些担心。以后要注意这个问题了。
总结一下，基本跟上次基调一样，就是Aiden很聪明，很聪明，还是很聪明。 —— 其实这个妈妈也知道，不过跟老师聊聊还是学到不少知识。
Overview
Laura老师认为“Aiden is so amazing. He is probably the brightest, most smart kid I have seen in recent years. He learns English so fast. His English is even better than most English speaking kids. He has a huge vocabulary, larger than most English speaking kids. He describes things very clearly and in a logical way.”
“Aiden is interested in almost everything. He loves trains, birds, playing sands, drawing pictures, play-dohs, ..., almost everything. He just loves the whole world. He enjoys the world so much. He likes to laugh, to smile and to play silly. He has a very good sense of humor. We enjoyed having him so much."
这个评价蛮高了。妈妈问Laura，Aiden还有什么地方做得不够，可以improve的。Laura老师继续说：“He is absolutely an amazing kids. He is just so smart, so bright and so accurate.” 好吧，看起来Laura是个什么都好的老师，全是positive的评价。妈妈接着聊了一些具体问题。
Questions & Answers
Mom: I found that Aiden is very persistent on things. Some time, less patient. Do you think we should help him to be more flexible?
Laura: I think it is just the personality. Some kids are just like that. Aiden is definitely a sure kid and he knows clearly what he wants. It is a good thing. But if you want, you can talk to him more about things like patience, taking turns, etc.
Mom: When Aiden is getting excited, he some times forgot about watch out the environment. For example, he fell down the stairs the other day.
Laura: Aiden is actually better than average kids. He is cautious than average kids. He talked about falling down the stairs at school too. He definitely learned from his experience. I think he is fine. He is just lack of experience with stairs. It is very hard for kids at this age to watch out everything in the environment.
Mom: Yeah. Sometimes, I don't want to watch him too closely, so he loses the chance to explore the world. But on the other hand, I don't want him to get hurt. It is a hard balance.
Laura: I understand that. You can give him reminds when he is at a new place. After he is familiar with the environment, you can let him go. BTW, do you think Aiden is a risk taking person?
Mom: Actually, I don't. I don't think he is aggressive with taking risking things. As a boy, I don't want him to be too cautious some time. But again, I want him safe at the same time.
Laura: I agree. It is a balance. Actually, Aiden is a very accurate kid. He always noticed things while other kids didn't.
Mom: One more thing, I understand talkative is a good thing. But when will it stop?
Laura: It must be hard with your ears full of that. Maybe it is just personality. Maybe it is just his way of learning things. Aiden is very very curious. He always asks questions at school. He learns things so fast. （然后Laura讲了一下学校的unstructure learning of math and other things。）
Mom: So, when does the structure learning come?
Laura: Some school choose to do it now, from 3-4 years old. But officially, it is till Kindergarten. This school focus on their social skills. Because we feel that people must first feel good about themselves. The social skills are those they can carry with them life long. They will benefit it the whole life. Academic can always come when you want.
最后这点妈妈还是很赞同的。好吧，既然在这个pure play-based的地方Aiden也照样学了很多东西，妈妈也就不要要求啥了。
About Moving --
Laura老师最后提到，Aiden最近这一周（昨天开始），有点烦躁，可能是跟要搬家有关。Aiden昨天跟老师说：“After this Friday, it will be Saturday. I am flying to China on that day. Then, we will arrive on Sunday. Daddy will be there. We will live with Daddy in China.” Aiden还跟老师说：“Mommy packed everything, including my toys”。这种动荡的生活对娃还是真的很挑战。爸爸妈妈最近要对Aiden好一点，这么小点娃，一个月搬3次家，对他还是真难了。
还有一个插曲，今天妈妈跟Laura老师一起走的时候，Aiden突然冲出来抱着妈妈的腿大哭，不知道是不是以为Laura老师要告他状了。以前小班的时候跟Jan老师聊天之后，回家爸爸妈妈总是忍不住提醒Aiden一些事情。这个可能给Aiden留下一些担心。以后要注意这个问题了。
总结一下，基本跟上次基调一样，就是Aiden很聪明，很聪明，还是很聪明。 —— 其实这个妈妈也知道，不过跟老师聊聊还是学到不少知识。
Wednesday, October 12, 2011
自己数到100了
自己用英文数的，大概2天前。妈妈没有任何提示。
妈妈没有特意教。一直是自己数，以前数到中间逢十过不去的时候，妈妈提一下。大概也就提过3、5次，这回自己琢磨清楚了。对逢十进位有一点概念了，就数全了。
话说这才像妈妈的娃，妈妈的娃数学都应该很好才对。不过最让妈妈欣慰的是，这个过程妈妈没怎么教。其实自从去了play-based school以后妈妈就不怎么教了，不过Aiden还是会了很多东西。所以啊，爸爸啊，要相信，小孩玩就是学，学就是玩，别指望正儿八经教啥，对不？
妈妈没有特意教。一直是自己数，以前数到中间逢十过不去的时候，妈妈提一下。大概也就提过3、5次，这回自己琢磨清楚了。对逢十进位有一点概念了，就数全了。
话说这才像妈妈的娃，妈妈的娃数学都应该很好才对。不过最让妈妈欣慰的是，这个过程妈妈没怎么教。其实自从去了play-based school以后妈妈就不怎么教了，不过Aiden还是会了很多东西。所以啊，爸爸啊，要相信，小孩玩就是学，学就是玩，别指望正儿八经教啥，对不？
Thursday, October 6, 2011
封笔两个月了
最近都在忙着搬家回中国，一眨眼，2个月都没给Aiden写点啥了。
最近最让妈妈欣慰的是Aiden慢慢长大懂事了。绝大多数开始可以控制自己的情绪。很多道理都能听懂，能商量了。不过按照爸爸的话讲，讨价还价的本领实在是一流的——说来惭愧，这点实在是深得老妈的真传。
数学方面，自己好像琢磨出来10以内的加减法的一些窍门了，反正经常随便问问，正确率还不错。当然，不能问“5+2等于多少”，而要问“你有5个西红柿了，我再给你两个，那你有几个呢？”一般情况是脱口而出告诉答案。数数方面中文英文都能勉勉强强数到100，中间需要妈妈在逢十的时候提醒一下。如果不提醒，可以自己到39。在数学方面，基本上没怎么刻意教，就是后院种了几颗西红柿，天天摘下来跟个老农一样自己来回数。不过生活在这么两个CS PhD的家庭，Aiden倒也自己学会了很多数的概念。最近对数字是个敏感期，妈妈在纠结要不要教点。
语言方面，英文非常流利。流利到妈妈经常要跟Aiden请教一个词的是啥意思。能用英语表达非常复杂的意思，能从头到尾“念”一本大约10分钟长的英文书（当然是不识字的，就是记住了）。喜欢看书，在学校喜欢听老师念书，回家喜欢听爸爸妈妈念书。经典的英文书籍没有不喜欢的，只要妈妈不叫停，可以坐在那里听2个小时。中文的书籍妈妈没有找到好的，一般经过妈妈改编以后，也乐意听；还有一些中文听了一半就扔掉。中文方面，语言组织还可以，也能表达复杂意思，就是经常会在中间夹杂上英文，口音也是老外说中文的口音。认字方面，最近Aiden开始对拼写有点兴趣了。妈妈的philosophy是不教认字，先读书、读多了，就教点phonics，然后自己学认字。“授人以鱼不如授人以渔”。中文字还不知道怎么学，这点爸爸比妈妈着急。
社交方面，见人自来熟，跟谁都能玩在一起。在幼儿园有很多好朋友。跟老师关系也很好。在家里开始跟妹妹有互动，有时间会有意去挑逗妹妹。对妈妈一向贴身紧逼，只要在家就寸步不离。最近生活比较动荡，先是把家里的东西都海运回中国了，在空房子里面游击了2周；然后又从house搬到现在临时的apartment。中间Aiden有问过他的小床去哪里了，也有思念过后院的tomato plants，还跟妈妈说过“I cannot play outside any more。但总的说来，Aiden适应得很好，没有太大的情绪，到哪里都很开心。Aiden也问妈妈：“我们现在的家在哪里呢”。妈妈说：“有妈妈的地方就是Aiden的家”。
运动方面，游泳很有进步、scooter也滑得很不错。穿着jumper自己能在水里游得很快了，也很喜欢游泳。最近吃饭睡觉都不错，跟游泳大有关系。身体也很好，游泳2个月以来，基本没有感冒。
娱乐方面，是个疯狂的火车迷。家里到处是火车轨道，在学校开、回家也开、周末还要去坐。现在还赶上要求去YouTube上看火车的Video。
意外事件。上周日去Ji Ying阿姨家吃晚饭，不小心摔下楼梯了。当时就吐了很多，急忙跑去ER。So far看起来还好，希望是有惊无险。
回顾过去上preschool一年，Aiden在英语、社交、读书、生活自理方面都有了很大的进步。在academic方面没有在家里的时候那么advance，但Aiden这一年读了几百本书，懂了很多东西，而且逻辑推理能力非常强，经常说出让妈妈诧异的话来。
最近最让妈妈欣慰的是Aiden慢慢长大懂事了。绝大多数开始可以控制自己的情绪。很多道理都能听懂，能商量了。不过按照爸爸的话讲，讨价还价的本领实在是一流的——说来惭愧，这点实在是深得老妈的真传。
数学方面，自己好像琢磨出来10以内的加减法的一些窍门了，反正经常随便问问，正确率还不错。当然，不能问“5+2等于多少”，而要问“你有5个西红柿了，我再给你两个，那你有几个呢？”一般情况是脱口而出告诉答案。数数方面中文英文都能勉勉强强数到100，中间需要妈妈在逢十的时候提醒一下。如果不提醒，可以自己到39。在数学方面，基本上没怎么刻意教，就是后院种了几颗西红柿，天天摘下来跟个老农一样自己来回数。不过生活在这么两个CS PhD的家庭，Aiden倒也自己学会了很多数的概念。最近对数字是个敏感期，妈妈在纠结要不要教点。
语言方面，英文非常流利。流利到妈妈经常要跟Aiden请教一个词的是啥意思。能用英语表达非常复杂的意思，能从头到尾“念”一本大约10分钟长的英文书（当然是不识字的，就是记住了）。喜欢看书，在学校喜欢听老师念书，回家喜欢听爸爸妈妈念书。经典的英文书籍没有不喜欢的，只要妈妈不叫停，可以坐在那里听2个小时。中文的书籍妈妈没有找到好的，一般经过妈妈改编以后，也乐意听；还有一些中文听了一半就扔掉。中文方面，语言组织还可以，也能表达复杂意思，就是经常会在中间夹杂上英文，口音也是老外说中文的口音。认字方面，最近Aiden开始对拼写有点兴趣了。妈妈的philosophy是不教认字，先读书、读多了，就教点phonics，然后自己学认字。“授人以鱼不如授人以渔”。中文字还不知道怎么学，这点爸爸比妈妈着急。
社交方面，见人自来熟，跟谁都能玩在一起。在幼儿园有很多好朋友。跟老师关系也很好。在家里开始跟妹妹有互动，有时间会有意去挑逗妹妹。对妈妈一向贴身紧逼，只要在家就寸步不离。最近生活比较动荡，先是把家里的东西都海运回中国了，在空房子里面游击了2周；然后又从house搬到现在临时的apartment。中间Aiden有问过他的小床去哪里了，也有思念过后院的tomato plants，还跟妈妈说过“I cannot play outside any more。但总的说来，Aiden适应得很好，没有太大的情绪，到哪里都很开心。Aiden也问妈妈：“我们现在的家在哪里呢”。妈妈说：“有妈妈的地方就是Aiden的家”。
运动方面，游泳很有进步、scooter也滑得很不错。穿着jumper自己能在水里游得很快了，也很喜欢游泳。最近吃饭睡觉都不错，跟游泳大有关系。身体也很好，游泳2个月以来，基本没有感冒。
娱乐方面，是个疯狂的火车迷。家里到处是火车轨道，在学校开、回家也开、周末还要去坐。现在还赶上要求去YouTube上看火车的Video。
意外事件。上周日去Ji Ying阿姨家吃晚饭，不小心摔下楼梯了。当时就吐了很多，急忙跑去ER。So far看起来还好，希望是有惊无险。
回顾过去上preschool一年，Aiden在英语、社交、读书、生活自理方面都有了很大的进步。在academic方面没有在家里的时候那么advance，但Aiden这一年读了几百本书，懂了很多东西，而且逻辑推理能力非常强，经常说出让妈妈诧异的话来。
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