Books with Quirky Characters – Day 5

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So… yesterday (actually, a few days ago!), on Day 4 of my 5 Day series on Asynchrony,

I promised a list of some of our favorite books with quirky main characters.

I’m always on the hunt for high quality books which feature characters who may seem not to fit in but are still loved and valued for who they are. If you know of some not on my list, please comment below!

Picture books :

Archibald Frisby

The Boy Who Loved Math

Ladybug Girl books

Sophie’s Squash

Allysaurus

Young Chapter Books:

Amelia Bedelia

Cam Jansen

Paddington

How to Train Your Dragon

Pippi Longstocking

Charlie & the Chocolate Factory, Matilda, and most Roald Dahl works

Older Chapter Books:

A Wrinkle in Time

Anne of Green Gables

Harry Potter

The Hunger Games

The Wizard of Oz

Plus pretty much any YA fantasy novel, including those by Garth Nix, Philip Pullman, Cornelia Funke

 

Again, this list could go on & on, so I’m just sharing some of my favorites. If you have a favorite, please share it in the comments!

 

This post has been day 5 of 5 Days of Asynchrony, part of the iHomeschooling Network’s Blog Hopscotch.

Thanks for letting me share with you!

 

 

Asynchrony Day 4 – What Works for Us

Asynchronous kids are awesome, but that doesn’t mean it’s easy for them or for their families to find ways to fit in.

I’ve already described in days 1 & 2 some of the struggles that asynchronous kids face.

Today I’d like to talk about what has been working for us.

1 – Homeschool

We did the public school thing for a couple years, even though it wasn’t a great fit. It was still a safe place for J to interact with other kids and to have a break from his twin sisters’ screaming fits. (His sisters are great, but there are two of them, and they have pretty much always been loud – at home, at least.)

When he came up with algebra on his own when he was five, we took a deep breath and started sending math notes in his lunch box.

When he memorized the periodic table at six, and started showing unhealthy signs of stress, we did the paperwork for him to homeschool.

(Here he just learned about Mendeleev, and was thinking about alternate arrangements for the periodic table. At 6. You can’t make this stuff up.)

It’s been wonderful. He loves it. I can work with him on his writing, which is developmentally normal (7), provide math a few grade levels ahead, let him read his college-level chemistry books and spend hours immersing himself in that, and still have time for some motor skills practice and play – which he needs. He’s 7.

Some people advocate for grade skipping, and that works for some kids in some situations, but homeschool was the right choice for us. For now, at least.

2 – Mixed Age Groups

Asynchronous kids tend to struggle with same-aged peer groups, simply because there is an unwritten expectation that they will all be the same, so my 7yo who can’t yet ride a bike but would like to talk about double land-locked countries in Europe stands out.

In mixed age groups, that expectation is minimized. He can help younger kids, who expect him to be academically further along, or chat with older kids, who can keep up mentally but don’t expect him to be physically or emotionally a peer.

A few friends and I created a really sweet homeschool coop this year. Some kids can read, some are too young or are on their way. Some are neurotypical, and others have various disabilities, but our goal has been to encourage healthy interactions and to give the kids chances to share their own voices. It’s been good.

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3 – A Relaxed Pace

I’m in no way implying that J has a relaxed pace when it comes to what he wants to learn. No, he actually devours new knowledge, and we have to slow him down, or he will go into overdrive and have trouble self-regulating.

What I mean is that, because of his personality and learning style, we don’t push lots of formalized curricula. Instead, we explore together, focus on doing a few things well, and maybe add one challenging or not-self-motivated item at a time. He’ll get there.

4 – Bibliotherapy

We read lots of books around here, and I’m always on the hunt for books that feature quirky main characters who don’t always fit in but are still loved and appreciated by those around them.

I’ll post about these tomorrow. 🙂

This has been Day 4 of my 5 Days of a Asynchrony series, part of a blog hopscotch organized by iHomeschool Network.

Asynchrony – Favorite Bloggers and Thinkers

If anything I’ve been writing in a Days 1 or 2 of this series has been striking a chord with you, here are some resources I have found helpful:

Hoagies Gifted is a wonderful resource of all things gifted – little kids to adults, all types of school environments, etc. They have a number of Asynchrony articles and resources. Here are two to get you started:

http://www.hoagiesgifted.org/asynchrony.htm

http://www.hoagiesgifted.org/asynchronous.htm

 

A few of my favorite bloggers:

Colleen Kessler at Raising Lifelong Learners

https://raisinglifelonglearners.com/the-ultimate-guide-to-homeschooling-gifted-children/

Caitlin Fitzpatrick Curley at My Little Poppies

https://my-little-poppies.com/asynchronous-development-and-the-gifted-child/

Celi Trépanier at Crushing Tall Poppies

http://crushingtallpoppies.com/2014/07/15/6-gifted-students-develop-asynchronously/

 

Other worthwhile resources:

From Psychology Today

https://www.psychologytoday.com/us/blog/creative-synthesis/201201/many-ages-once

A Scholarly Article by Linda Kreger Silverman

https://positivedisintegration.com/Silverman1997.pdf

Very Well Family

https://www.verywellfamily.com/asynchronous-development-1449172

The National Association for Gifted Children

http://www.nagc.org/sites/default/files/Publication%20PHP/NAGC%20TIP%20Sheet-Asynchronous%20Development-FINAL%20REVISED-OCTOBER%202017%281%29.pdf

This article is Day 3 of the iHomeschool Network 2018 Hopscotch.

Tomorrow I’ll be writing about what works for our family, tricks and tools we’ve been picking up along the way.

Asynchrony Day 2 – it’s not your fault

Yesterday I started sharing a little bit of our story and how Asynchrony affects our family, especially my son.

He was reading – fluently – before he was potty trained. And we didn’t teach him to read. Sure, we read a lot together, and he watched shows like Super Why and Word World occasionally, but we didn’t ever sit down and do sight words or phonics lessons. He just picked it up.

It’s not hot-housing.

Asynchrony has very little to do with how a parent parents and very much to do with how a kid is wired.

We have 3 kids. I didn’t treat the other two any differently or deprive them of any opportunities, but they are 4 and still months away from any kind of formal reading exercise. That’s ok. They’re doing great.

When J was 3, he was interested in reading, numbers, astronomy, and sticker books. He would sit for hours doing these things, not because I forced him but because that was what he was drawn to, where his interests lay.

It’s perfectly logical, then, that the parts of his brain that got the most exercise grew the fastest. Now, I wasn’t a terrible mom. We had play dates, gymnastics, swimming lessons, church nursery, library programs, and even a creative arts preschool because I wanted him to have lots of opportunities to move, create, and interact with other kids and adults, and he participated, sometimes more happily than others, but it wasn’t his passion.

He grew most in the areas he loved and cared deeply about. Not because I or anyone else pushed him.

J is now 7, and Asynchrony is still our constant companion, but it now takes different forms. It means he’s more comfortable with adults than peers (more about that later this week), and that we often struggle to find reading material that is both challenging and appropriate for his emotional development. I have even asked the library for “boring” books — the opposite of those high interest/low reading level books that most others are looking for.

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A couple weeks ago, our kids created a “town” with masking tape roads, locations on index cards, etc. It started as a co-op activity and then continued at home.

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My asynchronous kid added

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Hennig Brand (who discovered the element phosphorous) to the street plan.

No one put him up to it, asked him to include famous historical figures, or anything of the sort. It’s how he “ticks”, not any kind of external expectation.

Asynchrony is a description, not a diagnosis. It describes these kids with intense internal drives to understand more, do more, know more, and how they interact with the world around them.

This is Day 2 of 5 Days of Asynchrony, part of a blog hopscotch put together by the inspiring people at iHomeschool Network.

Tomorrow I’ll be posting about some of my favorite bloggers and writers who have helped me wrap my mind around asynchrony and given me ideas to help our family.

Thursday I’ll be posting about what works for us, as well as for other families with asynchronous members.

5 Days of Asynchrony

About 2 years ago, I first stumbled across the term asynchronous, and in many ways, it felt like I had just stumbled upon a user’s manual for my son, who was five at the time.

Later this week, I’ll share some of my favorite links to other bloggers, educators, and researchers who gave helped to shape my understanding of asynchrony, but today, I get to tell my story.

Asynchrony is, in a nutshell, development outside of the expected developmental window. It’s usually a combination of really early and really late at the same time.

It means, in our case,

  • early reading but late collaborative play
  • early math but late physical coordination
  • early awareness of people’s emotions but late development of the maturity to deal with said emotions
  • early interest in and understanding of the world coupled with late development of the social skills that ease peer interactions

It’s not easy.

I’m not complaining. I’m grateful for J and who he is, and I’m especially grateful that I can homeschool him. Public school can be rough for asynchronous kids.

We tried it. He went to public school for kindergarten & first grade. It wasn’t an entirely negative experience, and we worked with some talented and dedicated educators along the way, but look at this:

A side-by-side comparison of what they did at school and what he was naturally drawn to at home.

There’s no judgement for the teachers intended in this picture. Their responsibility is to teach all the students, so of course they choose work that is accessible for most students, but my kid… he gets to twiddle his thumbs.

Meanwhile, he needs to spend time in small groups, interacting, playing, learning to trust his peers, but that’s not what the school had time for.

So we homeschool.

Here, we can spend 5 minutes on the multiplication tables and half an hour on shoe tying.

Here, we can set up play dates and small group interactions in a supported environment where he can practice those very important “soft” skills.

Here, he’s free to spend hours a day reading and learning about chemistry, rather than being told he can’t balance a chemical equation until 10th grade.

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And most importantly, here he isn’t constantly being told that there’s something wrong with him. He isn’t being compared to “normal” and being made (unintentionally) to feel like an outsider, just because his brain and body happen to be on a different timeline.

He’s celebrated for who he is, and we can always focus the next thing, regardless of what the developmental charts say we should be doing.

Come back tomorrow and the rest of the week for 4 more days of Asynchrony, how it plays out in our family, links to other resources, and maybe some helpful tips for you as well, if you’re in a similar boat.

And read more from other bloggers at the iHomeschool Network through the graphic below!

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