We have asynchronous kids. They do things on their own schedules. Some things happen very fast, and they fly past their same-age peers. Other things take more time. It’s okay. It’s part of the gifted game, and I am learning to accept that.
We’re all outfitted with different brain processing speeds. They’re innate characteristics of how we’re made. They are NOT intelligence. Some of the most brilliant people I know take a long time answering a question, and the opposite rings true as well.
Sometime around when he turned five, we got to the point that he could handle higher level non-fiction texts. The problem was that he could actually “overload” on new information. His brain couldn’t process and synthesize that much at the same time, and so, like an overworked CPU on a computer, we started having issues. More frequent meltdowns, the inability to make eye contact, regression in social awareness and interactions.
This is the packaging my 6 year old created for his dad’s father’s day gift. His dad is a particle physicist, so there’s intentionality in this list. This is how my 6yo rolls. J thrives on new information. Tonight, I asked what he wanted to read for a bedtime story, and he chose an elementary…
Most of us do a good job with this point when it comes to babies, toddlers, and even young preschoolers. We give them space to learn, accept their funny pronunciations or verb endings, and celebrate their progress with them. Something happens, though, when our kids reach the age of formal schooling. For some reason, we as a society feel like we need to reach in and begin to micromanage their development. We correct and correct and correct. All in the name of teaching.