![[personal profile]](http://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
lihtoxThere must be a word for when parents get carried away in imagining how their child is a prodigy, or a genius, or whatever. Whatever it's called, I've had a bit of that, since her teachers at daycare called her "very bright". I mean, *I* think she's smart because she's my daughter, but they're professionals with a lot of two-year-olds to compare her to, right? :)
Miriam's imagination has really come to bloom in the past few months. She stages imaginary conversations between her toys (or anything; I have a ring and a medal on my necklace, and she had one tell the other, "I'm going to work now", and move along the chain to the back of my neck). She will suddenly launch into a long story about what she did that day or maybe a week ago. (She even introduced me to her daycare class: "That's Miriam's Daddy. With a green coat.") She knows a large number of songs, and has taken to making up words to them, sometimes nonsense syllables (which can be hard to tell), sometimes talking about herself in song. And she is incredibly cute when she's being a "big dinosaur" (low-pitched "ROAR" sound) or a "little dinosaur" (quiet squeaky "roar").
Her biggest challenge these days has been daycare. She doesn't mind staying home with her babysitter, and she was okay at daycare during the first three months, but after Thanksgiving she became very upset when we'd leave her there. Right after Thanksgiving, she would cry the whole time she was there. She doesn't do that so much now, but when I mention school to her in the morning, she gets very teary and overwrought, though trying to keep a brave face: "Miriam go to school, and Miriam have fun" she says, lip trembling. At school, she plays and has fun, with occasional random outbursts of crying, and then when I come to pick her up you can see the pent-up energy burst. It may just be a burst of separation anxiety, of course. I wonder what I should do in the meanwhile, though, how I should address the issue. She'll tell me all about it, later, saying "Miriam cried at school, said 'Daddy daddy! Mummy mummy!'" or "Miriam was sad at school." (I tried asking her why, but she's not quite that verbal.) Lately I've tried a little cognitive therapy, telling her "You were only sad a little bit at school. You were happy at school too, you had fun." Try to break the connection in her mind between school and crying. They're going to move her into another classroom for older kids in a couple of weeks, and maybe that will be helpful for her: more of a challenge, and a new room with new teachers to break old associations.
Now she wants to go look at the big clock with me, and watch the hands move, so time to go. :)
Miriam's imagination has really come to bloom in the past few months. She stages imaginary conversations between her toys (or anything; I have a ring and a medal on my necklace, and she had one tell the other, "I'm going to work now", and move along the chain to the back of my neck). She will suddenly launch into a long story about what she did that day or maybe a week ago. (She even introduced me to her daycare class: "That's Miriam's Daddy. With a green coat.") She knows a large number of songs, and has taken to making up words to them, sometimes nonsense syllables (which can be hard to tell), sometimes talking about herself in song. And she is incredibly cute when she's being a "big dinosaur" (low-pitched "ROAR" sound) or a "little dinosaur" (quiet squeaky "roar").
Her biggest challenge these days has been daycare. She doesn't mind staying home with her babysitter, and she was okay at daycare during the first three months, but after Thanksgiving she became very upset when we'd leave her there. Right after Thanksgiving, she would cry the whole time she was there. She doesn't do that so much now, but when I mention school to her in the morning, she gets very teary and overwrought, though trying to keep a brave face: "Miriam go to school, and Miriam have fun" she says, lip trembling. At school, she plays and has fun, with occasional random outbursts of crying, and then when I come to pick her up you can see the pent-up energy burst. It may just be a burst of separation anxiety, of course. I wonder what I should do in the meanwhile, though, how I should address the issue. She'll tell me all about it, later, saying "Miriam cried at school, said 'Daddy daddy! Mummy mummy!'" or "Miriam was sad at school." (I tried asking her why, but she's not quite that verbal.) Lately I've tried a little cognitive therapy, telling her "You were only sad a little bit at school. You were happy at school too, you had fun." Try to break the connection in her mind between school and crying. They're going to move her into another classroom for older kids in a couple of weeks, and maybe that will be helpful for her: more of a challenge, and a new room with new teachers to break old associations.
Now she wants to go look at the big clock with me, and watch the hands move, so time to go. :)
