The first day, it was, "Eliot will not join us at the table for activities. We need to work on that."
The second day, it was, "Eliot refuses to keep his shoes on, which caused several conflicts today."
The second day, it was, "Eliot refuses to keep his shoes on, which caused several conflicts today."
The third day, it was, "Eliot is doing better. But his pants are too big and they keep falling down. He needs a belt or different pants."
Today, it was an actual "Come With Me, We Need to Talk" talk. Teacher begins. "Eliot is really having a hard time participating." Then, Teacher begins her list. Eliot will not accept help from adults. He will not acknowledge or listen when spoken to. He will only engage in activities that interest him, and does not, for example, want to clean up toys or sit down for crafts. Oh, and that cold that kept him out of school the first 2/3 of the week? His cough is awful and his nose is running, and he seems to be falling down a lot.
I creep up to the playground at preschool for pick-up time now, cringing like a whipped dog. School has only been going on for a little over two weeks, and already, I live in dread of what I will be told he is (I am) doing wrong. I don't hear Teacher offering other parents and kids anything but praise during those five minutes outside the gate. The munchkins come running, Teacher guides them out, beaming. "Great day today!" And "Oh, he was such a good little helper." And "Look at the sticker she got! She remembered something yellow today!"
Not Eliot. He comes racing to the gate, cheeks flushed and face lit up from the sheer joy of the monkey bars. Without fail, the teacher looks at me with an expression between pity and exhasperation. "Eliot had some trouble today." Of course he did.
Apparently, we need to follow through more effectively on what we tell Eliot is going to happen and the activities we plan. Like a good mom, I gulp back the impulse to enumerate every battle we are fighting in this particular arena. Instead, I ask what we should be doing better. Boy, Teacher is ready for that question. She starts ticking off her list on her fingers. "When you say something is going to happen, you make it happen." Talk to him about what's coming next, she tells me. Stick with things, she tells me. Structure, she tells me.
I hear her. Honest to God, I do. But what am I doing already? Time outs several times a day for ignoring my repeated direction. Clear consequences for every expectation. Wrangling over puzzles and coloring, cleanup and books. Every outing to the slide or dining hall is an endless stream of attempted negotiations, even when I am not negotiating. Am I too firm? Am I not firm enough? Do I cave too easily? Not offer good choices? Maybe I allow him too much independence. Maybe not enough.
Isn't this why we pay money we can barely afford to a preschool half an hour from home? How else will he swallow his spoonful of forced cooperation? As a small camp kid with no other small camp kids around, our little prince has had limited opportunities to function in the world of line-ups and sit-downs and hold-hands and wait-your-turns. It would be nice, as I stand outside the playground gate, to know that my son is getting better at being a member of a community. That he is a good kid in some way. Pick something about him, lady. Any little success will do. Please take a moment to tell me about that, too.