At bedtime, my friends Chris and Melissa do something with their daughter, Sophie, that they call "chitchat." Their idea of chitchat is quality time with an educational twist. They started it when Sophie was a baby. Just before bed, they spent a few minutes talking.
It started simply with things like sounds and letters. As Sophie matured, topics grew in complexity.
They considered numbers. They picked random places on a globe and learned about them together.
Sometimes they used reference books. Sometimes they used the Internet to augment their discussions. (If they were talking about hawks, they would listen to audio and watch video of hawks in action.)
The key, Melissa said, is to keep it to a few minutes. Also, they stick to non-fiction topics.
I am amazed every time I see Sophie. She celebrated her fifth birthday last month. The theme that Sophie picked for her party was "birds of prey."
When I asked her what birds of prey are she replied with casual, conversational ease: "owls and hawks." She is an intelligent kid who can hold a conversation with adults.
My wife and I have a similar ritual with our 2-year-old son, Owen. Each night before bed we read two stories, talk about what he did that day and also what he will be doing the next day.
Then we wind things down with a song or one more story, which is actually a guided meditation that helps put him to sleep.
Unlike Chris and Melissa, our bedtime stories are usually fiction. Thomas the Tank Engine and Dora the Explorer are among his favorites.
While the stories are important, I've noticed another variation taking place in our version of chitchat. These days, the conversations have become more useful to Owen than the stories.
It is during our talks that we are able to put the day's events into perspective for him. This way of processing is so important to Owen that he even requests it during the conversations that I call guided meditations.
He still enjoys picturing himself driving trains while falling asleep, but now he requests that the new people in his life ride on his imaginary train too.
As we talk about the things he did and the people he saw, we put special emphasis on concepts that were new to him and summarize how we think he felt about these things.
We know this routine has helped him with language. He is already starting to use full sentences. He is even starting to grasp trickier concepts like personal pronouns.
But more importantly, I hope it will help him process his feelings and make some sense out of the world.
very interesting :)))
ReplyDelete