The Inevitable F-Bomb

Like hopscotch, tag, rhyming taunts and other fodder of the recess break, the F-bomb gets passed down from one generation to the next. Now that I think of it, I suspect the F-bomb has the most certain path from fourth grader to kindergartener for the generations to come.

In my own case, familiar with the stories of the rite of passage that is the first uttered F-bomb, I braced myself for it. I knew that once he knew the word the genie would be out of the bottle and it would be futile to wag my finger with the insistence that he never say the word again. As I envisioned it, I would hear about it secondhand from a teacher or other adult or catch him mid-utterance and petrify him with a tap on the shoulder and a, "Pardon me?"

Instead, my son caught me completely off guard over the Sunday morning French toast. The morning chatter was going where it was and he looked up at me and asked, "Are you going to say 'f--king'?" I've never uttered it in front of him. I've managed to channel my rage to "goofing" when he has me at my wit's end and this morning, I was nowhere in the vicinity of that near-apoplexy.

And damnit, (excuse me), didn't he actually find a way to use it in a manner that managed to retain some of his innocence rather than smear it with a comment like, "Yes I know what it means!! I said it because he was f--king pi--ing me off!!"

OOOOkay.

I was left laughing at the question and the way it was posed. I still managed to make the key points that I needed to make about the word. I pointed out that neither his mother nor I use it in front of him and went through a long roster of adults in his circle who don't use it. Having confirmed that he was not sure what the word meant -- one talk at a time, please -- I advised him on the risks of using words that he didn't know the meaning of and let me know that on the playground those risks could include an unwelcome punch or worse. Still, I struggled both not to laugh and not to go too over the top in my reaction. There's every chance I did both and found an odd balance in that. I made it clear, though, that I didn't want to hear it and that it was a word that could hurt. I reminded him of his sadness a few days earlier when a friend told him he hated him and added that this word could hurt just as much.

The occasion will be filed in my memories of French toast from now on and we will see what will come of his new familiarity with this mysterious, powerful word.

Will the floodgates open and will we find the F-bomb flying regularly? I'll admit I was tempted to tell him to "Use a f--king towel," (but didn't) when he was flinging his hands dry after washing them, but I managed to restrain myself despite the inadequacy of "goofing" as an adjective.

And, no, I won't be taking him to Deadpool now.

On Kindergarten Eve

As I write this post, I am contemplating the browser tab for the Google search, "inspecting for lice" and wondering whether I should bookmark it or just leave it open.  I had to do a search last night after a flurry of text messages and a phone call from friends we camped with over the weekend, and it made for a little baptism for mother and father heading into the heart of September.  The flashlight inspection last night, the lack of even a single scratch of the scalp and a good hair wash tonight provide some reassurance that we are all clear.

We hope.

The lad heads on the next stage of the journey tomorrow. Kindergarten is a little more than 13 hours away and I pause to look in all directions.  He will be headed to an old sandstone building still older than the one I started school in in days of yore.  It is not the red clapboard single room school of one stereotype but the creak of the wood floors, the wide-yet-cluttered hallways and tall windows give a sense that this is a school that gives some comforting associations with the word.  With the school being only 400 metres away, there is the chance to see him build some independence in the weeks and months ahead as well.

Today, it was a challenge to give the sense of significance that was appropriate for the occasion of starting school. An afternoon at a trampoline centre, an early bath and a bit of a speech from the old guy (that's me!) was part of the effort to make something of the day, but it is more of a transition for mom and dad than it is for him. New friends, new expectations and perhaps the threat of a little less play than has been the case, but it may be hard for him to identify significant differences between elementary school and day care. There will be lots of new kids and a lot of bigger ones too, but other than that there will be little to overwhelm the boy who so calmly transitioned into day care 30 pounds and 18 inches ago.

There are some questions about how we prepared him, but I try to tell myself that would be the case with any parent. He has an undeniable knack for math and sciences, a mild indifference to art, drawing, and... ahem... printing.  I look ahead to the partnership with his teachers in the years ahead to help us set goals for him and I anticipate the challenges we will all face with some degree of excitement.  I can picture him sitting down at the kitchen table - not necessarily tomorrow night - working on the things that he is struggling with where I can bring something to his growth, but I will dread -- just as I did during junior high school -- the Science Fairs that loom.

Apart from the scholastic aptitudes that are yet to be measured more precisely, there is the boy that we are sending off into the world.  He is an affectionate boy who can be a goofball and enjoys the role of the clown.  There are moments when he can withdraw when he is not getting his way, but there is a chance that he is more sensitive to the needs of others when he is in a big room. From day one we have been conscious of his size.  I recall seeing other newborns when he was just two or three weeks old and gaping at my wife with the question, "Was he ever that small?" We are more than a little anxious about how the expectations and perceptions of him are altered because of his size and while we may have done him an advantage academically by waiting an extra year before sending him on to kindergarten, there may be greater expectations of him as he towers over the other kids in his class.

Ultimately though, he is a prodigious hugger and (if they allow that in school) I think he is the kind of kid that can help bring together a room of kids.  We that thought and the insistence that we want, above all, for him to be a good, kind sensitive boy and man, we send him into the world.

Holding Him Back

"So, what have you decided?"




I'm in the dentist chair, puzzling over the question. My dentist adds that he read my post about whether or not to send Gabriel to school this year and I muster a nod of recognition. The topic of when to start a child in school is an exhaustively discussed one and, for the most part, the advice I've received is a chorus of, "What's the rush?... I waited... My daughter was fine early but... my son was... well... uhm..." Or struggled, or what have you.  Parents of the autumn-born who were particularly experienced and informed on the subject and the advice was all valuable. There was also a serendipitous barrage of articles on childhood and education that advised us to sit tight and hold him back a year more. Last week, we even encountered a parent who had found her 18-year-old son foundering and dropping out of his first year of university -- an account that made me ponder the math if her son was still only 18 years old in the spring after his freshman year.

Unwittingly, he is looking forward to the graduation from day care that the rest of his classmates will celebrate.  He is not, however, going to graduate with his friends. The social disruption for him will be a challenge. Close friends that he has had a lot of history with will be moving on and his friendships with those kids may end or require a lot more work to maintain as routines change. The social connections are already changing form as this fork in the road emerges.

Still, we have to look long term rather than reinforce the social expectations.

As great as he is in our eyes (except for when he is too tired to listen to us or insists that his diet consist exclusively of starches, or as I put it, "his whites") we would rather not have him spend the rest of his childhood and adolescence pressured into playing catch up. If we made the move to include him with the older peers who are moving on over the next little while we will be doing him an injustice. With an extroverted only child, who is at turns a nurturing leader of younger kids and displays great vulnerability trying to find a random kid to play with or be accepted by, we suspect that he will play to his strengths if he stays behind with kids who are a little younger than him.

While his daycare suggested there was a risk of Gabriel getting bored while in the same room for another year, I recalled a concept from my studies in Education - over-learning. If he is covering similar topics or themes in the coming year, I am fine with that. I get the impression that Gabriel is more of an analytical mind and that he may continue to process familiar knowledge in different ways. (Recently he wanted me to "play" with his Hot Wheels with him. For some reason our play consisted of sorting out all his dinkeys and separating the Hot Wheels from the non-Hot Wheels cars.

If he grows bored with too-familiar lessons and stories, perhaps there is an opportunity for him to play more of a nurturing or empathetic role. Since making our decision to keep him in daycare for another year, we told the daycare that we are prepared to adapt what we do at home to ensure that we are on the same page as the staff at the daycare in encouraging the leadership, empathy and social development that we would like to support in the coming year.

We have been conscious from day one of Gabriel being big for his age and my wife and I still tell one another that he was never that small when we see newborns. We have always seen his size as presenting a mixed blessing when he is in school and it is probably better for us to embrace that and get him accustomed to that size distinction rather than try to get him to blend in with a group of kids who are three to nine months older than him. When he is with younger and smaller kids we can prompt him to be gentler with them and perhaps he will get the sense of the responsibilities that come with being the big kid and take the opportunity to protect with his size and maturity.

All in all, we have concluded that it is better and lower stakes to hold him back now rather than pressure him throughout his school years to keep up or hold him back later in life when the stakes are a little higher than they are now.

Should He Stay or Should He Go

As a November baby, Gabriel's timing or age or development -- whichever of these terms best serves to define the question of when he ought to start school -- is fraught with more reflection and inner debate than if he were born in the first half of the year. We have, revisited the question many times and each time nodded to ourselves that the best course is to keep him back one more year rather than rush him along. It is not a decision we have come easily to. I may have come to it a little more easily and my unwillingness to sleep on the decision to enrol him in school in September may belie a stubborn streak that I am very reluctant to acknowledge otherwise.

Gabriel is a big kid for his age. That was the story from his arrival and when I compare his size to my own during childhood, he is seven months ahead of me in his height and weight. The first things that come to mind are the expectations that will be thrust upon him because of that size. His peers will look up to him and expect him to do some of their heavy lifting on the playground or in other venues of uneasy childhood detente. Teachers will over look the birthdate in the class register and erode him with expectations of superior development and performance to go along with the size of the child. Those things are obvious, and there is a part of me that acknowledges how old his mother and I are and would like to hold on to him a little longer and at the same time do all we can to ensure that he is as independent as possible when he finishes his public schooling and comes to that cross road.

Earlier this year, Nadine had asked the question of whether he ought to start in September 2016 rather than 2017 and we mulled it over one more time. Four years and 10 months is a bit of a lag behind everyone else and it would be better to have him over-prepared than under. There may be those questions of him being bored if he waited a year longer and there would be the fact that he would be that much bigger than his peers when he finally gets into the queue but I would feel better prepared to talk to him about the advantages and onuses of his size than rebuilding confidence on a regular basis as he tries to catch up.

Earlier this week, the conversation emerged again at his daycare. We had a parent-teacher meeting at the daycare where the teacher in his room indicated that he had a hard time focusing and staying still in class.  I've noticed this in his music class on Saturdays as well. Despite this challenge with attentiveness, however, his daycare teachers feels we ought to consider enrolling him for kindergarten with the rest of the kids currently in his daycare class. Comparisons were made to another boy in the class who have had same problem with attentiveness and another who is slightly younger than Gabriel, but surpasses him for focus and calm. The daycare teacher asserted that she would be able to settle him down within a few months to the point that he would start working on his penmanship a little more, but that remains some distance off. We have witnessed him calm and focused to play with Lego or construction trucks, but my experience of late has been that it has been a slightly more difficult to retain his attention for books at bedtime. He has always been a challenge to settle down for bed; from day one he has seemed to have felt that he would be missing something while he slept.

One question we did not ask during the interview was whether her timeframe was accurate if Gabriel was only in class three days a week. On his days off, he has had the opportunity to go to gymnastics and rock climbing classes. The other thing that is obvious is that he has a lot of energy to burn off. He does have plenty to burn off and I have often joked that our efforts to wear him out are actually just improving his endurance.

I am not sure how much Nadine has given second thoughts to enrolling him early, but one indicator is her comment that the daycare wants to fill his seat with someone else. Further to that it would be a challenge for them to have Gabriel in a group when he is with a group of peers that are that much younger than him. There is the threat that he would be bored during the coming year of daycare, and that it would be a challenge for the teachers there to keep him engaged when they would be, focusing their energies on the majority of the kids. It would be an opportunity for him to take on a role to further develop his social skills and still pursue the valuable task of getting him to focus a little better.

And with that jumble of confessions and contradictions, I have shared the dilemma of when to enrol the lad in school and disclosed enough background for an "expert" to diagnose him with something and reach for the prescription pad. We are not, however, looking for a diagnosis to over-label or to simplify, medicate and discard what is first and foremost "boyhood."  We'll keep modelling calm.  I'll see if my intermittent practice of kanji prompts him to sit and work on writing his alphabet.  I'll keep telling him to keep chugging hard and not to stop and cry when he sees someone he wants to catch up to or pass when he is running.  We will keep him on his path and at his pace.