Tying Laces

Over the last few weeks or months I've noticed more and more headlines about the bad consequences for young children exposed excessively to smart phones. I might dare to suggest I've been inundated by the articles but I do not believe you can claim to be inundated by something so deftly avoided.

The theme of those articles is familiar, of course. They follow the template of the articles that have talked about the impacts of video games, heavy metal, excessive television, rock and roll and so on back through time. I give the litany not to diminish the validity of the current articles about the cell phone exposure. The one article I actually read said that kids were getting into less trouble because they were content to stay in their room texting or Snapchatting rather than getting into mischief. Actually, the barrage of headlines left me thinking that my son was not getting that much screen time. I suspect though it will escalate. A recent conversation about initiatives aimed at showing families how to eat together and converse enough to develop their children's language skills suggest that the articles are not as alarmist as I might think.

One thing I am conscious of with technology overall though is that kids are, essentially, getting nudged down the digital path at the expense of any other. There is a clamour to teach kids to code and while I'm not opposed to that I would like to see at least a bit of balance. In his 1979 book Teaching As a Conserving Activity, Neil Postman suggests school take, what he calls a thermostatic approach.  In theory it would be a scenario where educators, conscious and equipped with the barometers to see where society is trending at a certain time, act and educate in a way to strike a balance and avoid overemphasizing what society or the market is pushing for.  In this digital age, more exposure to the  analog would be welcome... (he tapped away on his keyboard.)

I'm conscious of my son's development of skills that I have taken for granted from my schooling. Cursive writing is no longer emphasized in schools and after a generation of velcro, I may be among the last to remember learning to tie shoes as a part of my primary education. In the fall of 1972 everybody in my class put in the time to work on the task.  I remember in later years one of my aunts, a primary school teacher, telling us how she had made it clear to the parents of the kids in a particularly large class that the students would need to know how to zip and tie before the start of the year. I doubt she was expecting 100% mastery before Labour Day, but enough to leave her with a manageable few.

I was still conscious of my experience in days of yore and chipped away at his reluctance to do it. There were struggles and frequent bouts of frustration punctuated by, "I can't do it." There was an hour where we got oh so close before he was truly fed up with the task and I relented. A few days ago, with his head clear of the frustration he encountered with the laces 10 days earlier, he nailed it.  He got it twice in a row, albeit rather loosely, did a single bow a few times and argued about how those single loops would count toward three successes I had requested and then got it.

Apart from saving my back and being a step toward getting him into the laced runners that he aspires to, there are other benefits.  I'm sure the fine work will be a step toward improved motor skills and there are also significant links between knot-tying and mathematics and the sciences.  It has quickly become a point of pride for my son, who asked me to watch him tie his shoes when I dropped him off in the morning and boasted to the nearest adult of his new prowess.  (She responded with the appropriate expression of surprise and approval.)

Cursive may be on my to do list a few years down the road and that, I assure you will be a long battle. Luring him into it with a stylus for a tablet is not the leverage I'll be seeking though.

Ink Smudge Eureka

    "Letters and bridge, or crosswalk?"

    Gabriel chants "Eenie Meenie" to make the decision, repeating "Miney" twice at the end to land "Mo" on the "Letters" route home from daycare.  It is called the Letters route because the "Saint Barnabas Anglican Church" printed into the concrete provides Gabriel with all of the letters in his name except for that "E" which is a few metres away to indicate the corner of Seventh Avenue NW.

(When it rains, it pours?)

    For the longest time we would stop and pick out the letters in his name, make an exaggerated point to the E's on the corner and then spot the "L" before resuming the walk home.  When it was snow-covered, he kicked away the deep, heavy snow to find the writing, but lately he has had less and less interest in identifying the letters in his name.  This afternoon he is more interested in splashing and kicking in the puddles and the writing lay immobile with out notice or significance.

   Nadine and I have been reading to him constantly.  I infamously whispered passages from Haruki Murakami's brick-sized tome 1Q84 during those newborn days and he arrived to a room more than well-stocked with Dr. Seuss, Maurice Sendak and myriad others that we have read to him ever since.  His visits to the library are constant and I recall him having a massive meltdown one afternoon as he sat naked on his bedroom floor at 4:55 crying that he wanted to go to the library, which was closing at 5.  Books are part of his routine and, even though he can glaze over indefinitely at the sight of an iPad and treats us to a litany of requests for just one more episode of a TV program before supper, bedtime or getting in the car to go somewhere, he does from time to time plunk down quietly with a book and immerse himself in the images, the turn of the pages and the cadences recalled from countless readings.

   He has regularly finished sentences for us as we read and recently, I have made a point of pushing him a little, framing a word with my fingers and telling him what it is or asking if he can recognize it. He has put up a bit of resistance to that and tells me to read it or that he does not want to.  Perhaps it is simply a matter of it all feeling too much like work for him, but I push a little bit.

    Parallel to the reading has been the occasional nudge to see if he will write anything and start working on his letters.  Whenever there are birthday cards to send we get him a card too and he will pick up the pen in his right hand, gripping it between his index and middle fingers and his thumb and giving it a go.  The results have been consistently original and doctorish.  Think abstract rather than representational.

   For some time now I have pondered modelling writing as a habit for him, but have not gotten around to it yet.  For the most part I write at the keyboard and when I do pick up pen and paper it is usually when I am on my own, rather than for the sake of making a witnessed performance of it.  As the adult colouring craze has emerged, I recall the meditative component of practicing kanji when I lived in Japan and thought that it would be a good two-birds with one stone move and make it rather authentic for Gabriel at the same time.  I have the paper and the notebooks that I used to practice in and it would make my effort at penmanship a bit more authentic.  If I start practicing my Roman characters it could cause a bit of concern about the integrity of my faculties.

   Before I have actually had the chance to sit down and work on my kanji and see if Gabriel asks, "What are you doing?", instead of, for example, "Know what?", the time comes for us to get cards in the mail for my father's birthday.

   I head into Gabriel's room with his card for his grandpa and ask his to write something in the card. On this occasion, for the first time, he makes a deliberate effort at copying each letter from the text of the card.  He got his "G" backwards, but that may have been a consequence of me telling him, "It is sort of a circle with a line..."

(Yes, he has had alphabet books.)

After getting past the "G," he fared better and provided not only a reasonable estimation of his name but a sign that the little guy who has been putting up concerning resistance to reading and writing might let Nadine and I sort him out on his printing before he can conclude that he can entirely forego it because of keyboards and touchscreens.