




We tried out storytime at the library again today. This time the children seemed more interested, Anna even went up to pet the furry blue monster that was part of the story. Afterward, they pretended to be experts on computers set up for the kiddos and gazed at the birds in the aviary.
Yesterday morning, Miss Bridget with the Birth-to-Three (Early Childhood Education in some states) came to conduct a more formal screening to see where the children are developmentally. She had come just two weeks after the children arrived in the states with us. At that time she felt it was too early to give an accurate screening and wanted to see how much they could catch up after having been immersed in our environment.
She was very impressed with how far they’ve come in the five months that they’ve been with us. They are up to speed in every area except communication, which didn’t surprise me. I had spent the day before writing down all the words the children know. I think I came up with somewhere around 160 or so for Anna and 25 or so for Alexander. I’m sure I forgot some. Still, it’s not where they should be. So, with my permission she is going to line up for us more accurate or scientific testing, which is done through the school district. These scores will allow us to receive services in areas where needed. It all seems a bit complicated. Apparently, four professionals will come to our house and test the children in key developmental areas. They must test low enough on two of the four areas in order to receive services offered by the school district. Bridget is almost certain they will not test low enough to receive these services since she believes only their language skills need work. However, if they test below the standard even in just one area – language, for example – then they can receive professional help in that specific area through community-based services, which is basically through her office. Either way, they’ll still be able to work with a licensed speech therapist, as their expressive language skills apparently are what need the most attention. Their receptive language skills seem better, understandably, but I don’t know how those skills would test. I’ll be anxious to see just how they do get scored. I think these tests may be about three weeks out.
At the end of the session, she commented that the children seemed a bit “busy.” A decade or two ago, she might have used the word “hyper” instead. She said it wasn’t extreme and that I could help them in this area by making sure they finish a task they begin and not overstimulate them. For example, if they’re reading a book and want to be done with it, finish it out with them (or at least pretend like you are by getting to the last page, reading it and saying “The End”) before letting them move on to something else. I have never noticed anything remarkable about their attention spans. But then I don’t have much to compare them to and don’t know what’s typical. I know Alexander is very active but I figured that was normal, especially for a little boy. She asked me what Cindy (from the Parents as Teachers program) thought since she sees them every two weeks. Cindy has never mentioned anything about this before, but of course I will seek her opinion on this during her visit next week.