One Smart Cookie

This handsome young man, Mr. G, graduated pre-k from here last August. He was approved for an immediate double grade skip. which his parents chose not to do. He was provided differentiated reading and allowed to do math through Kahn Academy on his iPad. Once a week he went to do research with a 3rd grade class, where he made many friends. Otherwise, he remained with his same age group and flourished socially.

He has been blessed with an amazingly supportive school staff. They recommended that he be tested for the gifted program while still in kindergarten. He passed all testing in the 99th percentile. The highest achievable score. This was 2nd-5th grade gradient scoring tests. He was again offered a grade skip up to 5th grade. All the grades in between were also discussed.

While he is extremely advanced in reading, writing, math, (basically all skills), he retains the innocence of a normal 6 year old and has amazing friendships within his class. Next year, for first grade, he will remain with his class, but he will be doing skills in higher grade classrooms and going to another school once a week for gifted learning experiences. He will be the only first grader, but this young man has NO issue with making friends of all ages. 

He's smart, he's charming, and he has more personality in his little finger than most people do in their lifetime. I am so proud of what Mr. G has accomplished this year and so grateful for a public school staff that has met him and challenged him where he was developmentally and cognitively. His parents have had some tough decisions to make, and they have done so with extreme contemplation, always keeping their child's best interests for both now and in the future at heart. 

His kindergarten experience has been everything I could possible hope for my graduating kiddos.

Math Whiz

Miss Libby, who graduated from here 7 years ago, just received her trophy for Math Olypiad. She scored in the top 2% INTERNATIONALLY in the Math Olympiad among fifth and sixth graders. She is one that was tested for the gifted program at her school a year early, the middle of kindergarten, and was tutored by the librarian in reading because she was so advanced. Congratulations, Libby!!

MINE Toddlers and Possession

The concept of possession is one of the most important for children to attain. Our society is based upon respect for our and other's possession of material goods, rights, responsibilities, feelings, etc.

We begin from birth to give them claim to their feelings. "Does your tummy hurt?" "Oh, you're hungry." "Such a sad face."

By a year, we are stating claim to others' possession. "He's sad that you hit him." "Those are mommy's, no touch." "Not yours, give back."

In general, toddler rules of possession go like this:

But at some point, they begin to move beyond their self-centric possession sense, and expand that to others. They can do this much more quickly through:

• Constant reinforcement of what is theirs 

• Expectation of understanding and respecting their own possession of feelings, material items, responsibilities

• Expectation of them respecting others' possession of feelings, material items, responsibilities 

The toddlers are now 22 months old, and are getting down the concept of one another's possession of material things. We begin to work on this area of the concept as soon as they can begin to reach for things they want, around 6 months old. By 12 months, we are telling them things like, "No touch," "Not yours," "Let go," "Give back," and of course, "MINE."

A key moment happened for us last week when two of the toddler boys were both using similarly colored Frisbees. In the past, as in up to a couple days prior, they would basically take whichever Frisbee they came across first, whether or not it was "their" Frisbee. If the other child had laid claim to it for a while and viewed possession, then a fight would ensue. This time, though, as soon as one of them noticed the Frisbee was not "theirs," the child would immediately head off to find the one they were using. A few times, a child would point out the other child's Frisbee to that child. Possession is one thing, RESPECT for other's possession, is at a whole different level of cognitive and emotional development.

The fact that the Frisbees were so close in appearance [to a toddler] was an indication of just how much the concept had sunk in for them, along with a significant increase in observational skills and discrimination skills.

They have now also assigned possession between them to other toys here at school, such as particular cars, push toys, t-ball bats, etc. and will pass over other's to get to "their" toy, or purposefully hand over the toy to the other child, often whether the other child really wants it at that moment or not. 

It helps that each child has a specific color for their dining ware, a specific spot for nap, a sleeping bag that is uniquely colored, a specific spot at the table, a cubby they can reach to keep their stuff separate, etc. By having these solid foundations for what is MINE at school, it gives them a daily grounding in possession from a very early age. 

I do not force sharing. I have other blog posts with links to people with more expertise than I have to tell you why. Many child care/preschool settings do not allow personal items from home. I ENCOURAGE it. The children do NOT have to share their items from home. Why?

To teach respect and the concept of possession.

Theirs is theirs, not yours.

A child may ASK if the owner will nicely share, but they do not have to share. The child needs to RESPECT that it is the owner's toy. If the owner is nice enough to share, then the child needs to treat the toy kindly and give it back, directly to the owner, when through.

Respect for possessions is not just for other people's. The children who bring items from home must keep them in hand [or on their face/head/etc.], in their cubby,  or in a safe spot. 

Even at nap we respect their possession.

We have safe spots for projects, items, etc. such that anyone may place items in the safe spot, but items may only be removed by me, and only to the owner of that item. Children will often find abandoned home toys and place them in a safe spot. The owner then must request the item from me, often receiving a warning about taking responsibility for our possessions, or they will not be allowed to bring anything for a couple days.

I received a text from Mr. R's mom this weekend asking if I made the toddlers claim their messes. He was spilling water, pointing, and saying, "Mine!"

I responded that yes, I do, and I expect them to clean it up as well. Possession and responsibility have many facets, and this is just another one of those.

The concept of possession and respect for possession is just SO important and it amazes me that this is not an actively TAUGHT concept. All children get it, but through passive, normal interactions. I purposefully place children into situations where this concept can be absorbed, developed, reinforced, and practiced. I believe it makes for much more respectful and responsible children, at a much earlier age.


If a child takes something that isn't theirs, breaks something on purpose or through gross neglect, or is disrespectful of other's feelings/possessions/rights, then there needs to be consequences beyond saying, "I'm sorry." "Sorry," doesn't make anything better and it doesn't change behavior or their moral/ethical compass. Reparation and consequences that are directly in line with the disrespect are appropriate, and DO make a difference. 

Eventually.


We hope.

Just because we teach it, just because we practice it, and just because it is ingrained within them from a very early age...doesn't mean I didn't just have two four-year-olds biting one another over an empty toilet paper tube that was somehow loose on the playroom floor. [Ridiculous, unusual behavior that they got into big time trouble over.]

I'm not sure even adults can ever perfect this concept, but we try.