Lamination nation.

Mountain Mumma heights has been turned into a wipe clean paradise thanks to....

THIS...

Huzzah, I have now been able to level up our morning message literacy activity.

  

As well as being able to help him identify words by sight, select and stick the words himself, I also 

write out what our main plans are for the day underneath with a whiteboard marker. 

I'm also in the process of making some activities

Here he can use a white board marker to write over my words and then also select the corresponding letter cards to spell out the words.

In other news Spike's teacher has put in a bid for some of the educational psychologists time next time he/she is at the school to get the ball rolling with him being formally assessed. She was at pains to point out that assessments at nursery don't often happen as at that age they are pretty low priority; the suggestion seemed to be that ed psych have a set amount of time to spend in the school and start with referrals in the top year and work down. If they run out of time before they get to Spike then 

Pthere will be no assessment. If this is the case I may have to see if there are other avenues other than the educational one for me to get him a referral/assessment. 

With the rising threes staring in January his class size has almost doubled and it has got a lot more 

noisy and disruptive. He has started saying things like he "doesn't like nursery" and "nursery is boring" which is a massive shift from before Christmas where he would ask every single day when he was going to nursery next and call a register of his toys using his class mates names. His teacher has said that he is evermore  withdrawing  into his little rituals  in class as the younger children's behaviour and play seems to be overwhelming him.

The nursery have been fantastic on keeping me updated on his progress in class 

A drawing of the three little pigs, I think "Miss" did the first pig to get him started. 

Self portrait.

The school uses the seesaw app to upload pictures of the children's work and activities during their sessions. It's fantastic, they also just type the homework for the weekend up there so there's no loosing it in school bag - house transfer etc. I just love seeing the photos of what he and his classmates get up to in class.

Spud has been a bit snotty and teethy of late. He is still doing THAT SCREAM. I don't know how to discourage him. It's like acknowledging he has done it just feeds the attention seeking nature of him 

doing it in the first place. However, it really is THAT BAD it is almost impossible not to acknowledge it has happened on some level. It's hard to ignore blood coming from the ears.

It's a good job he is my super cute cuddly spuddly or we would be having problems. He's getting super chatty now. We have...

Peeeach = please/ give it to me quicker

Nuh = sod off

Kich = cuddle/kiss

Uh? = what do you want?

Whas thaaa? = what is this thing I am pointing at and can I put it in my mouth?

Ahhh gan = all gone

Key! = spike/ pops/ milk/ drink

Iya = salutations

Car

Bye bye

Night night and various animal noises and names. 

After picking up Spikey from nursery today I took the boys through the car wash. I kind of wish I had just had the cheapest one done. My theory was that it was so bad that it needed the most thorough one but with automated car washes the reality seems to be the worse the car is the less effective the wash is. Anyway, Spike  thought it was the coolest thing in the world but Spud is yet to be convinced. There was no out and out crying but there was a bit of "the f*ck is this?" Face pulling. 

Spike is spending Friday night to Sunday night at his Dad's so I may take Sam swimming on Saturday as he has never been before. Looking forward to it as it has been ages since I last went and Spud and I seldom get quality time together.

Xoxo

Literacy Love

Soooooooooooooooooooooooooooooooooooooooooo... the literacy initiative begins!

Actually for quite a while now we've been doing a "Morning Message". I first read about it on Jennifer's website and thought it was a great, free and useful little tool. More about it here.  

I tend to do the Morning Message over breakfast. While the boys are eating we talk about what day it is (Monday, Tuesday, Wednesday etc), the weather, what we are doing imminently and what we are going to do later.  It didn't take long for Spike to become familiar with the format; the predictability is helpful as Spike likes it when he knows what to expect.  I'm trying to use phonics and cvc words as much as possible to help him become accustomed to them. They are great words to start off with as they tend to sound exactly how they are spelled which is good for kids as it is less confusing for them. The Morning Message is also great because Spike decides what we write; the fact that Spike is so involved with what is being written helps to keep him engaged.

The pink underlined words are words that he recognises/we are working on him recognising.

As you can see we are mainly working on the smaller words at the moment.  On this message he was able to recognise "is", "no" and "at".  We have been doing the Morning Message for a few weeks and I am already seeing an improvement in Spike.  He is able to predict correct linking words such as "is", "in", "at" and "on" etc whilst doing the message and is also using these words more in his general speech throughout the day.

In the afternoon we did a Treasure Hunt.  

I wrote a list of things for Spike to find which he loved doing. Then after he had found all the objects he counted the objects and wrote down how many there were. 

Here he is telling me that there is a difference between stormtroopers and snowtroopers, silly Mummy!

I wrote the numbers first in a light colour pen in the box and then Spike drew over them in a darker pen. He also wrote over the numbers in words identifying each letter as he went.

It was a good activity and will definitely be doing it with him again.  When the weather clears up it would be a good one to do outside including some tree and plant identification. Hopefully by then he will also be ready to do some sort of art activity off the back of it. I'm not holding my breath though. I like the idea of incorporating other learning themes within the literacy activity. So here there was a fair bit of maths but we also talked about machines, which of his animals live on the continent of Africa, characteristics of the animals and dinosaurs and their habitats and the difference between machines and living things. Apparently not doing a poo is one of the more significant points.  

Spud yn dweud nos da....  

xoxo

The spectrum and us.

There was always something about Spike. He was gorgeous and super clever but something niggled me.  He was a fantastic baby; he fed well, slept well, was content, would play great by himself, was interested in numbers and picked up new information really quickly.  For months I took comments on how alert he was as a compliment.  I clearly had a little genius in the making and we all think our little crotch goblins are going to be the second coming of Jesus Christ secretly.  He was WAY ahead on all of his milestones, building massive towers out of blocks when the milestones said 3-4 blocks and had double the vocabulary.  Then at around 16 months the talking stopped, even "Mummy" and "Daddy" and he started talking in scribble.  This extended until we went on holiday when he was 22 months and while he was on my shoulders some seagulls flew over us and he pointed at them as said "birds!".  YES SPIKEY BIRDS!!! That same holiday we also got "sand", "sea", "beach" and "flag".  We have built from there since and whilst he is certainly still a bright boy his speech is quite robotic.  He hates chit chat, his conversational skills are best described as ruthlessly efficient.  

Socially Spikey has always struggled. He doesn't have any interest in joint activities. I consider myself a bit of an arty farty type and from about the time he could support his own head I had designated the end of the kitchen as The Kid Craft Area. It groaned with poster paints (with the proper lids that the paint brush fits in!), glitter, foam shapes, coloured feathers, coloured lollipop sticks, pom poms, glue sticks, stickers and a myriad other supplies.  It is so hard to get him to do any sort of arty activity.  Occasionally the mood will take him and it generally always takes a really sensory angle such as hand/finger/face/whole body prints. I have never been able to get him to use a colouring book and he has never had any interest in drawing or writing. 

The Nursery has said that he does the same things everyday and has little interaction with the other children, preferring to observe them.  On tidying up after the children leave for the day his teacher started noticing little caches of lined up objects hidden around the room; eventually she realised Spike was doing it.  He refuses to be touched by his teachers and even hates being touched by me unsuspectingly.  He will howl as if in pain or fright from just a hand being placed on his shoulder. 

 Noises are also a big thing for him. His major hatred is a two-stroke engine like you would find in a petrol lawn mower, hedge strimmer or chainsaw. Quad bikes and motor bikes are also foe. Fair enough you may say, they are loud. But does it really warrant planking on the side of the road to cope with the over stimulus of a chain saw being used 3 miles away half way up the mountain?  One time we'd been for a walk down the lane and two quad bikes drove passed us resulting in a melt down of truly biblical proportions. I had to carry him back up the VERY STEEP LANE as he was terrified of more quad bikes coming. This is a kid who would (if you didn't stop him) march up to and jump on the biggest most maddest horse or a growling dog. He'll climb anything, isn't afraid of falling and you have to watch him like a hawk because he'll throw himself off stuff for the fun of it.

Early on it is hard to pin down your niggles as anything legitimate as children all develop so differently and he was my first. It's only really crystallised for me now Spud is getting older and I can compare the two.  Ahhh THAT'S what conversational babbling is supposed to sound like. Also, Autism presents so differently from child to child. The spectrum is huge and even children who are diagnosed within the same bracket can exhibit very different behaviours.  When you first start bouncing your observations of your child's quirks to other people you'll get a couple of, "No he can't have autism he smiles too much/he can make eye contact/he talks too well".  Not entirely unsurprisingly it apparently turns out that your kid doesn't have to act like the understudy in Mercury Rising in order to have autism. 

We are very much in the early stages of diagnosis. The teacher is fairly certain and tests are apparently going to happen.  Regardless of what diagnosis he gets he's high functioning and in many respects it's a positive thing.  If you can capture his interest in a subject it is sooooo easy to get him to take on board the information. He practically teaches himself anything to do with maths/numbers. But there are drawbacks and Mike's obvious one is getting him writing.  However, I have some initiatives to hand and will keep you updated on the results.

Ciao Ciao x