Today was a special day because Daddy was able to join us for OT. It began by choosing our plan for the day. Yes, I am becoming well aware that my life will inevitably by directed and mastered by plans. As you look around our home, everywhere you turn, there is a plan, chart or some sort of display meant for Turbo.
Moving on.
Turbo chose the helicopter swing, so Ms. Renee thought of a game to play. As he spun in circles, he was to listen to her call out commands, such as: Blue:Feet, Yellow:Hands. Check out the video.
It was time to work some more on his Vision Program. He has gotten a lot better with his slow tracking movement.
Afterwards, Turbo was able to show Daddy how Whack-A-Mole worked. This was a great opportunity for him to review the touch rules and then be able to communicate them to Daddy.
Then of course, we HAD to play the Jedi Knight training game. This time, however, Daddy got to play. It was great, because Daddy was in charge of one tower, while Turbo was in charge of two. As the lights went out, and the game begun, it was interesting to see how he handled the division of attention. He had to focus on his towers, while also dividing his attention to Daddy's tower. Then, he had to realize that he had the take turns in whacking the lights out. He did a good job, but later this weekend while playing a game, he really struck out learning how to take turns. Work in progress, work in progress....
Yesterday was our half way marker! It was a pretty typical day in our activities. He played in the helicopter swing We discussed how that for some kids, swinging and spinning disorganizes some kids, but that it seems to help calm and setting Turbo. That being said, I can now understand why he spins like he does. He has found something that soothes him, but drives me CRAZY!! (I'm the adult, I'm the adult!) So for pretty much the majority of our hour-long session, he spun around and grabbed beanbags while trying to throw them to knock down frogs on a log (or aliens as they have now known to become).
During our discussion, she approached me with something that I still haven't chewed full on yet. She suggested that we look into some type of gifted program. At once she could see my hesitation, and continued to explain. Turbo is a bright kiddo, but there seems to be a lot more going on inside his head that even he cannot fully explain. She reassured me that she wasn't talking about reading/writing at an 8th grade level at 5-years-old, but that he is gifted in the WAY he thinks. She called him a gifted thinker. OK, I can see that.
Common Characteristics of Gifted While it is rare for a gifted child to exhibit all characteristics, it is common for a gifted child to manifest many of the following:
Good at problem-solving Learns rapidly Extensive vocabulary Good memory Longer attention span Compassion for others Perfectionism High degree of energy Prefers older companions Wide or narrow range of interests Unusual sense of humor Early or avid reader Insatiable curiosity & persistence Intense concentration May question authority Advanced sense of conscience May demonstrate intense emotional and/or physical sensitivity Exhibits creativity Ability with puzzles, #s Perceives abstract ideas Sees relationships
Here is what I found to help me differentiate the two:
BRIGHT KIDS and GIFTED KIDS. A Bright Child....(B) A gifted child....(G)
(B) Knows the answer (G) Asks the questions - sometimes deep probing questions of an abstract nature.
(B) Is interested. (G) Is highly curious
(B) Is attentive (G) Is mentally and physically involved
(B) Has good ideas (G) Has wild, silly ideas
(B) Works hard (G) Plays around, yet tests well
(B) Answers the questions (G) Discusses in detail, elaborates
(B) Top Group (G) Beyond the group
(B) Listens with interest (G) Shows strong feelings and opinions
(B) Learns with ease (G) Already knows
(B) 6-8 repetitions for mastery (G) 1-2 repetitions for mastery
(B) Understands ideas (G) Constructs abstractions
(B) Enjoys peers (G) Prefers adults or older children or seeks out other very bright or gifted peers.
(B) Grasps the meaning (G) Draws inferences and opens up new questions.
(B) Completes assignments (G) Initiates projects
(B) Is receptive (G) Is intense
(B) Copies accurately (G) Creates a new design
(B) Enjoys school (G) Enjoys learning - but may hate school.
(B) Absorbs information. (G) Manipulates information
(B) Technician (G) Inventor - Loves construction toys
(B) Good Memorizer (G) Good guesser - draws on vast information store.
(B) Is alert (G) Is keenly observant - seems to remember fine details.
(B) Is pleased with own learning (G) Is highly self-critical - can be a perfectionist to the point of tantrums when young.
(B) Enjoys straight-forward and/or sequential presentation (G) Thrives on complexity - needs the whole picture. Requires a gestalt approach.
**GESTALT APPROACH**a structure, configuration, or pattern of physical, biological, or psychological phenomena so integrated as to constitute a functional unit with properties not derivable by summation of its parts
Afterwards, we continued his Vision Therapy which is coming along, but we would like to see it further. Guess I am going to have to work on that at home too.
He played the ZOOM BALL and climbed the rock wall, then we settled for a game of rhythmic activity.
This activity helped him focus on a moving object (Vision Therapy) while having his body moving (sitting on the ball), and being able to cross mid-line. Since he didn't crawl very much as a baby, his mid-line crossing isn't the greatest - which somehow connects with the brain and allows...yada yada yada - my brain was mush by then.
