“Remember in elementary school you were told that in case of fire you have to line up quietly in a single file from smallest to tallest? What is the logic in that? What, do tall people burn slower?”
- Warren Hutcherson
A few months ago when we started playing school, I wasn’t sure if T was at a point developmentally to really understand the concept of the alphabet in all its glory. We started doing letters one by one (with all the associated projects, games, and books I could think of to go with them). Though I could tell that she was enjoying herself, it was difficult to see if any real progress was being made. Although T was always ready to do the “arps n’ craps,” I couldn’t tell if she was actually learning anything from our activities – aside from how to sprinkle glitter and paint the booster seat. . . which I was fine with. A beginning is what it is, and if all she was getting was fun with paint and glue, I was perfectly okay with that. But I still wondered. . .
Now that we’ve come to the end of our capital letter journey, I know for sure and without a doubt that my little sponge was paying attention the whole time. Something clicked in her little brain about half-way through, and she started to really understand the concept that letters have sounds, and that these sounds build the words that we see in our books. . .
There are still a few letters that she’s iffy on or gets mixed up, but for the most part, she’s got it. Which I, as mother and ‘teacher,’ am totally thrilled by!
WE DID IT!!! AND IT WORKED!!!
How cool is that!??
Here is the front cover of her capital letter book. Its HUGE! The thing prolly weighs at least 5 pounds in glitter alone!!! It leaves little glittery piles everywhere it goes. . .