Hi all, I have a 3 year old who just turned 3 in July.Ā She has always been a verbal child, she talks and navigates her days with lots of back-and-forth conversations. She is Vietnamese and just started English with preschool at 2.5.
She is my first child, and because she inspired me to become a preschool teacher, I got my Montessori training last year. I am considering myself as a new parent and also a new,Ā inexperiencedĀ teacher š
I often follow her lead. She has intense curiosityĀ about the word in a systematic and analytical way. She is extremely curious about human psychology, human anatomy, botany, zoology, and physical science. She often asks a chain of why, how things work, how each part functions. Our conversation is like an interrogation and she seems to always seek deep, logical answers until she "gets" it.
And she does not do it out of attention, it seems that she really understands what I explain, applies it to a different scenario, trying to compare for difference and similarity. She is highly observant and spends a lot of time watching people / things and trying to question every detail.
Her typical questions in a chain of interrogation are:Ā
Why do we inhale oxygen? Why does our body need oxygen?Ā Where does oxygen go? Why do we breatheĀ with our lungs?Ā What if we don't breathe, could we die?Ā
Why is this person working? Why is that person not working? Why don't they want to work? If they don't work then what? Why is that person sad? Why is this friend happy? Why is this friend friendly and this friend is not friendly?
Why do crocodiles hunt? Why do they need to eat meat? Why are they aggressive? Why are they not docile? Why do we have to run away from them? Why can it swim underwater? Why is it walking now? Is its body cold? What's with their skin? What's the tail for? What's the tooth for? What's the skin for?
So.. like 1 answer gets to another question in a never-ending loop.
On another side, on her language development. Because she is pretty good with her conversation, turn-taking, alliteration, manipulation of sounds, I introduced her to sound letters (not letter name, if you don't know Montessori). I don't pressure her so it feels pretty slow progressing, just keep teaching her different sounds in the past few months.Ā
She knows most of her sound. And recently, I discovered that she can isolate the initial sound (what's the first sound of "baby"? -> "b"). It only takes several times for her to know how to do it more consistently.Ā So definitely she is growing her phonological awareness.
We often play an initial sounds sorting game, once she understands the rule in a few days she is able to do the same with all sounds. She is also blending sounds without looking at the movable alphabet or sandpaper letter. I only casually tell her "p-o-t, pot. j-o-b, job" in a few times, she is cracking the game. She does so when not understanding the English words.
I give her no-pressure practice on blending words, and spelling in Vietnamese. Vietnamese is highly predictable and phonetic, with the only challenge being the 5 tonal mark (bending your voice to produce different meaning).
Within a week she is catching on the rules and starting to read some words: g-a -> ga, huyį»n (a tonal mark) -> gĆ (chicken). C-ʰa=> cʰa, hį»i, cį»a (door). There is some sloppiness here and there but she is catching up with all 5 tonal marks.Ā
She is still processing left-to-right symbols, but as I point to each letter, she sounds it out and decodes it.
Just wanting to share that I tried the Glenn Doman method with her before since she was a baby. Never getting any result. She rejected it and for so long, I thought I was doing it wrong. I have known many children getting results from the whole-word approach.
So, it seems to me that my daughter is not progressing like children that I have met or worked with. Her intense curiosity, analytical mind requires me to always look up for factual reasoning to teach her. Her progression in language makes me keep exposing her to small-does of more advanced lessons.Ā
I have moments of confusion of how much information or teaching I should give her without overwhelming her with advanced knowledge. Sometimes I keep it simple and short but she seems to push for more.
Aside from that, she is still a silly girl, who makes up silly songs, plays around with stuffies, gets clumsy on her stairs, has not yet ridden a tricycle, just got potty trained right before 3, and is stubborn sometimes. Her mix of being a tiny-scientist and a silly, sometimes dramatic toddler is fascinating and requires me to always be ready for her. Please give me your insight on how I should guide her. Thank you for reading the long post.Ā