What my kindergarten teacher changed based on advice from developmental support.

Thank you for visiting. I am a science-loving mom raising a 2-year-10-month-old son who only speaks a little, and a 7-month-old daughter.

I am in the middle of writing "How to raise children to be happy and true to themselves.", but for a while, I would like to write about the talk I had at developmental support yesterday.

Today, among those topics, I would like to summarize as a memo, "What the kindergarten teacher changed after I received developmental support".

🧢 Troubles at kindergarten

My son has a developmental disability and almost no speech, but surprisingly, he has almost no issues at kindergarten.

If I had to say something... with that feeling, I consulted the developmental support teacher about the following.

☝️ Should teach him that it is "bad"

Regarding the kissing in particular, when I told them, "I think he is imitating me because I show him affection by saying 'I love you so much!' while kissing his cheek," they said...

That was the advice I received.

❌ It cannot be dismissed as heartwarming

Actually, until I was told that I "should teach him it's bad," I had been thinking of this behavior of my son's as somewhat "heartwarming" and taking it lightly.

But when I was told that, I was startled.

The main reason why I should teach him it's bad is, of course, 1. (I deeply reflected on the fact that I hadn't thought very deeply about it until now, imagining if I were the classmate being treated that way by my son.)

I changed my thinking that it is a matter that I should clearly teach him, in order to prevent the possibilities of 2 and 3 for my son as well.

🏫 Consulting the kindergarten teacher

So, on the same day I went to developmental support, I decided to share what I was told with the kindergarten teacher.

Then, it seemed that the kindergarten teacher also had the same way of thinking as I did before.

That was the reply I received.

💡 Share everything, even the trivial things

Other than having almost no speech, my son has no tantrums, no issues with group activities, and can understand and follow instructions, so honestly, when asked about 'problems,' I can't really think of any. (Of course, there are tons of trivial things.)

However, by sharing the ASD-like traits I sensed from casual episodes that the kindergarten teacher usually shares, it became an opportunity for her to rethink her approach this time.

And what I thought about that was: Could it be that people with developmental disabilities experience difficulties in life because they cannot recognize their own problems as problems? (Like, wondering why their relationships don't go well even though they think they are interacting normally questioning ...)

So, as a science-major mom, I thought it might be surprisingly important to keep notes on my son's episodes as much as possible and share them with the teacher during our monthly therapy sessions.

Best regards.

You can download the sticker reward chart

You can download the sticker reward chart that is very useful for our home therapy here ☟

I have also created a Coconala page so that I can respond to requests like 'I want to change the items' or 'I want it made with illustrations of girls.' I apologize that the page is still a work in progress, but I am posting it here.

We are looking for members

We are looking for members for the 'Jointly Operated Magazine for the Convex and Concave'! The 'Jointly Operated Magazine for the Convex and Concave' is a

jointly operated magazine specializing in developmental disabilities that anyone involved with developmental disabilities (individuals, parents, support staff) can join. We operate this with the hope that it will help create horizontal connections for developmental disabilities and provide: ☑︎ Empathy like 'Oh, I totally get that' ☑︎ Solutions to worries like 'What should I do about this?' If you would like to participate, please let us know in the comments! We look forward to your participation.