Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:My otherwise sharp almost 4 yo wouldn't know what to answer either. His BD is not anywhere near Christmas or any other major holiday. He memorized months of the year, but I doubt he fully comprehends how a calendar works yet.
Sometimes kids feel they're being tested and do their best to throw off the tester. I get a kick out of discussing DS's progress with the teacher. She tells me he "occasionally simulates" reading. I don't bother to explain that he's been reading his own bed-time stories for about a year now. She sees what she sees, and I see what I see. If you see a problem, have a specialist look into it. Otherwise, take a teacher's recommendation with a grain of salt. They mean well, but most of them know squat.
Don't minimize the issue. You really could be hurting a child long term. This isn't about reading or simulating. You don't get language disorders and maybe the teacher has had experience in them. If the teacher used receptive language as key terms, I'm very impressed.
Anybody who can read online can use these terms. They're not hard to remember and use. It's not the point.
Yes, but the teacher took the time to read them online and figure it out vs. just ignore the situation. She may have experience with other kids.
A teacher might have experience with kids and learning disabilities? The hell you say!!
Jesus, do you guys think we come with zero training or expertise? THAT IS HER JOB.
Yes, from my experience most daycare workers severely lack in training and experience.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:My otherwise sharp almost 4 yo wouldn't know what to answer either. His BD is not anywhere near Christmas or any other major holiday. He memorized months of the year, but I doubt he fully comprehends how a calendar works yet.
Sometimes kids feel they're being tested and do their best to throw off the tester. I get a kick out of discussing DS's progress with the teacher. She tells me he "occasionally simulates" reading. I don't bother to explain that he's been reading his own bed-time stories for about a year now. She sees what she sees, and I see what I see. If you see a problem, have a specialist look into it. Otherwise, take a teacher's recommendation with a grain of salt. They mean well, but most of them know squat.
Don't minimize the issue. You really could be hurting a child long term. This isn't about reading or simulating. You don't get language disorders and maybe the teacher has had experience in them. If the teacher used receptive language as key terms, I'm very impressed.
Anybody who can read online can use these terms. They're not hard to remember and use. It's not the point.
Yes, but the teacher took the time to read them online and figure it out vs. just ignore the situation. She may have experience with other kids.
A teacher might have experience with kids and learning disabilities? The hell you say!!
Jesus, do you guys think we come with zero training or expertise? THAT IS HER JOB.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:My otherwise sharp almost 4 yo wouldn't know what to answer either. His BD is not anywhere near Christmas or any other major holiday. He memorized months of the year, but I doubt he fully comprehends how a calendar works yet.
Sometimes kids feel they're being tested and do their best to throw off the tester. I get a kick out of discussing DS's progress with the teacher. She tells me he "occasionally simulates" reading. I don't bother to explain that he's been reading his own bed-time stories for about a year now. She sees what she sees, and I see what I see. If you see a problem, have a specialist look into it. Otherwise, take a teacher's recommendation with a grain of salt. They mean well, but most of them know squat.
Don't minimize the issue. You really could be hurting a child long term. This isn't about reading or simulating. You don't get language disorders and maybe the teacher has had experience in them. If the teacher used receptive language as key terms, I'm very impressed.
Anybody who can read online can use these terms. They're not hard to remember and use. It's not the point.
Yes, but the teacher took the time to read them online and figure it out vs. just ignore the situation. She may have experience with other kids.
Anonymous wrote:If your teacher recommends it, get your kid evaluated.
Anonymous wrote:It's normal. My 4 year old has a huge vocabulary and speaks very well but doesn't know anything about his birthday. He's very smart on most topics but still confuses hot and cold.
Anonymous wrote:Anonymous wrote:Anonymous wrote:My otherwise sharp almost 4 yo wouldn't know what to answer either. His BD is not anywhere near Christmas or any other major holiday. He memorized months of the year, but I doubt he fully comprehends how a calendar works yet.
Sometimes kids feel they're being tested and do their best to throw off the tester. I get a kick out of discussing DS's progress with the teacher. She tells me he "occasionally simulates" reading. I don't bother to explain that he's been reading his own bed-time stories for about a year now. She sees what she sees, and I see what I see. If you see a problem, have a specialist look into it. Otherwise, take a teacher's recommendation with a grain of salt. They mean well, but most of them know squat.
Don't minimize the issue. You really could be hurting a child long term. This isn't about reading or simulating. You don't get language disorders and maybe the teacher has had experience in them. If the teacher used receptive language as key terms, I'm very impressed.
Anybody who can read online can use these terms. They're not hard to remember and use. It's not the point.
Anonymous wrote:Op here, she doesn’t have a problem choosing like say between an apple and a banana, it’s only when asked a question like if you have asked if something was short or long or a letter or a number she wouldn’t try and figure it out she would just say whatever you said last. If you asked her something like how many legs she might say 1. If you asked her to count them she might count to 2 but still tell you she has 1. She actually has no trouble counting, if she counted 8 Cheerios, she will count ...”5,6,7,8! I have 3!” When they do patterns she will say the colors “blue, red, blue, red, next is pink.” Most concepts go right over her head tho she is confident in her answer. Trying to think of other example...oh she went to see the paw patrol and I told her to tell her teacher and her response was “there was noise.” I think maybe she just an odd way of describing things.