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>in your life. they grow and change so much in this time and
>it is such a sweet and precious period. savor it and you'll
>look back at this as the best times, ever.
thank you i appreciate it 
>we just dropped cj3 off to college last week. he's the one
>that started us on our homeschool journey, and wow, the time
>goes by fast. and we still have vivid recollections of him as
>a child.
>
>>my son is also 2 years old (27 months to be exact)
>>and i am scouring the 'nets to figure out what kind of
>things
>>he should be
>>learning to do at this age as well as techniques for
>teaching
>>them.
>
>EVERYTHING is learning. EVERYTHING is school. imcvspl already
>dropped some gems (and he's an unschooler, so he'd cosign what
>i just said to the ^1000). but even before we homeschooled or
>even knew what it was, i realized, we were doing it.
true indeed.
>think about all of your child's inputs... there's the
>environment, his father, other relatives, whatever people he
>sees, music, tv, and YOU.
>
>as a mother, you are his main input. think of it as a mixer.
>your fader is all the way UP. you have such a great privilege
>and opportunity to shape his experiences. and you're taking
>advantage of it, proactively, and that's dope.
>
>be extra verbal with him. we baby talked, but we also talked
>grown up around our kids as well when they were little. as a 3
>yr old, cj3 used to hit us with the #Actually before that
>became a thing. maintain a constant stream of talking and
>picture your son surrounded by words, all the time. he'll love
>them and learn to live in them. as a poet that thought has to
>excite you.
he has abnormally large teeth (lol) so his speech has been impeded a bit
like he won't try to say certain words because he has to make an extra effort
i try to talk him through it and i'll have him look at me while i say things
when i started worrying about his speech months back i noticed that
and he's been talking a lot more since then. but anyway i say all that say
it's definitely important to 'talk regular' with them
>someone mentioned motor skills. do you do the cheerios thing
>w/ him? as a snack (or in between snack, since it's just oat
>bran and no sugar), give him a very small bunch of cheerios.
>and show him how to pick them up individually. that will be a
>huge head start when it is time to hold a pencil or pen.
>
>and as you eat them, or he eats them, count each one. One...
>Two... THREEEE!!!! really use your inflection and tone to
>make it a game, make it special. he'll mimic what you're
>doing, and he'll know there's something special about that
>third cheerio. and after he has mastered one to three, add
>four, and five.
>
>play this little piggy on his fingers and toes. count his
>fingers, and your fingers. count blocks. he'll be like, 'hmm,
>these happy noises mommy makes when we eating cheerios are the
>same as the ones we make when we do my fingers, or stuffed
>animals'. he won't know why at first, but he'll figure it out.
>and gush with positive feedback when he gets it right or even
>close to being right. this makes mommy happy. when i see her
>extra smiley face *I* feel good. i will keep doing this...
>
>play different kinds of music. pick him up and bounce him and
>dance.
>
>my daughter who just graduated from college... i used to do
>baby-ups with her (lay on my back and bench press her, and
>count each rep).
>
>and she was about 1 when Jump by Kriss Kross was out. and i'd
>put her on my lap when the song was on and go "JUMP! JUMP!
>Milah bear'll make you JUMP! JUMP! UH HUH, UH HUH!. and then
>i'd shake her (not on no shaken baby ish) on the part when i'd
>sing, 'sheeeee's the.... miggedymiggedymiggedy milah bear,
>shes the miggedymiggedymiggedy milll...'
>
>now that i think of it, she learned to spell her name from
>Method Man. i did a mural on her wall (with a teddy bear in a
>balloon, floating in the air, trailing a flag with her name on
>it). and i'd point to the letters and sing, to the tune of
>M-E-T-H-O-D- MAN, 'c-a-m-i-l-a-h'... over and over. good
>times, yo.
>
>when cameron was little i used to have Nas on repeat, and i'd
>hold him up and sing, "WHO's WORLD IS THIS? ITS YOURS! ITS
>MINE ITS MINE ITS MINE!"
>
>find a song or songs that you love, put your kid's name into
>it, or just dance and bounce with him to the music. it helps
>develop rhythm and prolly does some other good shit. certainly
>if you can find one to incorporate their name, or spelling
>their name, that will be great.
>another thing we were big on w/ the lil bits was colors. if
>we'd drive around, especially in the fall (you in nyc,
>right?). get out to see some trees. we'd always be talking in
>the car, too. pointing out trees. YELLOW !!! RED!!! GREEEN !!!
>ORANGE!!!
>
>my cj3 was always mad mischievous... we were driving around
>one day doing the color game, all 5 of us (at the time that's
>all there was) in the car. i was pointing out the colors of
>the trees (you can do it in the crib, too, just holding up
>stuff and saying its color)... and he cut me off, and said:
>
>"mommy bwown (brown). daddy bwown. cowey (corey) bwow...
>ma-man (cameron) bwown... *devilish grin* miwah (milah)
>YEWWOW!!"
>we still laugh about that to this day. his sister is a bit
>lighter than the rest of us, but we never paid it no mind or
>made mention of it. i don't know HOW that entered into a 4 yr
>old's mind to make that distinction.
LMAO I'm dead! kids are hilarious
>i digress. but basically, just make everything learning.
>verbalize everything. point out colors, shapes. play word
>games. to this day, i still call cj3 'worey' (WAR-y), and that
>goes back to calling him corey-worey when he was little. (now
>that i think of it, we don't call nobody by they right names).
>
>
>as for more structured, traditional learning stuff, of course
>get some really really early reading books. with big ass
>apples on the page.
>
>but help him understand everything that is appley about it.
>buy some real apples. read the book. have him repeat 'apple'.
>say it slow. say it fast. take out the real apple. say apple.
>smell it. let him smell the apple. point to the picture in the
>book. point to the real thing. point to the word. write the
>word somewhere else. tell him to say it. give him a piece of
>the apple. then you say apple, and eat a little piece of it.
>
>don't be hung up on things being 'correct'. my oldest used to
>say 'wat doing?' it was the cutest thing. and mad early. we
>knew she was saying 'what are you doing?', so we took it at
>that.
>
>>i plan to buy him a chair and lil table to emphasize
>structure
>>and learning time.
>
>hmm. i guess. or that this is 'a' way in which you can do some
>learning.
well at daycare they spend time at the desk not long periods but they would have
periods where they'd. but i don't NEED to get it now that i'm thinking about it.
i'll hold off.
>>but i don't want to have him sitting at a desk all day
>>either.
>
>right. my one that we just dropped off to college, when we
>brought him home in fifth grade, would NOT sit still. he'd be
>in the recliner, upside down, sometimes, when my wife was
>reading to him. looking every which way. but if you stopped
>and asked what she was talking about he'd rattle off every
>detail.
>
>my youngest (cj4) is like that. she is bouncy and hyper,
>although she's calmed down a lot. but, like cj3, she is
>'busy'. so we understood earlier on that she needed to move
>around a lot. if she had to sit in one place for an hour, we
>would get literal TEARS. they'd just flow. and we'd have to
>ask, is this worth it? nope. if she got her work done, fine.
>
>>i have bought some supplies (flashcards, crayons, paper,
>books
>>etc) and plan to buy more
>
>that's great. use those. in the structured / sit-down setting
>as well as free roaming.
>
>for the crayons, it occurred to me, that you could give him
>just one crayon. say RED. have him say it. point to it on the
>side. write red on the paper. and let him draw whatever he
>wants on that paper using all red. (and you doing so along
>side him).
>
>then take red and say 'blue', and repeat.
>
>and when you have 4 or 5 monochromatic masterpieces, go back
>to them and hold up, RED. BLUE. GREEEN. YELLOW. BLACK.
>
>then you can go back to them sometimes, just to reinforce. or
>point to the black picture and then a black piece of
>furniture, or a blue shirt or whatever.
>
>>but my question is does anyone here have experience teaching
>a
>>2 year old?
>>whether it be through homeschooling or providing care for a
>>toddler where education
>>was also part of time spent, all insight is welcome.
>>
>>#leggo
>
>building and play for play sake is also important and fun.
>this is really cool. i'm excited for you, if you can't tell.
>
>
>peace & blessings,
>
>x.
>
>www.twitter.com/poetx
thank you so much for taking the time to respond. all beautiful and sound advice.
at my son's age its hard for me to know what 'level' (for lack of a better term) that he's
supposed to be on. his cousin is 4 months older than him and is verbally MAD advanced than ANY kid i've met. but my son although not as verbal is sharp as hell. he's known his
abc's and 1-10 on sight for almost a year now. i thought all kids his age did. so i just
try to treat him like everything he knows he's supposed to know if he doesn't know yet
he'll get it. did that make sense? lol
www.royallegacy.org
http://therapfest.com/up-next-artists/
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