The introduction of the first of four rubber-ring-floor puzzles was a palpable hit. He immediately knew there were new, different possibilities for the rings once they were separated. They became hats, necklaces, arm bangles, foot rings, and the largest ring he could pass over his entire body from head to toe. Very interesting to see that familiar smile of delightful unexpected possibilities, in this case, for a puzzle.
He continues to make automatic connections on his own. As we read and he came across a picture of a giraffe, he immediately got up to look for his ‘ffe doll to bring over to place beside the picture. Much the same later when he played with the Fisher-Price dog and pointed to his dog or did the same with the woman character and his mother. So, haply making connections, noticing the patterns that emerge in reading and play.
At one point (he had been ill), I asked him “Ok?” and he repeated, emphatically “O-kay”. We did our usual house walkabout, me carrying him, naming different things, some which he repeated or commented on, with fewer of the old baby babble responses. He definitely likes to do things as we do this; his orientation is an active/doing one.
He has been doing Melissa and Doug puzzles successfully for some time and enjoys putting pieces in where they belong and spinning the pieces with the tiny red pickups ‘handles’ as he goes to set each piece in place.
When he noticed the jumbo crayons and 8 x 10 colored construction paper, he immediately started to remove the crayons from the box (as with everything else, he enjoys as much, putting back and putting away of whatever toy), and began to draw. He did a swirl of circles on one sheet, enjoying the flow, then identified this as mama and dadda. He enjoyed playing with his own Fisher Price drum, opening it up to play with the instruments within. I showed him how the cymbals worked better when they were crashed directly.
Otherwise, he displayed his various talents, dancing to music toys, walking backward as far as he could, running across the room on ‘Ready-set-go’ to his mom, pushing around the empty laundry basket, and walking his FP raccoon pull toy balancing his giraffe on top. And he still gets a kick, activating “You are my sunshine” on my Mickey Mouse watch which he refers to as ‘clock’ and walking on my feet as we both chant “do-de-do”.
As usual, he can distract himself and play contentedly on his own. And, as usual, it is his new developments and changes that remain most interesting with each visit. Decidedly, more than ever, he resembles a little man in cool t-shirt, pants, and Argyll socks who has a zillion projects on the go. (C.f. my previous piece on a life of projects and the ‘ite piece which unites him with Kubrick’s star-child.)
I continue, as usual, in my playing, performing, and teaching roles with him. The tone of each visit to his place is set from the moment he watches for the arrival of the tell-tale Bay-striped-colored cloth bag of toys. There are cues and much familiarity–as in familiar toys, play, and play possibilities. He knows who and what to expect from the get-go.