Terrible Twos

The 'terrible twos' is a label, and like all labels, is probably as much wrong as it is right. However, being no expert, doesn't stop me from having a firmly held view. As a child progresses from two to three, they start to understand how the world works. And, they start to understand that they can shape some of that world: with actions, and with words. Alannah has quite firm opinions. She knows what she likes to wear, and what she will not wear. Yesterday, she got the sleeves of her trakkie-top wet when playing with water (because I forgot to suggest she roll them up). Nothing I offered her in exchange was acceptable: there was a nice long-sleeved skivvy, but she would not part with the pink t-shirt; there was a nice thin, red cardigan, but she was adamant. She wanted the trakkie-top again. So, I rolled the sleeves up a bit. She is starting to try on some negative behaviours; I think mainly to see what my reaction will be. Not me, because it is me. But me, as the supervising adult. She was relieved when I asked her if she would like to go to the 'thinking place', which is a time-out, circuit-breaker concept that Kirsten has explained to me. I have an idea of how to ameliorate some of this: if it works! I am going to introduce a new activity each session, and make sure that the activity is a challenge for her. She has adored the 'Guess Who' game since I brought it out, and has played with it incessantly. She knows many of the cards off by heart: the names of the people, I mean. But this will have run its course come next week. So today, in preparation, I reorganised my courtyard, a change being as good as a holiday. I like to operate in 'rooms' - I garden like that, too. Change activity by moving to another physical area. I am devising an activity circuit: drop balls into tube; throw small bean bags through hoop; hop into a square and pick up stone; go through tunnel; and, limbo under a rod. I will also get a version of the game 'Twister', as she is a very physical girl. This week, being nice and warm both days, we were solidly back into having water in our sand-pit. Hence, the top images. On Wednesday, she spends the morning with me, and after her sleep Grandad picks her up and takes her to the park to play, if the weather is good. Hence, the bottom images.

'Guess Who' has gone anime

On Monday gone, I introduced Alannah to the board game, 'Guess Who', using the very same copy that I played with my children 25 years ago. The box is stamped 1980. There is only one of the flip-characters broken, all the cards are present, and each of the little yellow scorer pegs is even still present. However, of the 24 characters, only 5 are women, and the deck is not very multicultural. Suffice to say, I suspect it reflects 1950s England, perhaps.

However, when I went into Dymocks in George Street (knowing they have two walls of board-games), I was immensely disappointed. The version on the shelf was called 'Guess Who Extra' and was electronic. Not what I am after for a 2 year old ... nor probably an any-year-old. At the age of two, I modify the rules to suit her evolving ability. We do not play the 'identify by elimination' aspect of the game ... as yet. I will say to her 'Knock over anyone who has glasses'. Which she does with gusto. However, she is not ready for the converse of that 'Knock over anyone who does not have glasses'. The other thing about the electronic version is that the price tag said $65. A misprint, surely.

I did find and (*she blushes*) buy a Travel-sized version put out by a competitor called 'Who's Who'. However, everything is way too small, and the little 'lids' get stuck. Nowhere near as much fun as the larger version. So I came back here and googled, which, yes yes, I should have done to begin with. There is a non-electronic version available, and it has been updated. I include a view of it here. Look at those characters! How 'Astro Boy' are they? Yuck yuck yuck. And their essential identifying characteristics are less obvious. I reckon they are, anyway. However, they are equally divided re gender representation nowadays: 12/12 a piece. However, they also have additional sheets that are able to be downloaded and printed off at home to freshen-up the characters. Some simply do not appeal, but that is probably old sick-in-the-mud me. Characters like: Dinosaurs, Creepy Creatures, Easter, and others. The differences are not defined enough. However, I did not mind the Sports sheet, and will get a bit of higher GSM board to print them out for next week.

Busy as a beaver

Not sure what the official title of this is, but Alannah Jane took to it yesterday with alacrity. She barely needed any 'showing': 'Alannah can do it, Ma; Alannah can do it!' She perhaps needed encouragement to whack harder with the hammer, however, she used a clenched fist when she thought the hammer too slow! I guess she concentrated solidly for nigh on thirty minutes on this one activity. The table covering was new, too, and that whacked her eyeballs out to begin with!

We have lots of indoor activities before we go outside to jump, throw, climb steps, and play with sand. We used to 'sort' a lot but that is by-the-way now. In the dining room there are two tables on which we do: colouring-in; play-dough; and, Cuisenaire Rods. This week, I introduced Rummikub and Draughts. There are so many skills covered by simple games like this: NOT scattering everything on the floor is not the least of them! I am also partial to the card packs put out by Usborne in the UK, although the temptation to use them as flashcards can overwhelm too early. I have an old box of 'Guess Who' which I will update. I think it is a game that Alannah will adore.