Little clips of Stephen's development:
(1) As we were on our way to school, Stephen said 'school'. Then, he placed his hand on mine and said 'school' again. When I said, "We are going to Stephen's school." He just smiled and looked away. I've heard him said 'school' more than once and in context.

(2) Yesterday, Stephen said something that sound very much like 'egg' while he was in the kitchen. We thought that he meant the easter eggs as there were quite a number of them on the table. But when Daniel handed him an egg, he shook his head and said 'egg' again. After we repeated after him, he said 'chi' . Then we understood that he meant 'eat'. He looked happy when we said that Stephen wanted to eat. He seemed comfortable using mandarin to communicate.

(3) Stephen enjoys flipping thru' the Chinese cards. When he was doing that yesterday, he looked at the chinese character 'book' and said 'shu'.

(4) Stephen has recently developed this habit of wanting us to carry him once he's out of the house. He would make alot of noise and cry whenever we insist that he should walk. Not too sure why he started to be like this. But in the past, he was OK with walking.

(5) I spoke about windscreen wipers as wiping away the rain while Stephen and I were trapped in the car without any umbrella. He was focused on the windscreen as I explained to him. His eyes also followed my hand movements of how the wipers move.

(6) We observed that in church, he would on some occasions run after the older boys as they were playing 'catching'. On one night, as I put him down to sleep. I massaged him. The next day, I saw him twisting Barney's arm in both clockwise & anti-clockwise direction. To me, perhaps he was 'massaging' Barney just as I massaged him. When I called Stephen, he looked at me with a smile. Actually that act of smiling is a milestone for this little boy who was more reserved and 'in his world' before we started to be active in trying to get into his world. In school today, teacher Hanezah told me that Stephen was trying to imitate an older boy when he went into the softplay room. Stephen would do whatever the older boy did.

I think that Stephen is becoming more aware of his environment. He is also developing an understanding of the verbal and written language. That's quite a positive note about his growth and whatever that we've done with him.

I've put the 'finished' box under the easel. The wooden toys are also placed in the box. We can always incoperate some of these in our play with him.

Hi, Sorry for the delay updates. Here are some pictures of Stephen during class @ BSS (left my thumbdrive in school so can't upload other pictures.will try to do it asap). Stephen has actually "speak up" though not clear. But the one that really impressed me was that he could name the fruits (apple, pear, banana and orange) VERY CLEARLY! we had the shoebox task of sorting the fruits into the respective containers. Whenever he pick up a fruit, he will say the name of the fruit. KEEP IT UP STEPHEN!

Stephen

11 Apr - Today Stephen climbed onto my chair and stood behind my back while I was working at the computer. I mentioned, "Give mama your hands." Then I felt two little hands on my shoulders.

10 Apr - Stephen pointed at the toy shelves as he spoke in his language. As I couldn't comprehend him, I pulled out different toy sets for him to view and "approve". His approval came when I showed him the fire station set (which is now on the children's table along with Thomas & "friends"). Then Stephen said, "That's the one I want". The words were not very loud but every word sounded very distinct. Daniel who stood at the hall could also hear Stephen's exact words.

I enjoyed last weekend with Stephen and Deborah. I enjoy coming to Stephen's blog and read of the many different things that he has done with us. At home, in church and in school, I find that Stephen is making progress at his own pace. Last week as I sat in for an observation session with Teacher Harnezah, I was really glad to see Stephen doing his tasks with ease. This "ease" is like he is familiar with the system and how he should perform the various tasks. When Stephen encounter difficulties in managing his tasks, he would place the object in teacher's hand. He was able to keep his completed task, one at a time, into a "Finished" box. He also reciprocate his teacher's encouragement of "Hi 10" with both hands.

Than over the weekend, I simulated the process at home. I used a box and put it at the right side of Stephen. Then from his left side, I hand him different tasks. Once he completed each task, he automatically put the "task item " into the box without any explicit prompt. I imitated teacher's style by saying "finish" and "good job". At times, I also invited him to do "Hi 10" with me which he did. My tasks are completing 1 to 2 pieces of jigsaw puzzles (the rest of the pieces are fitted in), a few missing letters of the alphabet, all the shapes of the shape sorter (For some of the more similar shapes eg. pentagon, hexagon,octagon, I held onto Stephen's fingers to explore the sides), the 2 wooden trains with different shapes, the wooden house which I explored different people like mommy is doing the laundry and daddy is cooking,etc. It was really structured and perhaps at times you may wish to do them with Stephen. Just remember to hand him the tasks from the left so that he can place the completed work into the box at his right. Left to right concept.

Thank you everyone for your efforts in helping and praying for Stephen. To me, all these intervention and progress would not be possible without your first giving of prayers, time and love. I'm very encouraged by Helen Keller's teacher Anne Sullivan. She became Helen's teacher before she reached the age of 21. To this little girl who was both blind and deaf, Anne said that only love can move this child who was "trapped" in her own world without sight and sound. And she succeeded in turning Helen "around" and Helen eventually went on to be a speaker and writer. Remembering this has never failed to warm my heart and being with Stephen by just accepting and loving him as though nothing big may happen often reminds me that the bottomline is to love him despite whatever that may or may not happen.

This journey is exciting and has its unexpected rewards. At the right day, at the right place, at the right moment, he will give us a little surprise. This platform is a collection of all the surprises that he has given to different people. So, let's press on!

Turn taking
Stephen still welcome the playing of play doo. Of course in arranging the things inside. He was able to wait for me to pass to him all the items inside. What I did was to intentionally slow down the process but moderating so that he does not get frustrated. I also mention the name of the objects as I pass to him, also bring the items to my eye level.

He just has a new found interest in fruits. We got a bag of plastic fruits that he likes to take out. He will put the fruits he wants nicely and those he doesn’t want, he will throw away. He especially likes the pineapples. He will take the big one and pass me the small own (when he first stated, he will take all. let’s hope he is sharing with me, maybe he don’t want it so pass to me. ha ha. I will take the opportunity to say the name of the items, introduce opposite for the pineapple. Also try to pass fruits to him instead of him picking up. Once he was able to put the fruits (a few) back into the bags when I ask him and show him “throw into bag”.

He also like the Chinese puzzle that Joanna opened for him. He is arranging them so we will see who will be the first to get him interest in doing the actual puzzle.

We did a new play, inspired from the pillow up and down play. I took a plastic drum stick from the floor said “up” and throw it to the floor, said “down” and he enjoyed and say with me. I then pass it to him to throw and he enjoyed the action and speech as he throws it to the floor. Give it a try.


New word/use of word
Was doing finger counting with him. “1-10” and he try to say” finger”. Don’t sound perfect yet but no doubt that he was trying to pronounce it. He also enjoyed the ticklish feeling on his finger.

Was at the play ground. Said “swin”g only a few times to get the swinging effect and revert to “go” guess it is easier to say. At one stage, he was very cranky and “woo” so loud that I think the neighbourhood might think that I am trying to kidnap him. If it ever happened, the kidnappers to release him before the day is over. Once he wanted me to carry him and walk. So I purposely stop say “stop” and introduce “walk” to him. He refused to say “walk” instead just “woo”. Then I told him that he can say “go” too and he started to use “go” to activate the walking. His most frequently used words is “go” with different meaning in different context.