A Parent-Teacher Meeting had left me feeling out of sorts. The realization that Z was turning 5 this year, that he had moved so far beyond toddlerhood and that he was such a becoming person left me a little sad and sober.
It seemed as though he had grown up considerably in the last few months. How did he become so tall under my nose?
The teachers attributed to the amount of milk we piled on him for his spurt in height. He had moved from the shortest, by virtue of being the youngest, in class to the mid-height in class.
During PTM, the teachers sang praises of his EQ. For the past few years, Z’s ability to charm other children and teachers had always been highlighted. For the teachers, they were always impressed with how he could smile and bounce back even if they told him to improve on some things. He was a happy-go-lucky kid but was always a charmer. He had a lot of empathy. During play with friends, he was known to be a lot of fun and still able to take care of his friends in play. In essence, I guessed they really liked the fact that he was well-behaved, not spoilt despite having the potential to be a wild party animal literally.
They, however, suggested that he could do with more reading at home. His classmates were generally stronger, part older and partly because they were attending enrichments classes.
It struck that the academic pressure was emerging earlier. I reiterated my stand on academics and the teachers reassured that we could take reading as a bonding.
I felt a little sad that the teachers tried to suggest that we could do with more reading. We would have read on our own, in fact, it coincided with my reading plans for him. It was more of the circumstance which led to the teachers to suggest that. I was pretty sure they loved Z a lot and that they thought he would become more wholesome if he was strong in reading. Was wholesome and perfect what I had planned for Z?
Guess that made me feel really disturbed, that the tide was a tough one to rise against.