Diving in the Pool

Back in private swim lessons this first week in July, after having been in private swim lessons with the same teacher in the first two weeks of June, and this week he's putting more and more together. He willingly dove off the side of the pool this week - yes, head first. His swim teacher says that besides Matthew's cousin, Matthew is the only other kid who is enthusiastic about diving. Not bad for a 4-1/2 year old, right? I didn't learn to dive like he can now until I was 8 or 9 years old.

He is learning fast and getting better at coming up for a breath after jumping or diving in. He brings himself up to the surface and kicks his way to the side of the pool with just a little hand assist and no floatie. He can even get diving rings close to the bottom of the 3-1/2 foot shallow end of the pool. (Matthew is 37 inches tall.)

He is definitely more successful at learning to swim in just 3 weeks this summer than when he was in swim lessons at the YMCA almost all year last year. I think this rapid progression is because of a combination of factors:
- private swim lessons have much been better for him at keeping him focused and engaged during the whole lesson instead of having to wait his turn and being easily distracted during group lessons at the Y. If I could go back in time, I would get him in private lessons instead of putting him in group swim lessons last year.
- his current swim teacher has a no-floatie-method style of teaching. It's very effective with him. She also keeps expectations high with him.
- he's a year older and has better gross motor coordination and strength this year.
- he LOVES swimming and is fearless in and around the pool.



Related post:
Swim Lessons

Swim Lessons

I don't know if Matthew will be an Olympic swimmer or even be interested in competitive swimming. He has always loved the water and we had him in the swimming pool since he was 8 months old. He uses putty-type ear plugs to keep pool water out of his ears. He's on his 2nd set of ear tubes.

He was in group swim lessons most of last year at the Y's indoor pool. This summer is the first time Matthew is in swim lessons this year - private lessons this time. I think the individual attention has been better for him.



My immediate goal: I would like him to be able to swim without a float or swim vest. He still needs to develop overall strength in his legs to be able to propel forward effectively when he kicks in the water. He's also still learning to put movements together like kicking while keeping his head in the water, not just one or the other. He'll improve with practice and other strength building activities outside the water.

Here's a short video of his lessons during the first week.

Conversation Book: Swim Class

Matthew loves swimming. He loves dunking his head in the water and he holds his breath for a few seconds. He still needs a floatie though. Without a floatie, he can't seem to propel himself forward so his swim instructor is teaching him that now.

I love that he loves swimming. It's fun and great exercise for him. My fear is that he has no fear of water. That can be dangerous.

He's been away from the pool for 2 weeks now because of the wheezing but I think he's good to go again this week.

Pike Swim Class

Matthew is a frog in the water. He kicks and kicks and kicks. He's all smiles and laughter with water running down his face. I can only see this from the "viewing deck" though. He is in a swim class without me in the pool.



There are four other kids, ages 3 to 5, in the class with two swim instructors. One of the instructors is with Matthew at all times as I had requested. Why? Mainly to help him stay focused and engaged in the class as he tends to zone out or get distracted with everything else around the pool. He has a good attention span when he gets one-to-one time but when he's in a group, his attention seems to wane. I could've enrolled him in private swim lessons but I wanted him to experience being in a group taking turns and having other kids as role models.



He has ear tubes so he wore ear plugs as recommended by his ENT. He popped them out a few times. He had never worn ear plugs before since I had never had his head submerged in the water. So this was a new sensation that he will have to get used to. From what I've heard, all ENT's have different opinions on ear plugs being mandatory in the pool. Some say ear plugs aren't necessary while some would disagree. Lake water is a different story though. I'm hoping Matthew won't need a 3rd set of ear tubes when the ones he has now fall out.



They did laps in the pool today with floaties on their backs and a foam noodle under their arms. They were also taught basic swim strokes, how to float on their belly, float on their back, blow bubbles in the water, jump in, and wade to the pool side. He was shivering by the end of the class but Matthew enjoyed every minute.

Preschool Gym

In addition to the home-based physical therapy services that Matthew receives, I take him to preschool gym at our local YMCA. It's a weekly 45-minute parent-child class for babies and toddlers. The YMCA sets up various climbing equipment made of foam and miscellaneous toys. The class is unstructured so it is up to me to direct Matthew's activity and interaction with the other kids.


Matthew was 15 months old when we first enrolled in the class in January last year. He was only commando crawling (belly crawling) then. I remember that he wasn't comfortable with the loud gym on the first day I took him to the class. There were at least 10 other kids playing and an aerobics class blaring loud hip hop music nearby. He wasn't upset or crying although he wanted me to carry him the whole time. But he acclimated to the loud environment by the second class.

In a few days, he'll be 2 years and 4 months old (28 months). He can walk all around, crawl through the tunnels, climb and walk up and down inclines unassisted, and loves it when I help him do logrolls down the big foam wedge that is usually set up in the middle of the gym.




The other parents that I've gotten to know in the class over the year are amazed at his gross motor development and they are always so happy to see him in the class. And I'm happy to have him in the class as it gives him the opportunity to explore in a safe environment outside the home, see and interact with other kids around his age, and further develop and practice gross motor skills.

Kindermusik

Sadly, today was the last day of Kindermusik for the semester, September to December. We're going to miss it next semester as we won't be re-enrolling with baby #2 on the way. I will continue to play the Kindermusik CD's at home though because Matthew enjoys the music so much and has very good memories of the activities done in class. As a Christmas and thank you gift, we gave his teacher a copy Gifts 2(the perfect Christmas gift!) autographed by my sister-in-law, Kristin, who wrote the essay about Matthew on page 240.

When we first started, Matthew liked watching the other kids but didn't necessarily interact with them. He listened to the music but didn't do the actions (clap hands, stomp feet, wiggle, etc) that the teacher was showing the kids unless he allowed me to do them hand-over-hand with him. He may not have been participating as actively as the other kids but he wasn't crying or fussing about being in the class. I took that as a good sign - that he just needed time to take everything in.

Repetition is key to learning for most kids. Repetition and frequency is even more important for Matthew and for most, if not all, kids who have Down syndrome. When he was more familiar with an activity, his participation level increased. So we listened to his Kindermusik CDs at home often, repeating the actions being taught in class.

As the semester progressed, his teacher and I noticed that Matthew was participating more and walking up to the other kids sometimes to touch their arm - his way of interacting with them. He was transferring certain skills learned from me and from his therapy sessions by following the teacher's directions without any prompting from me. This showed me how much he was maturing, how much he was processing in his mind and able to translate his thoughts into actions independently.

The class provided a relaxed setting for Matthew and I to bond through music and movement, give him the opportunity to interact with other kids close to his age, and learn to express himself through movements associated with the songs. Kindermusik has proven to be very beneficial to Matthew's social, emotional, and cognitive development. I'm so glad that we had the opportunity to be in the class.

Related posts:
Kindermusik Summer Program

Summer Reading

We registered for this year's summer reading program at our library. Matthew earned a few nice prizes for reading - well, listening to me read to him - for 42 days. He now has a new shirt, a crazy straw, a smencil, and a mini paint set. We kept the shirt and crazy straw but gave the other items to his cousins.

The Summer Reading Program included going to the 30-minute Tot Time sessions at the library. During Tot Time, the librarian reads a few books and sings songs with toddlers once a week. Matthew doesn't always participate but it's good for him to hear the words of the stories being read out loud and hang around other toddlers.

I've learned to choose books that are easy to read and have colorful illustrations that hold Matthew's attention. A few of his favorite books borrowed from the library during the summer reading program, one of which I have reviewed in a previous post, include:

The Very Hungry Caterpillar by Eric Carle
The Cow That Went Oink by Bernard Most - a cute story about being different. I think I enjoyed this more than Matthew did. It's not a baby book by any means but the animals and animal sounds keep Matthew interested in this book.
Cock-a-Doodle Moo by Bernard Most - Matthew is interested in cows.
Cats by Matthew Van Fleet - We love the squeaker on page 4.
Global Babies by The Global Fund for Children - Matthew enjoys looking at photos of babies from all over the world.
Baby Fingers: I'm Feeling...Teaching Baby to Sign by Lora Heller - We like to look at the toddlers in this book too.

Bonding Time
Reading to Matthew is something I cherish. He'll sit in my lap and help me turn the pages as I read the story. Sometimes he turns the pages too quickly and I end up ad-libbing or just pointing and naming pictures in the book. I believe that hearing me read the words to him helps with his receptive language. We also love to read his favorites over and over and over. He has demonstrated to me that he has memorized some stories. For instance, when we read Sesame Beginnings: Bubbles, Bubbles, he starts poking the bubbles on the page as if popping the bubbles as soon as I turn to the page that says "Bubbles, bubbles. Pop! Pop! Pop!"

Structure & Security
Our daily nap time and bedtime routine, which includes brushing teeth, changing his diaper, and reading, seems to give Matthew the structure he needs to know that it's time to sleep. I've noticed that including reading in our routine usually helps Matthew wind down. He feels secure with a routine and more importantly, with his most important and special person in the whole wide world - ME. Kowing that gives me more security than the soft, warm, plush blanket that enwraps me in slumber.

Kindermusik Summer Program

After attempting a previous music and movement class and not quite succeeding, we're trying a different music class called Kindermusik. I had been eyeing it before but cost for the class during the regular schoolyear was a deterrent. In the summer though, they have a summer program that only goes for five days. This year, it's from June 8 to 12, from 10-11 am each day for kids 18 months to 3 years old.

The premise of the Kindermusik class, for those who are not familiar, is that the singing, playing, moving, and interaction in the ABC Music & Me class enhance young children's "emotional, social, physical, and cognitive growth. Inhibitions fall away, self-esteem grows, and social skills develop. Through moving, dancing, and playing instruments, children also develop muscle control and coordination. It helps children to learn how to learn and have fun while they're at it." It's really much like the goals of the other class.

Both Kindermusik and the other music class are good programs. The difference lies in structure and set-up. In Kindermusik, I stay with Matthew - sing the songs and move around with him - during the hour-long class. In the other class, he was assigned a buddy during the 30-minute class while I waited in another room. The fact that I stay with him is key for his success in the class - no melt-downs because of separation anxiety.

We've only attended one class so far but it already feels like a good fit for Matthew. He and I participated in most of the activities and it was a very positive experience for him despite being the only 20-month old toddler in the class who wasn't walking independently yet. He was also the only one in the class with special needs, ie Down syndrome. But no one seemed to know that except the instructor and a friend (and neighbor), who was in the class with her adorable little girl.

I prefer not to tell people who don't know us unless I think they should know or if I'm asked specifically. It's not because I dread any possible awkward reaction, but it's simply because I want them to get to know Matthew for who he is first, as Matthew, not "the Down syndrome kid". Many times I wonder if people who don't know us can tell at first or even second glance. Through my eyes, I think Matthew looks so much like me that the slanted eyes and flat nose bridge just seem like features he inherited from me and not from having an extra 21st chromosome.

If my eyes were a pair of eyeglasses, I'd happily lend them to everyone so they could see what I see when I look at Matthew -- a makes-me-laugh-drives-me-crazy-sometimes-heaven-sent-biter-smarter-than-he-lets-on-wonderful-wouldn't change him for the world-blessing little boy.

No Tears Solution

Matthew and I were running late for his Music and Movement class yesterday. On the way there, I was debating in my mind whether we should go or turn back while William Tell Overture (Lone Ranger theme song) played in the background on Matthew's i-pod.

We arrived 10 minutes late. There were only two other kids in the class this time. As soon as I entered the room, Matthew was instantly superglued to me and he stuck out his lower lip (a warning sign that he was not liking his current situation). The idea that toddlers forget is now a myth in my mind. Matthew obviously remembered the unhappiness he felt in this room from the previous weeks. So I went around the little obstacle course with him in my arms, reassuring him that I wasn't going to leave him this time. Then we sat in a corner and played with foam blocks. That got him smiling and clapping his hands. The rest of the class went well. No tears! Yay!

So, until he gets used to being away from me, I'll have to be in the class with him so he gets a better experience out of it.

To have an idea of how we did in the previous classes, see related posts:

• Music and Movement and Mad Tears


• Music and Movement and Mad Tears II


• Music and Movement and Mad Tears III

The Water Baby

The first time I took Matthew in the pool, I immediately knew he had the water gene, just as Bill and I do. It was at a swim class called 'Creative Movement Swim' at the YMCA. Matthew was 6 months old. The other kids screaming or laughing in and around the (indoor) pool did not bother him at all. The sensation of the water around his body didn't bother him either, but I wasn't surprised by that because he loved bath time. He was quite at home in the pool.

We took a break from the class in the winter and the beginning of spring but now we're back in it. Before you get visions of Matthew swimming laps with the butterfly stroke or learning to swim underwater, let me tell you it's not THAT kind of swim class. The class focuses on fun activities for babies and kids (6 weeks to 6 years old) who have developmental disabilities. Not only is it aqua therapy or hydrotherapy, but it's a fun playgroup in the pool.

The Activities
With the goal of building coordination, balance, flexibility, strength, muscle control, spatial awareness and focus, we sing songs, play ball, and simply move around in the water. Sometimes the class instructor has everyone in the class move in a circle, with parents helping their kids use their arms to doggy-paddle. Matthew is learning to scissor kick while holding on to the kick board. Noodle floats also provide lots of entertainment when the kids ride them as if they were seahorses. Then of course, there's water basketball where we take turns dunking the ball. These are just a few of the activities that we do in this 45-minute class.

It's one of the best things we've done for Matthew's development.
When he was 6 months old, he could hold his head up but was far from being mobile. Being in the water allowed him to move his arms and legs with less effort. He was so excited that he kicked and kicked, like little frog on caffeine. He would belly swim on land too but he couldn't get himself to move forward. But in the water, his kicking was rewarded with moving forward as I held him under his arms and trolled him through the water every time he kicked. Now, 19 months old, we're focusing on more controlled kicking and using the arms more in the water.

For our purposes, the class provides early intervention to counteract his low muscle tone, also known as hypotonia, which is common in people with Down syndrome. In a blog post at Down Syndrome New Mama titled "Got Tone?" , Ds. Mama wrote: "Think of it as waking up sleeping muscles and then helping to pave the communication highway between the brain and the muscles." With practically every muscle in the body working when swimming, it's a great way to increase stimulation to the brain and nervous system. The water allows more freedom of movement and provides gentle, even resistance for Matthew to develop better muscle control, strength, coordination, and sense of balance.

How much has this helped Matthew?
To be honest, I have no way of telling exactly how much this swim class has helped his overall development. I do know that by giving him more learning opportunities through a wide variety of activities, I am contributing to his development in some way. More importantly, Matthew enjoys the water. That's what really matters.

Music and Movement and Mad Tears III

I hope this is the last post I have to write about 'mad tears' (Related posts include Music and Movement and Mad Tears and Music and Movement and Mad Tears II). It makes me sad thinking about how unhappy Matthew was in the music and movement class yesterday. He had taken a long nap before the class but was especially clingy to me when he woke up. In hindsight, maybe going to the class yesterday was a mistake.

He put on his I'm-about-to-cry face as soon as the class instructor held him. On the one hand, he stayed in the class for the whole 30 minutes instead of just 20 minutes like he had the past few classes. On the other hand, it was 30 minutes of unhappiness. It was so nice that his Occupational therapist (OT) met us at the class and stayed in the class as Matthew's buddy while I watched from the tv screen in the other room. He recognized her and would've given her a big smile but he was just past the point of being consoled and persuaded to participate, despite his OT's efforts and calming techniques. He was constantly signing "all done" and just didn't want to be in the class.

Maybe Matthew was just having an off day. Maybe he's not ready to be separated from me for that long, which is totally understandable and expected given his age and attachment to me. Maybe he has associated the class with his previous negative experiences. Maybe all the activity is just too much for him right now. Maybe he has underlying sensory issues, but I would honestly be surprised by that since we go to other similar recreational/educational programs in town with no problems.

Despite the thumbs-down-big-pout vote from Matthew, I still think that this is a good special needs program, especially since it includes typically developing kiddos in the class. We'll try it one more time next week and I'll be in the class with him. If that still doesn't work, then I'll know he's just not ready for this particular class. If so, we'll pull out of the class and just get back into it when he's older. Either way, I just hope we can end the class on a positive note (and not feel like a bad mommy).

Music and Movement and Mad Tears II

We went to the music and movement class at 4:30pm yesterday.

Last week, he got upset after doing well 20 minutes into the class. The instructor said he got upset when being guided to go through the obstacle course for a second time.

Yesterday, he got upset after doing well 20 minutes into the class. Although this time, the instructor thinks he was upset about being handed to another buddy mid-class. Unfortunately, that was a double whammy. Firstly, Matthew doesn't cope well with change. Secondly, it was someone Matthew was not familiar with.

We had attended a trial class 2 weeks ago and if I remember correctly, he did fine for the first 15-20 minutes before coming apart. That time, it was the last group activity and song with maracas that did him in.

Three classes. Each class lasts 30 minutes. He has lasted 20 minutes on average. There has been a different trigger for his meltdown each time. Several people have told me that 20 minutes of participation (without me by his side) is great for an 18-month old. I believe them. Now the question is - is it worth it trying to stretch him out to being in the class for the full 30 minutes at this age? I wish I knew the answer.

The class instructor suggested inviting Matthew's OT (Occupational Therapist) to sit in with him at one of the classes. Maybe she has some calming techniques to circumvent a meltdown? Maybe they can calm him if they offer a personal object of comfort such as his lion blankie? If I can be in the class with him, he would probably happily make it through 30 minutes but that would defeat the purpose of enrolling him in this class, wouldn't it?

I wish I knew what to do.

Music and Movement and Mad Tears

Matthew (18 months old) does not speak any words yet. But he knows how to sign a few words like "more", "book", "shoes", "help", "all done" and "eat". While his expressive verbal language is slow to develop, his receptive language (understanding of words) is outstanding (my biased opinion). He understands "give to Mommy", "blow kisses", "close the dishwasher door", "blink eyes", among many other simple instructions. I know Matthew is getting it bit by bit but an extra nudge in that direction certainly helps.

Matthew is now enrolled in a music & movement class at a local studio in town. The class meets every Monday at 4:30 to 5pm, with an average of 5 toddlers. In this class, Matthew is the youngest but I agree with the speech therapist who runs the class that this is a good fit for him. He's very curious about other toddlers close to his age and they'd set a good example for him with their verbal skills. Right now, Matthew is the only one in the class with Down syndrome and the other kids seem to be typically developing who may be in the class just to help their language skills along. So the whole point of putting Matthew in this class is to help him develop his verbal skills through:
1. observation of and/or socialization with peers in a group activity-type setting
2. structured activities that combine music and movement, i.e. songs that require hand or arm gestures
3. physical activity as the toddlers go through a fun mini obstacle course while music plays in the background.

The idea is that when I give Matthew more opportunities to learn, explore and think about new things, all this stimuli promotes brain development hence, helping him progress. The more input he receives, the better his receptive language skills will get. The more he is processing, the better the chances of getting something to capture his interest which will hopefully lead to him wanting to express his interest - verbally.

The tricky part is I'm not with him for those 30 minutes. I'm in another room watching everything they do on a tv screen. He is assigned a "buddy", who is the speech therapist's assistant. It's tricky because Matthew is practically glued to me. Yes, he's a mama's boy (and I love it!) but it does raise his anxiety level up a notch to be taking in everything that goes on in the class without me by his side. I'm not suggesting it's bad in this case. It just is.

So he was fine for the first 2o minutes then refused to do anything else and got mad and upset and started sobbing. (How's that for non-verbal expressive language?!) So they took him out of the class when their attempts to comfort him were in vain and brought him to me. Half of me was saying "My poor baby! Let's not come back here" but the stronger half of me was saying "This exposure is good for him in the long run. He's not hurt, maybe just a little overwhelmed. We'll be back next week!"

The class coordinator reassured me that this is a typical reaction for toddlers his age. They have seen it many times before. It takes a few classes before they start to get into the groove of how the class is run. So we'll see how he does next week. Wish us luck!