Patrick has his last day of school on Monday. I admit that I felt a little pang typing that, but for the most part I am excited for him. So long preschool, here comes kindergarten.
Without just giving you directions to my house I realized I cannot actually say all that much more about Patrick's preschool. Every time we talk about it, though, I realize that the term "preschool" carries a lot of different meanings and often we are clearly not thinking of the same sort of thing. To clarify, Patrick's school is so tiny that the class meets under a mushroom. There is a room and a half and just two teachers: the head and the assistant/director/fund-raiser. It is truly a village school: nondenominational and nonprofit. Many parents of current students attended themselves once upon a time. While the school's mission is to provide early education; they also serve an incidental but undeniable purpose within the community. You meet people when your kids are in the school together and then you keep over-lapping in ways that I (who grew up as an urbanite) never even dreamed existed. Our neighbor's husband went to college with the husband of a woman whose daughter is in the Tuesday-Thursday class and who I know from the plant sale but who I also know from the playground committee, the book club and her friendship with my friend Catherine. Everyone, quite literally, knows everyone - and everyone is or was involved with the school.
This does not mean that you cannot pick fights there, it just means that you want to make very sure you are on the right side of those fights because you will be associated with your quarrel for the next thirty years. Seriously. So I spent a lot of time thinking about the situation at the school and how I should handle it and whether it was as grievous as my initial instincts led me to believe or whether, possibly, I was not in a great position to judge.
Our purpose in sending Patrick to preschool in the first place was to give him a taste of independence and to help him learn to develop relationships with other children and adults. Patrick, as I have probably made clear in the past, was markedly lopsided as he turned three. He had some wicked cool skills but he was also noticeably immature. As the other children were starting to play together he was just getting into parallel play. As the kids starting developing special friendships and, more recently, distinct social groups, Patrick began to realize that playing with other kids was actually a whole lot of fun. He just wasn't quite sure... how to get started.
For whatever reason I have always been certain that Patrick would catch up with himself eventually. He just needed time and some patience and an understanding environment in which he could be gently nudged in the directions he wanted to go. The preschool has been a great place for him. The teachers and the kids know him and like him and he feels comfortable with them. Just as he started to get it all together and his teachers and I could see the his social synapses start clicking connections all over the place (whoa! trains with TWO people are TWICE as fun!) the bully problem arose.
And I was fucking furious. I am embarrassed to admit how angry I was at the poor kid who I saw as the force that would single-handedly drive Patrick backwards into shyness and isolation. School, as far as I was concerned, was for MY kid. All the other children were just so many playmates for Precious.
You can see that this is silly, and eventually I did too. Part of putting him in a group situation for a few hours a week was to, you know, put him in a group situation, myriad personalities and all. When we had preschool conferences a few weeks ago the teacher told me about how very, well, NORMAL Patrick is now. He has some academic chops but more importantly he is a happy silly little boy who loves playing with other children. And he is GOOD at it. She talked about how much he enjoys creative play and hanging out with the boys and all the things he was not interested in last year. She also mentioned, "Patrick is going through an anti-Thuggo period right now."
"Oh?" I asked.
"Yes," she said. "When he sits next to him at circle time or snack he tends to say, 'I don't like Thug. He hits.'"
"Ah," I said.
This is probably a strange thing for me to be proud of but I was, a little. It sounded to me like Patrick had decided to make it very clear that he did not appreciate being hit anymore and he was making an issue of it.
When I came home I told Patrick about all the good things his teacher had said about him, but I also mentioned that it isn't nice to say you don't like someone. Patrick reasonably pointed out that he doesn't like it when someone hits him and it isn't nice. I suggested that it might be better to just avoid the hitter, but he shrugged. I dropped it.
When I took him to school on Monday the children were gathered in the upstairs foyer on their way to a field trip. Leaning against the wall were three boys, one of whom was Thuggo.
"Hey!" said one, "Patrick's here! We'll need to make room for him!"
"Stand next to me Patrick," said Thuggo and when Patrick raced over Thug slung a companionable arm around his shoulder.
"Do you like my new shoes?" Patrick asked extending a foot.
"Yes," said Thuggo. "Do you like my new sandals?"
"Oh yes," said Patrick.
That afternoon when I picked him up I said that it seemed like Thuggo was being pretty friendly these days.
"Oh yeah," Patrick told me. "I said to him that I didn't want him to hit me ever again and he understood and is nice now."
Well then. Can't argue with results I suppose.
I will be honest; I do not think the school has done the aggressive kid any favors in letting his big and little transgressions go unchecked. I think he will have a hard time in kindergarten (where the tolerance for such things is nonexistent) and I am sorry for it. I think there was an opportunity to help him learn to modify his behavior in a classroom setting this past year and I do not think that was done.
That said, I think Patrick (who is, after all, my real concern) ultimately benefited from the association, occasional knocks to the head and dithery teachers notwithstanding. In fact, as a few of you pointed out, this was an important part of Patrick's socialization. Dealing with difficult people, learning to confide in me when he had a problem, and developing his own strategies in how to deal with things were necessary steps in the process of growing up a little. I would have preferred for it not to have happened, but I am pleased that Patrick has developed enough to champion himself when he needs to do so.
When I watch him run over to ask strange children to play at the playground I can see how much he has grown in this area. When I watch him calmly accept their occasional rejections (it happens) I can see how important it was that he has learned to deal with social reversals.
Now if we could only do something about his willingness to dress himself....
PS Leaving for my beta in about thirty minutes. Results by this afternoon which I will put up in a REDBOOK post (but they write it this way. always. in emails and everything. isn't it rude not to follow an entity's preferred form of address?)
PPS I think I have concluded in this post that I am glad Patrick kept getting bonked in the head while his teachers failed to protect him because it forced him to handle the situation on his own, which in turn resulted in both a tentative friendship with the kid who had been worrying him and a new-found sense of his own abilities. Does that sound right? Somehow my overprotective heart thinks that must be wrong.
PPPS That said, I asked Patrick if he wanted to bring one of his phenomenal Lego creations for the very last show-and-tell today.
"Um, I think Thuggo will be there."
"So?"
"Soooooooooooo," like, DUH, "I would rather he didn't smash up my Legos."
There was a long pause and Patrick finally said, "Oh I know! I'll bring the geode from Arizona! Thug can't break a rock."
Adaptabilty in action.