Marguerite
Active Member
At least he is getting read to on a daily basis. That is actually really, really good. it also means - we KNOW he's not having language problems due to lack of being talked to/read to.
As for "When do I read his bedtime story?", that is about the same level as "How many dwarves in 'Snow White & the Seven Dwarves'?"
And nobody else would have had to say a thing - surely someone on the forum would have said - "bedtime, duh!"
If the only problem with daughter in law is "she's thick," you wouldn't have this problem. But she's also very insecure and needs to be in control.
All you can do is keep your distance and wait. She is doing something (reading at least once a day) and there is always scope for anyone else to read more to him, especially if you can organise another book for him. If she would permit you to do this.
A friend of mine used to do these sort of books for each of her grandchildren - a sort of life story for each of them, a bit scrap-bookish but beautifully done. And because the stories were about each kid, they loved to read about themselves. She did it for teens as well as for much younger grandbabies. So if you do one for every grandchild, daughter in law can't say you're treating him like a dummy or singling him out. And if you make the book editable (in case daughter in law doesn't like the photo you use of her for the page, "I love my Mommy") then the book can also be added to or updated as his capability increases or his life changes in terms of his experience. For example, I modified difficult child 3's book when he moved from pre-school to Kindergarten. And again when he went into the next grade. So instead of the book saying, "I am in Kindergarten and my teacher is Mrs X," I changed it to "I am in Year 1 and my teacher is Mr K."
If you know she won't accept this, then put this idea on the shelf. Buf if ever the opportunity becomes possible - this really does help. We found difficult child 3 moved from single words to full sentences, once he began having his own story read to him (and he began to read it to himself). The first thing he did was memorise the thing. He would then use the sentences in it as templates for his communication.
Hang in there. I don't think there's anything more you can do for now, unless you think daughter in law would accept any Dr Seuss books from you. Anything with a rhythm to the words can help. "Red fish, blue fish" or "one thumb, two thumb" is good. difficult child 3 also liked "Boy With a Drum". But frankly - anything he will sit still for. And there's no accounting for what kids like!
Marg
As for "When do I read his bedtime story?", that is about the same level as "How many dwarves in 'Snow White & the Seven Dwarves'?"
And nobody else would have had to say a thing - surely someone on the forum would have said - "bedtime, duh!"
If the only problem with daughter in law is "she's thick," you wouldn't have this problem. But she's also very insecure and needs to be in control.
All you can do is keep your distance and wait. She is doing something (reading at least once a day) and there is always scope for anyone else to read more to him, especially if you can organise another book for him. If she would permit you to do this.
A friend of mine used to do these sort of books for each of her grandchildren - a sort of life story for each of them, a bit scrap-bookish but beautifully done. And because the stories were about each kid, they loved to read about themselves. She did it for teens as well as for much younger grandbabies. So if you do one for every grandchild, daughter in law can't say you're treating him like a dummy or singling him out. And if you make the book editable (in case daughter in law doesn't like the photo you use of her for the page, "I love my Mommy") then the book can also be added to or updated as his capability increases or his life changes in terms of his experience. For example, I modified difficult child 3's book when he moved from pre-school to Kindergarten. And again when he went into the next grade. So instead of the book saying, "I am in Kindergarten and my teacher is Mrs X," I changed it to "I am in Year 1 and my teacher is Mr K."
If you know she won't accept this, then put this idea on the shelf. Buf if ever the opportunity becomes possible - this really does help. We found difficult child 3 moved from single words to full sentences, once he began having his own story read to him (and he began to read it to himself). The first thing he did was memorise the thing. He would then use the sentences in it as templates for his communication.
Hang in there. I don't think there's anything more you can do for now, unless you think daughter in law would accept any Dr Seuss books from you. Anything with a rhythm to the words can help. "Red fish, blue fish" or "one thumb, two thumb" is good. difficult child 3 also liked "Boy With a Drum". But frankly - anything he will sit still for. And there's no accounting for what kids like!
Marg
