For “School at Home” this lockdown, this 7 y/o’s PE teacher challenged her to “build an obstacle course”.
In these challenging times, and especially because my work and social circles have me communicate regularly with people in many different countries and with many different backgrounds, I’m especially grateful for the following:
- My partner, her husband, and I each have jobs that we can do remotely and so we’re not out-of-work during the crisis.
- Our employers are understanding of our need to reduce and adjust our hours to fit around our new lifestyle now that schools and nurseries are (broadly) closed.
- Our kids are healthy and not at significant risk of serious illness.
- We’ve got the means, time, and experience to provide an adequate homeschooling environment for them in the immediate term.
- (Even though we’d hoped to have moved house by now and haven’t, perhaps at least in part because of COVID-19,) we have a place to live that mostly meets our needs.
- We have easy access to a number of supermarkets with different demographics, and even where we’ve been impacted by them we’ve always been able to work-around the where panic-buying-induced shortages have reasonably quickly.
- We’re well-off enough that we were able to buy or order everything we’d need to prepare for lockdown without financial risk.
- Having three adults gives us more hands on deck than most people get for childcare, self-care, etc. (we’re “parenting on easy mode”).
- We live in a country in which the government (eventually) imposed the requisite amount of lockdown necessary to limit the spread of the virus.
- We’ve “only” got the catastrophes of COVID-19 and Brexit to deal with, which is a bearable amount of crisis, unlike my colleague in Zagreb for example.
Whenever you find the current crisis getting you down, stop and think about the things that aren’t-so-bad or are even good. Stopping and expressing your gratitude for them in whatever form works for you is good for your happiness and mental health.
Our eldest, 4, started school this year and this week saw her first parents’ evening. This provided an opportunity for we, her parents, to “come out” to her teacher about our slightly-unconventional relationship structure. And everything was fine, which is nice.
I’m sure the first few months of every child’s school life are a time that’s interesting and full of change, but it’s been particularly fascinating to see the ways in which our young academic’s language has adapted to fit in with and be understood by her peers.
I first became aware of these changes, I think, when I overheard her describing me to one of her school friends as her “dad”: previously she’d always referred to me as her “Uncle Dan”. I asked her about it afterwards and she explained that I was like a dad, and that her friend didn’t have an “Uncle Dan” so she used words that her friend would know. I’m not sure whether I was prouder about the fact that she’d independently come to think of me as being like a bonus father figure, or the fact that she demonstrated such astute audience management.
I don’t object to being assigned this (on-again, off-again, since then) nickname. My moniker of Uncle Dan came about as a combination of an effort to limit ambiguity (“wait… which dad?”) and an attempt not to tread on the toes of actual-father JTA: the kids themselves are welcome to call me pretty-much whatever they’re comfortable with. Indeed, they’d be carrying on a family tradition if they chose-for-themselves what to call me: Ruth and her brothers Robin and Owen address their father not by a paternal noun but by his first name, Tom, and this kids have followed suit by adopting “Grand-Tom” as their identifier for him.
Knowing that we were unusual, though, we’d taken the time to do some groundwork before our eldest started school. For example we shared a book about and spent a while talking about how families differ from one another: we figure that an understanding that families come in all kinds of shapes and sizes is a useful concept in general from a perspective of diversity and and acceptance. In fact, you can hear how this teaching pays-off in the language she uses to describe other aspects of the differences she sees in her friends and their families, too.
Still, it was a little bit of a surprise to find myself referred to as a “dad” after four years of “Uncle Dan”.
Nonetheless: in light of the fact that she’d clearly been talking about her family at school and might have caused her teacher some confusion, when all three of us “parents” turned up to parents’ evening we opted to introduce ourselves and our relationship. Which was all fine (as you’d hope: as I mentioned the other day, our unusual relationship structure is pretty boring, really), and the only awkwardness was in having to find an additional chair than the teacher had been expecting to use with which to sit at the table.
There’s sometimes a shortage of happy “we did a thing, and it went basically the same as it would for a family with monogamous parents” poly-family stories online, so I thought this one was worth sharing.
And better yet: apparently she’s doing admirably at school. So we all celebrated with an after-school trip to one of our favourite local soft play centres.
This declaration was posted to one of my first websites, on 22 April 1997; I’m not certain why. From the sounds of things I was using a school computer at the time. It was republished here on 22 March 2021.
I am using an RM PC-433S Accelerator on a 486 Nimbus Network, operating a Brother M-1824L dot matrix and a Brother HL-8e laser jet. I am using a mouse and a 102-key keyboard. The monitor is capable of displaying up to 256 colours in VGA, at a resolution of 640×480.