“So it is.”
“And three and three is six. And six and five is eleven!”
“Yes! How did you know that?”
(I know she ‘knows’ that – we’ve done various bits of number work – it’s an ongoing thing – but I didn’t think she had those sums fresh in her mind right now and anyway, she seems to come to it from a different, fresh angle every time.)
“From the clock!”
It’s funny, Lyddie’s always been obsessed by clocks even in her first year of life. She could tell the time before she learned anything else to do with numbers or reading. I’ve noticed her using it as a reference for numbers before: in writing them she always used to glance up at a clock to check which way round they went.
Anyway, I then made the cardinal mistake of trying to
interfere with encourage this natural learning process, as well-meaning parents are so often wont to do:
“So. What’s four and four then?”
She clammed up. “I don’t know.”
“Well, look at the clock…” I pressed on, in spite of alarm bells loudly ringing.
“No thanks. I’ve had enough of that now.”
Then I left it alone, at last. One day I will learn to just say: “Oh! That’s nice, dear,” like the wisest parents always did.