My dad always said that parenting was 95% nature. I admit I didn’t fully believe him until I had my second child. And I was shocked, within days, by how very different this baby was than his sister had been. Where Grace was colicky and sleepless, Whit slept and cooed and smiled. She was dark, with thick black hair and deep brown eyes, and he was fair, a towhead with blue eyes. She ate everything, he was picky. She slept on her back (when she slept), and Whit slept on his stomach from the very first day (don’t tell the parenting police). Grace settled into an amenable toddler around age 2.5, but that was about the age Whit woke up and started making up for lost time with yelling and generally challenging authority.
In fact their differences started even earlier: with Grace I felt great for 40 straight weeks. With Whit I threw up every day for 20 weeks. So much for the morning-sickness-means-a-girl theory!
At their parent-teacher conferences yesterday I was reminded yet again of how very different my children are. It is easy to point to gender as the key distinction, but I think that is only part of the story; I can’t disaggregate gender and birth order, for example. I am struck, over and over again, by how much of gender seems truly innate. I know some of it is socially constructed, and I’m sure despite my earnest efforts not to I do perpetuate some of those norms. But some of it really seems just part of who they are, and it continues to surprise me.
Whit. As soon as Matt and I sat down in the tiny chairs in the Beginner classroom, Whit’s teachers were laughing. They said they can’t keep a straight face around him. They talked about his humor, his awareness of those around him, the way that he can be redirected with jokes. They described his strong preference for 3D activities like Lego and the “big blocks.” This doesn’t surprise me at all. Whit has engineer written all over him (possibly the only part of him that comes from my family).
Whit hates being alone. He loves friends, socializing, laughing, being a part of a group. This reminds me of his behavior at home. He has been known to cry from the top of the stairs if Grace and I are halfway down them, protesting that he ‘doesn’t like being aloooooone.’ As if being six steps away is alone. He plays mostly with boys and is comfortable with physical challenge despite being small. The teachers smiled recounting how he is a determined wrestler who simply jumps and clings onto the boys who are twice his size. He hangs on, and is hard to shake, they told us.
He is also physically affectionate: he loves to hug and cuddle. Last week one teacher was lying on the floor in front of the criss-cross-apple- sauce seated four year olds, working the vcr, and Whit jumped on top of her, lying flat along her body, settling himself in and pronouncing, “Best seat in the house!”
Whit has little to no interest in writing or drawing and prefers moving around to sitting, but can be coaxed into cooperation on a task if necessary. He is stubborn, however, and will dig in his heels if he really doesn’t want to do something. He barely eats at lunch because he is so busy chatting with his friends. The teachers told us a story about recess when Whit had stood up on a log and yelled “Quiet!” while sweeping his arms out. Apparently the playground quieted and all eyes turned to Whit. And then he smiled and said, “nothing,” – he had nothing to share, but seemed to want to test out his ability to get the attention of the group.
My stubborn, scrappy, social comedian, my boy who learns by doing, whose engineer’s brain is fascinated with building and creation. I love you, Whit.
Grace. The first thing Grace’s teacher told us was about how hard she is on herself. How she works diligently to be sure that anything she turns in is perfect. How she redoes assignments over when she makes mistakes. How she is careful and deliberate, eager to learn, but most of all eager to do well. The teachers talked about how she loves math and computers (she tells me these are her favorite subjects) and how she throws herself into all the subjects put in front of her.
My heart really swelled when I heard about how my daughter loves to read, loves to write. She talks about the books she is reading at home and curls over her journal, tongue poking out of her mouth in concentration, as she writes about her life and draws accompanying pictures. The teachers shared their concern about Grace’s perfectionism, wanting to be sure she doesn’t keep any frustration inside.
We then talked about her social anxieties, and I told them some of what Grace has talked about at home. About how she doesn’t feel that she fits in, about her insecurity about others liking her, about her deep desire for a best friend. She longs for a friendship around which she can orient herself, a wingman. She worries constantly about how others feel about her, and takes things very personally. She can read a room in a glance and is attuned to what others are thinking and feeling. I thought again about how Grace lately has seemed like such a liminal creature, both adult and child, struggling to subdue grown-up size emotions in her little-girl body.
My exquisitely sensitive pleaser, my wise, intelligent and driven little girl, over-concerned with the approval of others. I know you grapple already with powerful feelings and scary fears. Believe me, I know, and I will do my best to help you learn to manage them. I love you, Grace.
One of you is so familiar that the identification can sometimes cloud my mothering. The other of you is so foreign that occasionally I stare at you as though you are from another species. And yet I love you both with a fierceness I never anticipated, one that grows every day and continues to astonish me. I have learned more who I want to be and how I want to live from both you than I ever imagined possible. You continue to push and teach me every day.
Thank you, thank you.