3rd Year with Mom. INT. LIVING ROOM – MORNING
The living room is filled with the soft glow of morning light. Toys are scattered on the floor, and colorful children’s artwork adorns the walls. EMMA, a 3-year-old girl with autism, sits on the carpet, engrossed in stacking blocks. Her mother, LISA, watches her closely, a hint of concern in her eyes.
Emma’s favorite toy, a stuffed bear, is perched beside her. Suddenly, her eyes widen, and she starts to fidget with her fingers. Her breathing quickens, and she looks around the room anxiously.
LISA
(softly)
Emma, sweetheart, what’s wrong?
Emma doesn’t respond. Her anxiety seems to intensify, and she clutches her stuffed bear tightly, her knuckles turning white.
LISA
(gently)
It’s okay, Emma. You’re safe here. Can you tell Mommy what’s bothering you?
Emma can’t articulate her feelings, and her anxiety escalates. She starts to flap her hands, a self-soothing behavior.
LISA
(whispering)
Breathe with Mommy, Emma. In and out.
Lisa sat down next to Emma and began taking slow, deep breaths. She gently guides Emma to imitate her. Emma’s breathing gradually synchronizes with her mother’s, and her anxiety lessens.
LISA
(softly)
That’s it, Emma. We’re breathing together.
Lisa continued to offer gentle reassurance and comfort, stroking Emma’s back as her daughter began to calm down. Slowly, Emma’s anxiety subsides, and her eyes regain their usual sparkle.
LISA
(smiling)
There you go, my brave girl. You’re such a superstar.
Emma finally meets her mother’s gaze, a faint smile forming on her lips. Her stuffed bear remains a source of comfort.
LISA
(whispering)
I love you, Emma.
EMMA
(in a soft voice)
I love you too, Mommy.
The two share a moment of connection, their bond stronger than ever.
FADE OUT.
It’s essential to set high expectations for your child’s learning. Here’s a scenario that demonstrates this:
8th Year with Dad: Five years later. INT. LIVING ROOM – EVENING
The living room is cozy, with shelves of books and educational posters on the walls. JAMES, a father in his early 40s, sits on the couch, engrossed in a book. His daughter, EMMA, a curious 8-year-old, is at the coffee table, working on a challenging math problem.
Emma furrows her brow, struggling with the math puzzle. She glances at her father, a hint of frustration in her eyes. James puts down his book and smiles.
JAMES
(encouraging)
You’ve got this, Emma. I know it’s a tricky problem, but I believe in you.
EMMA
(looking up)
It’s tough, Dad.
James gets up from the couch and sits next to Emma. He takes a moment to look at the problem, studying it closely.
JAMES
(thoughtful)
You know, sometimes, the most complex problems lead to the most exciting discoveries. It’s like solving a puzzle. It would be best if you found the right piece.
Emma’s frustration begins to fade as she watches her dad.
JAMES
(continuing)
Let’s break it down step by step. What do you know so far?
Emma takes a deep breath and starts explaining her thought process. James listens attentively, nodding and offering guidance when needed.
JAMES
(positive)
That’s a great start, Emma. You’re thinking in the right direction.
Together, they work through the problem, with James providing gentle nudges and asking open-ended questions. Emma’s eyes light up as she starts to see the solution.
EMMA
(excited)
I think I’ve got it, Dad!
JAMES
(proud)
I never doubted you for a second, Emma. You did it!
Emma completed the math problem successfully, a proud smile on her face.
JAMES
(celebrating)
See, Emma, you can overcome challenges with hard work and persistence. I knew you had it in you.
Setting high expectations and showing unwavering support, James has not only helped Emma conquer a challenging problem but also instilled in her the confidence to tackle future challenges.
This scenario demonstrates how a parent can inspire a child to excel by setting high expectations and providing guidance and support.