What He Taught Me About Growing
By Ms Lee Hwee Theng, Mandarin Language Specialist, Knewton Global Schools Rawang

Every child has their own rhythm of growing.

And my son, now eight, has spent these years teaching me what growth truly means.

Before he was even one, a nurse at a government clinic asked us to complete a developmental questionnaire. Based on the results, she told us that he had limited eye contact, did not respond when his name was called, and would stare intently at things that spun. She suspected that he might be showing signs of autism.

At the time, I never imagined that the word “autism” would become part of my life. We struggled to accept it. There were tears, and we constantly worried about his future. I spoke to friends about what we were going through, but many did not truly understand autism. Perhaps when something has not happened to you, it is difficult to understand the pain that comes with it.

At three, he was formally diagnosed with autism spectrum disorder (ASD). He was also registered with the Social Welfare Department (JKM), received his OKU card, and began his journey with EIP (Early Intervention Programme).

The years between three and six were challenging. He struggled to express himself, and when he could not have what he wanted, he would easily become frustrated. Taking medicine, brushing his teeth and using the toilet were all daily challenges.

But slowly, time taught me something: children really do grow.

He loves numbers and enjoys creating questions to test us. At first, they were simple, such as, “What is 10 + 5?” Then, one day, he asked:

“300 + Dinosaur = ?”

We said we did not know.

He answered very seriously:

“300 dinosaurs!”

When he had a cold and kept sneezing, he once told me:

“Mama, I want Ah-Choo medicine!”

He also enjoys rewriting the lyrics of familiar nursery rhymes. Before almost every sentence, he calls out, “Mama”. If I do not respond immediately, he simply changes his tone and calls again until I answer.

These little things may seem insignificant, but they are among the everyday moments I treasure most.

At five, he came home from kindergarten and called us “Daddy, Mummy” for the first time. At eight, he began quietly observing the world around him. The things we thought he would not notice were often the very things he had been watching all along, only to suddenly tell us about them.

Last year, he attended a PPKI special education class in a government primary school and achieved first place in his class. His teacher told me that he could complete his classwork independently and had begun speaking some Malay. Sometimes, when he saw a classmate behaving badly, he would even imitate the teacher’s tone and “tell them off”. I was incredibly proud—and could not help but laugh.

Being his mother has also changed the way I see children as a teacher.

When I see a student being naughty, not following instructions, or becoming deeply curious about something, I now pause and ask myself:

“Is there something I have not yet understood?”

I do not always get it right, but I have learnt to observe more, be more patient, and understand more.

I often remind myself:

If I do my best to teach other people’s children well, perhaps there will also be a teacher who will patiently teach my child well.

Back then, I was deeply afraid of his future.

If I could speak to the tearful mother I once was, I would tell her:

Do not be afraid. You will discover that he is far more wonderful than you imagined.

A child does not have to follow the path we once imagined for them. Let them grow at their own pace and walk their own unique path.

Because every effort, every little achievement and every step forward shines brightly—and deserves to be celebrated.

And the “future” that once frightened me is now becoming the view I treasure most.

 

Key Vocabulary

Developmental – relating to the process of growth and change in a person, especially during childhood.

Questionnaire – a written set of questions used to collect information from people.

Spectrum – a range of different levels, types, or degrees within a particular condition or group.

Formally – in an official or recognised way.

Intervention – action taken to help improve a situation or provide support when difficulties arise.

Frustrated – feeling upset or annoyed because you cannot achieve or express what you want.

Insignificant – not important or meaningful.

Independently – without needing help or support from another person.

Imitate – to copy the way someone speaks, behaves, or does something.

Curious – wanting to know or learn more about something.

Every effort, every milestone and every achievement of a child means so much to their parents. One of the greatest gifts we can give our children is the opportunity to experience the best possible education journey.

At ILTI, we believe every achievement deserves to be celebrated. From their first step to their biggest milestone, we are here to celebrate every achievement with them.

Come to ILTI, where every achievement matters.

Call/WhatsApp: 010-395 3067 or email us at info@ilti.edu.my

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