My Infancy to Toddlerhood Journey
Hey everyone, let's take a walk down memory lane from infancy to toddlerhood and chat about my first few years. It's like opening a time capsule filled with baby laughs, first steps, and all the little things that made up my early days.
The Big Hello
One humid morning at 7:50 a.m. on July 6, 1993, I decided it was time to see what all the fuss was about and showed up at Oakville Trafalgar Memorial Hospital. Weighing in at 7 pounds, 10 ounces, and stretching 20 and a half inches, I was ready for cuddles and more:
Looks: With dark brown hair and those blue eyes, turns out I was the spitting image of my grandad on my dad's side. Pretty cool, right?
Name Game: My folks originally thought of Tyler for my name. When I was born, my dad said "That looks more like a Cory!", and there they went.
My parents were thrilled to have me as their first child, and the messages they wrote for me in my keepsakes book were all about love and the special moments we'd share.
Growing Up
My first few months were packed with all sorts of adventures:
Doctor's Visits and Sniffles: Just like any new kid on the block, I had my share of doctor visits and the usual baby bugs. Oh, and I found out I was not a fan of ceclor – yikes, allergies!
First Steps and Other Big Deals
Every little thing I did was a big deal, and why not?
On the Move: I started crawling around May 14, 1994, and wasn't long before I was taking my first steps in October.
Party Time and Holiday Fun
Birthdays and holidays were always a blast, filled with family, friends, and cake. They ranged from home parties to indoor playground parties.
Vacay Time: Florida called my name not once but twice before I hit two. Beach baby alert!
All the Things I Loved
From the get-go, I had my list of favourites that kept me busy and happy:
Playtime Favourites: Whether bouncing in my jolly jumper or building epic towers with blocks, I was all about having fun.
Tackling Challenges: Autism and Learning to Grow
A big part of my story is about facing challenges head-on:
Autism Diagnosis: Finding out I was on the autism spectrum in January 1997 opened up a whole new world for me and my family. It was all about learning and growing together.
ABA Therapy: Starting therapy was a big step. It was like having a bunch of new tools to help me navigate the world around me.
More of Cory's Infancy to Toddlerhood Picks
Life was never dull with all the things I loved:
Furry Friends: Our dog Nicki was my sidekick, always up for a good time.
TV Time: "Barney & Friends" really sparked my imagination with its songs and stories that made learning fun.
Fun and Games: I could spend hours sorting through drawers or figuring out which toys went where. It was my way of making sense of things around me.
Looking Back
Diving into these memories has been a blast. It's like reliving those moments of discovery, laughter, and the first steps (literally) on my journey. Sharing this with you all is about celebrating those early days, the ups and downs, and everything in between.
So, what about you? What are some of your first memories? How have the little things shaped your journey? Let's keep the conversation going and share the stories that make us who we are. Here's to all our beginnings and the adventures that lie ahead!
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My first thought about helping students organise their own learning is that the everyday experience deserves as much attention as the larger explanation. Keeping track of unfinished tasks can make a busy school week feel more manageable. That connection helps me see why student learning organisation can be worth a closer look. I would be interested in a simple example, because it is often the ordinary details that make an idea memorable. What kind of planning system is simple enough for students to use consistently?
The topic of making space for questions in the classroom gives me a few things to think about, especially when the discussion moves beyond general advice. A thoughtful pause can give quieter students time to develop an answer. It also gives the phrase student classroom participation a clearer meaning than a label on its own. I would be interested in a simple example, because it is often the ordinary details that make an idea memorable. What helps a classroom welcome questions that do not have an immediate solution?
Considering rebuilding confidence after a learning setback, I keep coming back to the difference between knowing about an idea and putting it into practice. A disappointing result does not have to define the next attempt. I would use that point as a starting question when considering learning confidence recovery. I can imagine different answers depending on the situation, so I would want to understand the context before drawing conclusions. What helps a learner recognise progress after an earlier difficulty?
The subject of developing skills through focused workshops feels more interesting when there is room for a reader to stop and ask their own questions. A short workshop can be useful when it gives participants time to try one specific technique. I would keep that thought nearby when looking for ideas about focused skills workshops. A short discussion of an everyday example would make this easier for me to connect with, especially as someone still learning about the subject. What should a learner be able to do differently after a focused session?
I can see why exploring nature and local life in Gorzno would invite discussion, since different people will bring different experiences to the same question. Careful observation can make a familiar landscape feel less ordinary. I would use that point as a starting question when considering Gorzno nature exploration. I am more curious about the process than a polished result, because the steps in between are usually where questions appear. What would you record during a short local nature walk?