DS1 is in prep this year. His lovely teacher has already identified that he's very dreamy and finds it hard to focus and pay attention to what she's asking him/his class to do. It is already evident that he's one of the few who is still coming to terms with his letters, numbers and writing his name etc. Probably 70pc or more of the class seems to form letters well and can write their name easily. He is getting there very slowly. This morning, DS1's teacher said he was particularly dreamy yesterday, to the point that she was getting quite exasperated with him. Also, several uni students studying OT have been assessing the class all of term 1, and are about to deliver individual reports. DS1's teacher said my son was "at the top of the list" regarding kids the uni students felt would benefit from OT. I've already spoken to the teacher about DS1's strengths and weaknesses, and she knows I'll do whatever I need to in order to help him. She believes he'd benefit from OT in regard to his attention span and concentration.
OK, so earlier this afternoon, I had to go the GP for other reasons, and I raised the above with her in light of getting a referral to an OT for DS1 (DS2 has also been seeing an OT for the past couple of months). But the GP's take on DS1's dreaminess is totally at odds with the teacher. The GP says he's a normal five year old boy, that while he might well be dreamier than the other kids, he'd be considered "normal" within the spectrum. She believes I should led time take its course and not jump to taking him to see an OT. I respect my GP but am now confused as to what to do.
My gut says to go to another GP and get a referral. I'm sure dreaminess is normal among 5yo boys, but my concern is he's falling behind the others because he can't concentrate. He's not disruptive or problematic in the classroom otherwise.
I'm interested in thoughts of others with dreamy kids. Do they snap out of it eventually? At what point do you intervene ... is prep too early? Logic tells me to "catch it" the earlier the better.




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