They are all yours, class of 2025!

Three days ago, Matthew and Jonathan started their new careers.
They are officially kindergartners.
And with their launch into the academic world has come a renewed round of the infamous question, "Are they in the same classroom?" My response ("Yes, they are.") elicits everything from raised eyebrows to pleased smiles to spontaneous lectures.
I tell them the same things I have written in this blog over the past several years.
Our decision was based on recent research, conversations with identical twins and talks with teachers who have experience with twins who were placed in the same classrooms.
We have the confidence that we have made the right decision, and we have the intelligence to let time, experience and Jonathan and Matthew's wishes be our guide for the future.
But, in New York State, where parents are not guaranteed a say in the placement of multiples, all the research in the world would have been irrelevant without the cooperation of an open-minded principal. Our principal has never experienced twins in the same classroom. Yet, he was fascinated by the studies we presented him and eager to do what is best for Matthew and Jonathan.
So he readily agreed.
He will be watching their social and academic progress as closely as we will.
None of those concerns matter, however, to the boys.
They are already having a blast and each has attached himself to a different "best friend."
For the past two days, I have had to drag them out the classroom at the end of the day.
My arms are weakening.
I'm thinking about lining the route from the classroom to the van with freeze pops and Smarties, two of their favorite treats, to get them home.
Here are a few photos from the first day.


(Note: Jonathan is wearing a jacket despite the heat because "that's what you wear to school.")

One birthday cake or two? An unnecessary stress

I have some advice for parents who fret over whether their twins should have one birthday cake or two, one birthday song or two, one birthday theme or two.
Forget it.
Who cares?
They don't.
Not at one and two years old.
Honestly.
Don't be embarrassed.
We've all been there, thinking that the wrong decision, the wrong move will forever scar our little babies and toddlers, particularly since they already share looks and DNA. How will they ever become individuals if we make them celebrate their shared birthdays as units?
As Matthew and Jonathan approach their fifth birthday, I can assure you that when it matters, they will tell you. They will tell you over and over and over again until you instinctively cringe whenever the topic comes up and make elaborate attempts at distraction.
For us, it started with cakes at three years old.
Matthew made it clear to me that his cake should have yellow frosting. Jonathan wanted blue.
They also wanted their own versions of the birthday song. They stressed these points with anyone who would listen for weeks prior to their birthday.
That was it.
We complied and they were happy.
Their fourth birthday was a yearlong obsession.
They understood, for the first time, what a birthday meant, and the excitement overwhelmed them.
Over the preceeding months, we made cakes for Dino Dan, for Dora, and for the dog. We celebrated on picnic blankets on the living floor, with paper plates on the dining room table and at Friendly's with the Birthday Bash dessert.
It seemed birthdays were all they thought about.
They started planning a full year in advance. Jonathan requested a chocolate cake with blue frosting and Matthew asked for a banana cake with yellow frosting. They wanted separate birthday songs once again and they knew exactly who they wanted to invite.
No more family-only parties.
They wanted the real thing.
Lots of friends.
We complied and they weree happy.
This year, the plans are even more elaborate.
They attend two different preschools together (two days at one and two days at the other). I had planned to bring treats only to the school they attend on their actual birthday. Not fair, they said, not fair to their other friends.
Fine, I said. They won.
So I decided to bring only one treat to each class, certain that the teachers would appreciate limitations on sugar consumption. Not fair, they argued once again. Jonathan and Matthew are two different people, each with his own birthday. They should each be able to bring a treat.
How could I possibly argue with that?
How?
I agreed, but only for the one classroom.
In the other class, we will bring drinks and a treat.
Their party requests are the same -- specific colors and flavors for cakes, separate songs and lots of friends. Thank goodness the community center is cheap. But they added one more thing this year -- pinatas. Not one, but two.
The argument was the same: two birthdays, two pinatas.
Ugh.
I had dug my own hole by caving to this premise before.
Two pinatas it is.
We will comply and they will be happy.
I can't even imagine what their sixth birthday will be like, but I'm already starting to work on it, planning my arguments for less separation, less individualism,  more focus on the fact that their shared birthday is part of what makes their relationship so special.
Yes, it's a selfish argument, but we have to draw the line somewhere before they drive us into financial ruin. We will not entirely comply, but they will be happy.
So my advice is to relax.
Children who can't barely form sentences have little or no concept of what a birthday is so much for whether a joint celebration defines them as a unit. Their birthdays will present enough opportunities for stress in the years to come.
Relax and enjoy.

Together in the classroom

So far, so good.
Matthew and Jonathan are attending two different full-day preschools this year.
Together.
On Mondays and Wednesdays, they attend a private preschool with a class size of 7 to 13, depending on the day. They go to the public preschool Tuesdays and Thursdays with a total of 16 kids in their classroom and 16 in the other.
The reasons they attend two schools are complicated, but the results are interesting.
Their overall behaviors vary from school to school because of the differences in structure.
But in both schools, the teachers say, they play separately with different friends and come together only when they are tired. They do share friends, but they play with them at different times.
They don't cry when they are dropped off.
They barely say good-bye.
They are comfortable.
They are well-adjusted.
And there is no doubt they are behaving like individuals.
This is important because of all the naysayers, the people who insist that all twins should be separated in school. We are fortunate in that administrators in both schools seem to be firmly against any such blanket policies.
At the public school, which is run by the county's Head Start program, the administrator I spoke with was already aware of the studies that show identical twins generally fare better psychologically and academically when they are place together in the early years.
She believes that most twins should stay together early on unless the parents have a firm opposition to it. So many parents want their kids in classes with their best friends so they will be more comfortable, she noted. Why would it be different for twins who take comfort in each others' company?
At the private school, there is only one classroom, so we had no choice.
No big deal.
No one even brought it up.
We will pay close attention to the Jonathan and Matthew as they move through the levels of elementary school. We will watch for any issues that indicate they need separation and, as they get older, we will ask them at the end of each year what their preferences are for the next year.
But until or unless we see any reason to separate them, we will not.
Why would we?

If you are a twin parent struggling with issues of school placement, check out this site for support and to learn about the laws in your state: http://www.twinslaw.com/.

Identical twins, identical classroom: why our boys will study together

It's starting already.
Family members, friends, even strangers in malls and grocery stores.
They mean well.
I really think they do.
But they are ill-informed.
Through no fault of their own.
The lead-in could easily be mistaken for the question.
"Are you planning to send the twins to preschool?" they ask.
Then comes the question, which isn't really a question at all.
"You will separate them, right?"
Followed by the silence when I answer, with confidence.
"No."
But, like I said, the attitude isn't really their fault.
For the past few decades, the prevalent theory among educators has been that all twins fare better when separated in school. It helps them develop individual identities, they say, particularly with identical twins. It gives them more confidence, they argue. It helps them make friends of their own.
But here's the trouble: no evidence exists to support those recommendations, policies or decisions.
Quite the opposite, in fact.
The few studies done on the effects of separating twins in elementary school show that most twins suffer emotionally and socially and that for identical twins, separation can be highly traumatic and might impact academic performance as well.
Consider this finding from a 2004 study conducted by the Institute of Psychiatry at Kings College in London:

"When compared to those not separated, those separated early had significantly more teacher-rated internalizing problems and those separated later showed more internalizing problems and lower reading scores. Monozygotic (MZ) twins showed more problems as a result of separation than dizygotic (DZ) twins."

Or this finding from a 2010 University of Amsterdam study of 839 monozygotic and 1164 dizygotic twin pairs: (This study focused primarily on the effects on academic performance.)

"There is no difference in educational achievement between twins who share a classroom and twins who do not share a classroom during their primary school time. The choice of separation should be made by teachers, parents and their twin children, based on individual characteristics of a twin pair."

The same folks who believe Matthew and Jonathan should each strike out on their own by age 3 wouldn't hesitate to put their own children in classrooms with their best friends. After all, that kind of kinship puts children at ease, makes them less clingy and allows them to be more socially confident.
So why would we separate Matthew or Jonathan from his best friend during this time of stress, excitement and change?
I was relieved today to chat with one of their future preschool teachers, a mother of 17-year-old identical twin boys. She kept her boys together throughout the younger years and, as they got older, took them aside separately to ask whether they wanted to stay together the following year, she said.
Each year, the answer was the same: yes.
As we spoke about our children, children filtered into the classroom where Matthew and Jonathan were playing. Jonathan immediately befriended two boys his age who took an interest in the same tractor that had attracted him. Matthew squatted near a child-sized sofa conversing with a slightly older girl who had sat down with a book.
A barrier of shelves separated Matthew and Jonathan.
Neither panicked at the absence of the other.
Neither looked for the other.
Both put up a good battle when it was time to leave.
And I couldn't help smiling when both boys demanded to know when they could come back.

Anger management

When Matthew and Jonathan are angry with each other, they do what many siblings their age do: they hit each other.
So what do they do when they are angry with me?
They hit each other.
I haven't quite figured this one out.
I've talked to other twin moms, assuming this must be a common issue.
It's not.
No one had answers for me.
All I can figure is that jealousy plays a role; Matthew and Jonathan are so accustomed to each other that, somehow, whenever they are angry with me, they figure it must be the other twin's fault.
This phase has convinced us of one thing: it is time to work harder at separating them now and then. They need to learn to handle their emotions as individuals, not as a team.
Since it seems that we're at the grocery store just about every day, that's where we'll start.
A trip for Jonathan today.
A trip for Matthew tomorrow.
And maybe, just maybe it will work.
Maybe, next time I evoke their fury, they'll channel their emotions appropriately.
They'll hit me instead of each other.
Wait a minute ...
What the heck are we doing?

Together for preschool - yea!!!

A teacher from the preschool my daughter attended handed me a waiting-list form the other day. She'll take the boys when they are old enough, she said. Both of them.
I was and am ecstatic.
The preschool is run by the county, primarily for children with special needs. The teacher has only four slots for typical kids in her class: two for girls; two for boys. If she takes Matthew and Jonathan, they will fill all her typical-boy slots.
Predominant education practice dictates that she recommend separating the boys. Yet, she's happy to take them together. She believes me when I say that they will probably do better together and that they barely acknowledge each other when they play in large groups.
Her attitude is a relief.
And it gives me hope that as more studies are conducted on identical twins and separation, common sense and open minds will prevail. Several states have passed laws eliminating the mandatory separation policies of multiples in public schools, but the movement has a long ways to go.
For now, there is help for parents who are facing that battle or who want to get a jump start before their kids reach school-age. This Web site is run a woman who is determined to change the way school administrators and teachers think.
Check it out.