For the Love of Language

As Sam and Anna grow older, I am discovering more and more how fascinated I am with their language development. 

In the last few weeks, Sam has really mastered the use of the words there, this, that, etc.  we hear a lot of "I want this" or "What is that?" although this, that and there are used in multiple contexts.  It also feels like they are at a stage where they are learning a hundred words a day.  It seems like a word only has to be said to them a few times and they've got it.  For example, we pass a water fountain on the highway on the way home from daycare.  After asking "What's that water?" once and  being reminded one other time, Sam now loves to point out "Water fountain over there!" every time we drive past.  It is the same way with the two water towers near our exit off the highway.  I asked him once if he knew what was inside the water tower, and he replied "water" (although I think he was just repeating the word water at the time)... so I of course praised him for good thinking after telling him he was right and he hasn't forgotten.  Now it's an exclamation of "Two water towers!  Water in there!" every time we drive by.  This week I took it one step further and told Sam and Anna that the word on the white water tower says _____, because it is the name of our town.  So I told them that _____ is where we live and now, when I ask either Sam or Anna, "Where do you live?"  both can reply _____ more often than not.

Anna's defining language characteristic right now is her order giving.  She's certainly come to the realization that if she communicates what she wants you to do well enough, she can often get what she wants.  Unfortunately, her frequent "Walk away!" complete with finger pointing much of the time makes her seem quite bossy and rude, so we're working on getting her to include "please" with her favorite phrase 100% of the time.  But really, when she's saying "Walk away!" it could mean a whole host of things- 1.) please stop so I can try to do it myself 2.) I want you to leave me alone 3.) I don't want to play with what you are playing 3.) I am worried you are gong to take what I have 5.) if you are with me, I am directing you where I want to go with you 6.) I think you should be somewhere else doing something else- like if it is dinner time and she wants us to be making dinner or if she wants to play with us and she wants us to do something specific in her pretend play, like go grocery shopping with the play carts, or take a pretend nap (a top favorite pretend play activity).

Another cute language story: I've been practicing getting both Sam and Anna to say their first and last name when asked "What is your name?" and they have been doing pretty well.  (We usually practice stuff like this while driving somewhere stuck in carseats.)  One day this week, Anna decided to say "Mama (last name)! Daddy (last name)!" after saying her full name.  And again, I told her that she was right then praised her for good thinking, and that we do have the same last name as her and Sam.  Then Sam piped in Bella (last name)!  Bella is our dog... so they are definitely making connections between being part of our family and what that means!  They found it amazing (like eyes and mouths wide open amazing) when I told them their Grandpa Dan, Grandma Joanne and Aunts Lindsay and Mary also had the same last name.

I also think it is interesting how the same word can come out so differently between the two of my same-age children.  While generally Anna has better pronunciation and definitely a better signing vocabulary (she has a much better body awareness and can pick up new signs very quickly after watching and practicing only a few times), Sam is much more vocal in playing with language and repeating things.  Sam's vocal "orange" has a definite /j/ sound at the end... or sometimes a /sh/.  Anna's has a Hebrew /ch/ sound at the end making it come out /oranch/- such a funny harsh guttural sound coming out of a little peanut!