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"Thomas is not a boy, he's a train."
"You're wearing a skirt, that means you're pretty."
"My grandpa's not an elephant, he's a grandpa."
"Grandma and Grandpa Wagner aren't in chili. Chili's a food, they're in Chile [chee lay]"
"See me not crying? That means I'm not tired."
"Put Gagey in his carseat, then buckle him, then you open the door, then walk outside, then walk to the car, then put the key in, then open the door, then put Gagey in the car, then put me in the carseat, then buckle, then turn the car on, then go to Walmart. Does that sound good?"
8 comments:
noah, my friend. you are one smart cookie. must be all the hummus. jess have you always been a hummus eater?! i guess i'll give it another try.
Noah is a funny kid, I love listening to kids they have the best things to say. I love that he can count not only in English but also in Japanese and French, it's incredible!
It's so fun to hear what a two year old will say. I love the long list of instructions for going to Walmart
Kadee
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Just checking in on you guys. The kids look so cute! Sounds like things are busy and going well. Same for us here. Intramurals for watching the kids... it's a beautiful trade.
Wow-he's got negation down, that's for sure. Way to go, SLP mama!
I love the thoughts of kids at that age. They say the cutest things! The Chile comment was so funny. They think they know everything even at two!
OOhhhh, I need more of these posts! The Chile one really made me laugh . . . such a linguistically gifted child . . . and the tired one and the car one really made me chuckle too.
I'm even more intrigued by the window it gives us into his thinking, though. You can see his mind seeking patterns, determining the identities of things (what belongs in the category v. what doesn't (although I think his logic is better than Aristotle's was!), and working through the logic of what has to happen in order to get what he wants. That rehearsal of all those steps really grabbed my attention--not only because it demonstrates such complex, logical thinking (which is a stage that, if Piaget was right, he has reached rather early in his little life), but also because of the awareness and planning it evidences.
I wonder what his motive in articulating all of that to you was? Was he playing with the language, or thinking through what had to happen in order to achieve his ultimate goal, or using his words to influence your actions, or simply doing what you've often done with him as a means of preparing him for something that will be happening next?
Some two-year-old!
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