Watching my toddler figure out how to language is fascinating. Yesterday we were stumped when he kept insisting there was a “Lego winner” behind his bookshelf - it turned out to be a little Lego trophy cup. Not knowing the word for “trophy”, he’d extrapolated a word for “thing you can win”. And then, just now, he held up his empty milk container and said, “Mummy? It’s not rubbish. It’s allowed to be a bottle.” - meaning, effectively, “I want this. Don’t throw it away.” But to an adult ear, there’s something quite lovely about “it’s allowed to be a bottle,” as if we’re acknowledging that the object is entitled to keep its title even in the absence of the original function.
Another one I had to share: sitting in his room just now, I picked up two of the lovely picture books he was given for Christmas to flip through the illustrations. Noticing, he flapped me away from them, saying, “No, no! They’re very glass!” And then, after a moment, shaking his head in self-correction: “Fragile. They’re very fragile.” But I love the idea of precious items being “very glass”.
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If you are writing young children, like 2 to 6, and you want them to sound their age beyond just using age appropriate...
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