I chose Early Language for my exercise. I
altered the exercise a bit though, the exercise stated to use dialogue in a
story between two and three-year olds in order to compare language development.
I created a small script between a six and three-year old not only because I
have that demographic in my house, but because of the drastic difference in
communication ability. My six-year old can communicate rather complex ideas yet
still maintains the childish nature. Sometimes I think that she is a genius
trapped in a child’s body because what I remember is represented by her
three-year old sister. I remember finger foods and stumbling, small shoes and a
dirty face. The older sibling is all new, all the time and I still see her as a
little girl. She still is but her willingness to engage in intricate
conversation would suggest otherwise. Although I didn’t follow the rules to a t,
I think that I captured the dynamic of language ability amongst the younger
crowd.
A mother is driving
her two daughters on a routine trip home. The inside of the car is small and
with the two car seats in the back, the distance between mother and her
children is close. She can’t help but overhear and interject in the
conversation between the two, although at times she wish she could stick her
head out the window and listen to the wind instead of the constant banter
between three and six year old girls.
“I wonder, do they
have Disney Newborn?” Kristen asks, adjusting the seat belt.
“Newborns don't exactly watch TV,” Mother responds, turning into a curve.
“Of course newborns watch TV,” Kristen states, looking out the window.
“Why would a newborn watch TV Kristen?” Mom asks.
“Newborns don't exactly watch TV,” Mother responds, turning into a curve.
“Of course newborns watch TV,” Kristen states, looking out the window.
“Why would a newborn watch TV Kristen?” Mom asks.
“Mommy, can I get a
Disney Newborn for my birthday when I turn four?” Molly asks, attempting to
make four with her small hands.
“Wait. I’m the one who asked about it, I’m the one who is about to turn seven,
my birthday comes first,” Kristen yells.
“Nobody is getting
Disney Newborns because they do not exist!” Mother tries to stay calm.
“Talking unicorns can watch TV! But only talking ones, other unicorns do not watch TV,” Molly interjects.
“Mommy, what does goĆ»ter mean in France?” asks Kristen.
“Talking unicorns can watch TV! But only talking ones, other unicorns do not watch TV,” Molly interjects.
“Mommy, what does goĆ»ter mean in France?” asks Kristen.
“Yeah mommy, what
does goooter mean in froggy language, you and Daddy talk funny sometimes, ha ha!”
Molly says, kicking the driver seat.
“It’s not a frog language, it’s from
France. Besides, I think it’s a cheese,” Kristen explains.
“Daddy says Froggy
languwage! And it’s my cheese!”
“Enough! Molly,
please stop kicking my seat,” Mother pleads.
“I have an
imagunary twin, her name is FuFu.” Molly says, pointing to the middle seat.
“Seriously?... I thought crepes come from France too but I saw them at Publix for one dollar and ninety nine cents.” Kristen says.
“Seriously?... I thought crepes come from France too but I saw them at Publix for one dollar and ninety nine cents.” Kristen says.
“I’m hungry mommy,”
adds Molly.
“We’re almost home,
just a little bit further.”
“Mommy, my teacher
said that hula hoops come from France, but I know that she is not telling the truth because mine at
home says ‘made in China’ right on the label and I’m pretty sure China is a
long way from France.” Kristen declares.
“China? I want you
to make me a cheese quesadilla. Mommy, can I have a cheese quesadilla when we
get home?” Molly is getting hungry, munching on her fingers and slurping her
sippy cup.
All are relieved,
especially mother as they turn into the drive. Now she can stop answering lofty
questions and return to the usual simple commands of “shoes off, wash your
hands.”
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