Every parent waits for the time when their little one utters that first word. The day they say Mama or Dada is a cause for celebration, and to the more sentimental of us (me included), the date, time and place gets recorded in the our sacred baby books. We make a big deal of every mimicked word, every comprehensible utterance, every understandable expression. And when our children don’t start mumbling those precious words by the time the guide books say they should, we start to fret and redouble our efforts to read, talk and teach them every word we feel they ought to know. Truly, a child’s journey into the word of speech is both an exhilarating and gripping experience for any parent.
Since my daughter was born premature under the most unsuitable of conditions (she did have to contend with radiotherapy, chemotherapy and large doses of antibiotics in the first trimester of pregnancy), I am perhaps, more anxious than most mothers regarding her growth and development. When her first set of teeth didn’t come out until she was nearly two years old, I panicked and began seriously wondering if modern science had already invented dentures for toddlers. Only when her precious whites miraculously popped up one after the other just a couple of months before her second birthday did I start to relax. Naturally, when she didn’t start to mumble intelligibly (for her age, that is) when she was about one year, I panicked and began giving her lessons which went something like this:
“Baby, look at Mommy.” (This would necessitate cupping her face to make her look at me.) I would then point to a picture in her book and say: “This is a cake. Say ‘cake’.” To which my pupil would simply reply with a defiant nod of her pretty little head and a surprisingly strong push away from me, and to whatever it is that got her attention. I got so exasperated that I would carry her back to bed, determined to sit her down until she said “cake.” My husband, perhaps alarmed at my seemingly irrational behavior, had to tell me quit it. Of course, she wouldn’t say cake or cat or apple or whatever it is that I was teaching her because she wasn’t ready.
I realized that learning can’t take place if the child isn’t prepared—mentally, physically, emotionally. Comparing the progress of one child to another does not do good to the child and to the parents. It merely pressures the child, takes the fun out of learning, limits their exploration of their environment, and gives us parents undue stress when we should be enjoying every little facet of every tiny bit of information our children absorb as they grow.
But now, oh how she speaks! Just a year later, she can say not only cake or cat or apple, but cow and duck and fish and bird. She can command me to “dwo pish” (draw fish, that is), her dad to “dance,” and us both to tell her an impromptu (those extemporaneous speaking contests we participated in college were useful, after all) bedtime story—in which she decides who the characters are—whether it is Mr. Cow or Mrs. Duck or Mr. Fish. She tells us if she doesn’t like a movie being played, whether she wants to see the MariMar or Michael V’s dance videos, and when she wants to wash her hands or take a “showel” (shower, that is). And when it rains, she expects us to let the poor chickens inside the house when she says, “’icken showel luoy” which basically means, “poor chicken-she’s wet”. To make caring for her more convenient, she can tell us when she wants to potty and if anything hurts.
It is wonderful, this gift of toddler gab, truly what every parent awaits in the progress of their young. And it never ceases to amaze me as I listen to my little girl how someone so little could speak so much.
