March 18, 2013 by Nathaniel Tower
It’s no secret that writers and English teachers aren’t fans of bad grammar. When my students say, “Alex and me did our project,” I can’t help but correct them. I am their teacher, after all. It’s not like I would correct the cashier at Target or a friend in a casual conversation at a bar.
She’s not yet two (March 30th is her birthday), but she talks up a storm. She knows the alphabet (although the L-M-N-O-P run gives her a little trouble). Her counting skills are terrific (yeah, she occasionally starts with 2, and sometimes she leaves out 7 and 8, but who really needs those numbers?). She strings together some great sentences, but sometimes her grammatical structure is a little off.
But it’s just too darn cute.
Whenever I sneak up on her she squeals, “Daddy scare you!”
When she runs through the house she says, “Lena running. Lena fast.”
If she’s set on doing something herself, she shouts repeatedly, “I’madoit!”
Should I really tell her the curious way that plurals sometimes work? Should I work on her pronoun usage and tense issues? Should I tell her the need to use correct verb forms? Would I really prefer she say, “Father, I am going to do it.”
Nah. She’s a kid. And I’ll let her be a kid. Sure, I’ll teach her as much as I can (I really try to get her to say 7 and 8 when she counts, which she usually does now, and I always correct her when she starts her counting with 2). Some things she just needs to get through on her own. I could try to teach her the correct way to say everything, but I think she’s right when she says, “I’madoit!” She needs to do it her way. For now.