Fishy

Show and Tell Day with two year olds is always a trip... (have I mentioned that anything with two year olds is always a trip?) but last Thursday topped it all.

Meet Copper, our new classroom pet:

What is this, you may ask? I think I will call it the World's Largest...Tadpole!

We took a class poll to see what we should name him. Some of the options were: "T-Rex," "Dinosaur," "Fishy," "Copper," and "Orangey." In the end Ms. Becky and I made an executive decision. Copper it is!

Though we've told them numerous times that it's a tadpole and not a "fishy" there are some that cannot grasp that concept. I cannot wait to see the look on their faces when "fishy" is one day a "froggy." And of course, I'll keep you all updated.

Eddie Eagle and Gun Safety

Today at work we had a speaker come in and talk about gun safety. We watched a little animated film about Eddie the Eagle and his concern for small children playing with guns. (See video here.)

In the video is a little song and dance to help kids remember what to do if they ever come across a gun. It goes like this: "Stop!" "Don't touch!" "Leave the area!" "Tell an adult!"

After the speaker, many of my kids were still singing the little song. One little girl came up with her own rendition: "Stop!" "Don't touch!" "Teeeellllll a grownup!" ("Tell" drawn out for emphasis and to make up for the words she knew she was forgetting.)

Upon hearing this, another little boy, obviously thrown for a loop by his comrade's three-year old slurred speech tried to mimic her new rendition with this: "Stop!" "Don't touch!" "Teeeellllll a doughnut!"

Grownup...doughnut... I'm pretty sure he never figured out exactly what it was he said to make Miss Emily laugh that hard!

Arguing Prepositions With A Two Year Old

Here is a recent conversation I had at work. The kids were walking outside around the building (wet playgrounds are such a bummer) and were instructed to stay within the yellow no parking lines painted on the asphalt as cars often come quickly through the parking lot. (Click here for a visual.) This particular child was walking the outer yellow line, much like one would walk a tightrope...

Me: "Molly, stay on the yellow please."
Molly: "I am on the yellow." (as she walks the yellow line)
Me: "Ok, stay in the yellow then."
Molly: (looking puzzled) "I am in yellow."
Me: "No, you're on the yellow. I said stay in the yellow."
Molly: "I am on and in yellow."
Me: "No you're... [insert look of defeat here] ...just hold my hand."