The preschooler Juli (age 3;0) has been using so-little or tiny as well as small and big for the past months.
However, lately Juli has expressed the ASL terms such as #all and half.
For example, Juli would "smooth-talk" me to give her some sweets. She found a way of getting to the bag of fudge sweets that I bought for Halloween and hid it since then. She initially suggested me you eat candy as if to tempt me.
When I let her have one but only an half, she agreed. A while later, she asked for the candy but she begged half (headshake) half. That is, she wanted the whole piece.
Learning that she could get a half piece of candy easier than the whole piece, she often asked for half. But, she also often asked [headshake] half or not half with headshake.
Juli used #all (or "all of them") in one situation with Grandma Z present. Seeing this situation, Grandma Z reported that Juli had used #all[loc] in playtime the other day.
One day a week later, Juli wanted an apple. I emphasized, "Chopped, okay?" in ASL. Juli usually wanted a whole apple but she always ate around the middle only and wasted the rest of it. So I preferred chopped an apple into pieces so that she would eat all. Juli "promised" or assured me, ix-me eat #all.
Juli at age 3;6 was introduced to counting up to 20 under my guide. She was able to count on her own up to fifteen, usually skipping 9 and sloppily forming fourteen and fifteen in mixed order.
One early morning, Juli woke up and sat up on the bed. She told me, get-up; eat apple pancake + drink. ix-me hungry. need eat apple pancake + drink.
One day she had some suggestion: ix-me have idea. ix-me play game. Though, I didn't know what game she talked about.
One night, she was ready to hit the sack. She informed me, ix-me tired. ix-me need to-sleep.
Some of the following new words or phrases that Juli used this week: later.. tomorrow, ix-me need fork (she had a bowl of chicken with no utensil), , and some more shown in the video above.
Got a story to tell your experience and share it with others? Send an email to Handspeak. I'd love to hear about it, too.
Also see Toddler expressing concepts of time
This documentation project follows a baby's language acquisition, literacy development, and phonological acquisition in sign language, specifically ASL, week by week from gazing at birth to manual babbling, to first words just before the first birthday in a natural native-ASL environment and visual culture.
The second-year and third-year documentation continues to follow the same child's language and phonological acquisition and literacy development in ASL on a weekly basis from the one-word stage to two-word and multiple utterances.
The documentary continues to follow the same child's ASL language and literacy development on a regular basis from age three to four. It surveys ASL phonological acquisition and more complex utterances.
These posts on ASL-English bilingualism, language acquisition, and bilingual education may be of an interest for parents who raise a bilingual-bimodal child in ASL (or another signed language) and English (or another written and/or spoken language of its respective) as well as informative and educational for ASL specialists, educators, and professionals.