6 much

"I want the much Jelly* has. Is that the much Jelly has?" SS3 asked, as her father poured orange juice into her cup at the Shabbos table.

"It's how much SS gets," said her father.

"I'll count it," she said, running her finger randomly up the side of the cup, "1, 2, 3, 4, 5, 6. It's 6 much. Jelly, count yours. Do you have 6 much?"

2 year old Jelly runs her own finger randomly up the side of her cup. "1, 2, 3, 6, 7. Yup, it's 6 much!"

Both children happily drink their orange juice.

*(Jelly = NL2, but as she was answering to "Jelly" for the year she was 2, I left that here.)

Two, too, to

Jelly (NL2) is two. Being two is very important. Whenever someone is counting out loud, and gets to two, she immediately pipes up with "I'm two!" Sometimes she also says it when someone used the word "too" or "to" instead of "two," but hey, she's only two and she doesn't spell so well yet. She does however, have a good grasp of numbers higher than two when she wants more of something!

Case in point: This week CD9 came home from school with a can of Pepsi. It was her prize from some school program. (We can talk some other time about school prizes being sugary junk! Needless to say, I was less than pleased.) Anyway, CD shared her Pepsi with some of the other kids. Jelly wanted more. CD told her, "I think you had too much soda already." Jelly wasn't fazed by that. Immediately she came back with, "I want four much!"

Say what?

SS3 came running into the playroom from the hallway, obviously very upset. "Mama," she said, "MM4 put a chalking hazard in my hair!" "You mean a choking hazard?" I asked, only to have her respond, "No, a chalking hazard. We were drawing with chalk and he put a chalking hazard in my hair! We need to wash it out."

It's so hard to be three, especially when you have to deal with big brothers who put chalking hazards in your hair.