The Toddler is eating lunch. She is having yoghurt (‘oghurt’) for dessert. The Toddler likes yoghurt.
The Toddler has finished her main course. She becomes immediately concerned that the offer of yoghurt may have been forgotten or withdrawn in the 15 minutes since it was made. The Toddler will check. She yells, ‘Oghurt! Mummy! Daddy! Grammy! Oghurt! Oghurt!’
We are trying to teach The Toddler to say ‘please’ when she wants something. The Toddler is good at ‘thanks’, and will now often say ‘thank you’ without prompting. She says ‘please’ (‘pease’) less frequently without prompts. Except when she has already been told ‘no’. ‘More raisys!’
‘No, sweetheart, you just had raisins. No more at the moment.’
(Whimpering) ‘More raisys…pease!’
(Evidently, The Toddler has understood that ‘please’ is connected to requests. It appears, however, that she considers throwing around pleases every time you ask for something to be inefficient. The Toddler feels that using a please in situations where someone is quite willing to accede to your request is a waste of a please. In order to preserve the power of the please, it should only be brought out in situations in which you are not getting what you want.)
So, The Toddler wants her yoghurt. Now. ‘Oghurt! Mummy! Daddy! Grammy! Oghurt! Oghurt!’ Daddy tries to inject some manners into proceedings: ‘What do we say? Yoghurt…?’ The Toddler is a helpful soul. Clearly, some confusion has arisen amongst the adults as to how this yoghurt thing works. The Toddler will assist with clear instructions. ‘What do we say? Yoghurt…?’