It’s five in the afternoon; my daughter Isabella has finished her homework and I tell her to go play with her brother, quietly. I have some work to do, and I’d like them to stop yelling, singing, and throwing things for ten minutes so I can get my stuff done. Alas, my request falls on deaf ears; they have decided they need to play hide and seek right under my nose. This means my daughter hides, while shouting instructions to her brother; he finds her, after which they both scream with laughter.
I am left to wonder, why do my children make so much noise? Is there something wrong with their hearing, or do they just naturally have a higher tolerance for loud and intrusive sounds? And why does this happen when I am at a point in my life where I like things calm and peaceful?
I remember being told to ‘be quiet’ when I was a kid. My parents would interrupt me in the middle of a long, drawn out story about something terribly important that happened to me in school. “For god’s sake, stop!” they’d say, exasperated at my ability to talk, talk, and then talk some more. As a child, I didn’t understand it, but now that I have children of my own, I do.
Then it strikes me: parents regularly complain about the difficulty of talking with their teenagers. Is the fact that we tell our kids to be quiet when they’re younger partially responsible for that? Or do teenagers shut down regardless? I’m starting to think that if I want my children to communicate with me in ten years, we need to lay the groundwork now. So that means, don’t tell them to stop talking just because it’s inconvenient and I’m tired. Also, it doesn’t seem quite fair that we spend all this time teaching them how to talk, only to tell them to stop once they truly master their language.
Of course, there are different kinds of meaning to what our children say when they are very young. “I have a big head”, my son Mendel announced this morning. Okay, sure; he kind of does, in comparison to his scrawny body, so I don’t argue with him. He looks like a lollipop. “Now I’m going to eat my breakfast,” he says, and “I want to watch Sesame Street.”
At the age of three, he mostly narrates his day by stating the obvious. That’s okay; it improves his vocabulary and nobody can disagree with him, which must be good for his self-esteem. He also tells us when things are funny, in case we miss things; and he has recently taught himself to tattle. This is not necessarily a bad thing; most of his tattling focuses on real or perceived crimes committed by his sister. We can do something about it, or we can ignore; he doesn’t seem to care. He only cares about the act of telling us things we might not otherwise notice.
My daughter’s verbal prowess takes a different approach. She doesn’t just tell; she interprets: “Well, this is what happened; you see, it wasn’t really my fault, well, anyway, I forgot.” The underlying meaning is: I know I did something bad, but I’m not going to tell you except for the fact that I’m innocent; let’s leave it at that. Please don’t ask me any more questions.
Paying attention to what she’s really saying is good practice for when she’s older; the built-in interpretation will always be there, as long as you know what to listen for. It’s all about being aware; about not treating what they’re saying as meaningless background noise. A challenge? Of course! Otherwise, everyone would be doing it.