Category Archives: Early Development

The Importance of Reading Stories to Your Child During the Pandemic

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Donna Burke Esgro

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Reading, thoughtful reading, is more important than ever for children during this time of social distancing and on-line learning.

Deep reading is the giving up of oneself to a story, falling into the character’s lives, sharing their hopes, fears, successes, and failures. Whether the characters are wizards, orphans, bullies, hedgehogs, or heroes, we experience their trials as universal.

Early childhood experts and social scientists agree that reading fiction (from picture books to classic novels) helps build Theory of Mind. TOM is the ability to understand the desires, intents, and beliefs of another. To be able to identify with another is a key cognitive skill that begins developing early in life.

Humans, as the current state of distancing has brought into sharp focus, are social beings. Social beings who, for the sake of themselves and others, are living now in a state of modified distancing for the near distant future. But just because we are physically in a bubble, our minds, hearts, and souls do not have to be.

As the brain reads it becomes very active. It literally sparks! Neurobiologists have discovered that the same regions of the brain are stimulated by reading about something as they are by experiencing it.  While reading, hundreds of neural connections are made that include recognition, understanding, awareness, and acceptance of different points of view. New thoughts and feelings arise, as we read, that nurture our ability to feel empathy.

Reading, because it has the power to shift perspective and encourage one to think outside normal bounds, has the power to change society. In this binary time, when there is a tendency to believe that one is on one side or another, reading opens minds and develops the art of listening.

As we are well aware, most of the healing needed in our society will not be solved by a new vaccine. By reading often to our children and, as they grow, encouraging them to read, we can, in our own homes, be part of a process of building the necessary compassion for all people that is vital to our future.

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The Palace of Discovery

IMG_6968Days of Discovery – Monterey Bay Aquarium

“The Palace of Knowledge is different than the Palace of Discovery.” Mary Oliver

As students go back to school, and even at very young ages experience the mounting pressure of being judged on their “knowledge” it is important for both parents and teachers to think about what knowledge truly is, and whether or not it can be tested, bell curved, and graded. Is knowledge acquiring a perfect score of 100%? If one’s intellect can be confirmed as superior by A grades, by being able to re-state exactly what has been told to us, students might as well be on a conveyor belt that boxes up perfectly educated children and spits out discards, those who just won’t fit in that box, misfits whose report cards generally fall into the standard deviant, below average range.

I recently had the experience of watching a dedicated team of staff divers at the Monterey Bay Aquarium’s Days of Discovery spend hours in the water with several groups of children… Children whose disabilities and special needs ranged in varying degrees of severity, those with cognitive impairments such as Down Syndrome and autism, others with physical restraints, muscular dystrophy, spina bifida, cerebral palsy…
These children, some of whom are paralyzed and others whose own minds keep them bound, were, for a short time released… floating freely in the bounty of the Aquarium’s Tide Pool, discovering the startling cool water, the clamminess of kelp, and the delicate whorl of the tidal snail.

Watching their alert faces and expressions of joy there is no doubt that they were learning, but were we to test them on their experience how would they fare? Can a child’s mind be evaluated on the intricate neural connections that are made by the scent of the sea, the spikiness of a sea star, or the ability to trust a smiling stranger in a scuba mask? Can what the heart discovers be graded? I would not want to be the one who has to decide such a complex and intimate attainment.
Regardless of age and regardless of subject, the more that we can impart the glory and the wonder of the world to students, the more they will learn. Learning is not static. Information continuously flows from one synapse to another creating patterns of recognition and understanding that build knowledge. It cannot be forced or coerced into being. It cannot be accurately labeled as above or below average.

What can educators learn from the children that participated in the Days of Discovery program? That all children have special needs, wants that are so well hidden we often can’t recognize them. Champion the child that doesn’t fit into a standardized mold. Trust that knowledge is being imparted in different ways to each child and, knowing this, to offer a variety of ways to learn.

Brilliance is often overlooked because it is defined by creativity which cannot truly be measured. Be wary of putting to much emphasis on testing, for children will universally shut down if they are shamed by poor grades. I witnessed a child at my local library the week that school began put her head down and cry twice within a half hour over homework, her mother becoming increasingly impatient and irritated with her as she erased her answers again and again. Ask yourself what will be learned from this experience.

There has to be a better way to teach in which students are seen as explorers, encouraged to float freely in this odd and beautiful world – where knowledge is not judged by quarterly report cards, but in the soul, a sacred and individual palace of discovery.

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young scientistMichael Esgro 1991 – Volunteer D.O.D. Scuba Diver – Lifetime Explorer

 

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The Symbiosis of Writer & Illustrator

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One of the earliest books ever read to me was Honey Bear by Dixie Wilson (1923), illustrated by Maginel Wright Barney. As a very young child I was mesmerized, both with the rhyming story and the exquisite illustrations-the dusky velvet sky, the deep lavender shadows, Honey Bear in his rumpled rose colored jacket…

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Once upon a summer in the hills by the river

Was a deep green forest where the wild things grew

There were caves as dark as midnight

There were tangled trees and thickets

And a thousand little places where the sky looked through

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Later, as an adult, I read Algonquin Publishing’s introduction to their series of books for children:

“The makers of Sunny Books believe that books for children should be not only entertaining, but conform to the highest ideals of beauty in book-making, so that the fortunate child who owns them will develop good taste in reading and in art.”

Fortunate, indeed, I was, to fall so completely and sweetly in star dusted love with literature long before I could read.

When choosing first books for your child, be aware of the quality of both writer and illustrator. There is deeper enchantment in the reading of a story when both artists work in harmony with respect and passion for their material.

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The Mad Hatter: “Have I gone mad?”

Alice: “I’m afraid so. You’re entirely bonkers. But I’ll tell you a secret. All the best people are.”

Alice in Wonderland has been illustrated by many artists over the years. But, the original black and white John Tenniel drawings reflect best the oddness and dreaminess of Lewis Carroll’s masterpiece. Carroll was a visual artist as well as a writer and knew the importance of the illustrator’s contribution to the integrity of the story. He could have chosen among dozens of children’s book illustrators adept at depicting whimsical fairylands. Instead he chose the acerbic Tenniel, known for his wicked sense of humor and grotesque political cartooning. The choice is intriguing and telling.

My mother often told me the story about how, when she was a little girl, she would sneak down into her grandfather’s library after everyone was asleep and read. Late at night, in the shadows of the dark room, she was both spellbound by Alice’s adventures and terrified by Tenniel’s drawings. A fact that, I’m sure, both gentlemen would have appreciated.

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Piglet: “How do you spell ‘love’?”

Pooh: “You don’t spell it…you feel it.”

In a similar close relationship, A.A.Milne worked with Ernest H. Shepherd to create the charming Winnie the Pooh books. Together they capture the elusive innocence of a young child’s long golden days at play…the simple drawings a metaphor for the zen like simplicity of the characters. Disney’s much commercialized renditions, with their artificial cuteness that have turned Pooh from a humble sage to a bumbling clown, are loud, garish, and awkward when compared to the delicate and sensitive drawings of the original illustrator.

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Charlotte’s Web would still be a classic without E.B.White’s collaborator Garth Williams’ illustrations, but has anyone else ever drawn Wilbur, Charlotte, Fern, or the well meaning Mr. & Mrs. Arable with greater humor, compassion, gentleness, and love? This is a difficult book emotionally as its principal theme is suffering and death. Yet Charlotte’s story shimmers with hope. Williams’ tender black and white illustrations attend to the sacredness with which the author sees life and death.

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But Charlotte,” said Wilbur, “I’m not terrific.”

“That doesn’t make a particle of difference,” replied Charlotte. “Not a particle. People believe almost anything they see in print. Does anybody here know how to spell ‘terrific’?”

In cases in which a wonderful writer is also an accomplished illustrator, such as the works of Maurice Sendak, Rudyard Kipling, or William Blake, the reader is twice blessed with this deeper plunge into the original story creator’s mind. The fantastical fracas of Sendak, the exotica of Kipling, and the metaphysicality of Blake are omnipresent; as much in each brushstroke as in each word.

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“It is such a mysterious place, the land of tears.”

Although Antoine de Saint-Exupery never considered himself a visual artist, who can help but fall in love with the earnest Little Prince? The spareness of Exupery’s watercolors perfectly express the underlying message of his simple yet profoundly wise moral tale. And although I agree with The Little Prince that “What is essential is invisible to the eye”, it is often through, not only our reading and uses of imagination, but through our contemplative gaze that the invisible is revealed to us, clear, in all its squalor and glory.

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“Let The wild rumpus start!”

Maurice Sendak

Where the Wild Things Are

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The Way of the Reader

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“The most precious gift we can offer anyone is our attention.”
Thich Nhat Hanh

 

We live in a distracting world, but we fool ourselves when we think that, by doing more than one thing at a time we are being efficient. To be mindful, fully present in the moments of our lives, sounds deceptively simple, but, especially in this electronic age, is a decided discipline.

Reading, because it slows one down and encourages uses of imagination and focus, can be a gentle bridge to serenity.

As more and more children abandon reading for electronics, neuroimaging research shows that excessive screen time damages the developing brain by creating structural and functional changes in the regions that control emotional processing and cognitive control.

Of particular concern are findings that show damage to areas of the brain that equate physical attributes, such as facial expressions and body language, with emotion. This kind of damage, combined with the rapidly growing trend to spend more time socializing online than face to face, are a cocktail that severely impacts healthy social emotional development.

Conversely, reading develops brain connectivity, particularly in the left temporal cortex, the area of the brain associated with language and in the the sensorimotor region, the region of the brain responsible for something called embodied cognition, the ability to empathize.

Studies show that daily reading also increases connections between the brain’s hemispheres.  These neural pathways aide in the growth of a multitude of complex cognitive functions.

Undoubtedly, reading makes you smart. But does it also make you wise?

When we read to our children we encourage them to be still in body and mind, to listen attentively, and to focus intently. We offer a refuge from the jangle of the modern world and give them our full attention in a joyful and quiet way.

Reading develops Theory of Mind (ToM), the ability to understand that others have needs, desires, thoughts, and feelings that may be different than one’s own. These early stirrings of compassion are the foundation on which tolerance is built.
Reading, by its very nature, takes us outside ourselves. We become emotionally and intellectually sympathetic to characters who often are quite unlike us. This creates, in the child, an attitude of acceptance in which he or she is not threatened by foreign ideas…the seeds of a peaceful world.

Like a spiritual practice, reading offers a time to reflect, to ask questions and to examine one’s own life. It helps to foster what Albert Einstein called “holy curiosity.”
It makes us receptive, open to new concepts that inspire wonder, creativity and clarity…Deep reading allows us a singular meditation even in the midst of chaos and confusion.

In an often dark world, books illuminate.
Statistics show that, after their schooling is completed, almost half of the population of the United States never reads a book again.

So, if you ever find your children reading under the covers with a flashlight, quietly close the door and let them stay up late, their growing minds and hearts filled with vivid imagery and emotion as they follow their own singular bumpy twisty  roads to enlightenment.

 

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Be Inspired

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©donnaesgro

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“Sometimes you read a book and it fills you with this weird evangelical zeal, and you become convinced that the shattered world will never be put back together unless and until all living humans read the book.” John Green – The Fault in Our Stars

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The first story I remember being read to me was Honey Bear, by Dixie Wilson. The cadence of my mother’s voice, the enchantment of the illustrations…I couldn’t get enough of this little book…its Belle Epoque watercolors and rhyming verses like the bells of fairies. It took me to a place I never knew existed, a wondrous place. I was inspired, in the true sense of the word, filled with the spirit of literature.

Yet the feelings this story aroused were not simply of joy, but also, like all epiphanies, laced with longing. I traced my fingers over the delicate illustrations…the glowing cottage in the dark woods…the garden blooming with anthropomorphic flowers. I yearned to be there, a part of this loving family in their rapturous world.

The next book that hit me like a thunderbolt was E.B.White’s Charlotte’s Web. I was seven and longed with all my heart to be Fern…raising a baby pig, sitting silent in the barn privy to the conversations of animals…brave and tender Fern, who stood up to her father to save a helpless runt…reckless Fern, swinging out from the high loft of the barn on an old rope…circumspect Fern, who deeply listened before she spoke.

As an awkward ungainly preteen, the intelligence and independence of Nancy Drew seemed out of reach. Yet, I collected, read and re-read the dozens of blue cloth covered editions…her ordinary world so extraordinary to me, the wide tree lined streets, the stately homes with their generous porches, her stalwart convictions, her steadfast fight for justice while speeding around jauntily in her roadster without a blonde hair out of place.

I abandoned Nancy when I discovered Jane. Austen’s heroines were women I could imagine myself becoming…snubbing high society’s mores while strolling through formal English gardens…exposing hypocrisy while dancing in gilded ceilinged ballrooms.

The spiritual journey that books set me on is a never ending one..sometimes an Autobahn, sometimes a labyrinth, but mostly a twisting path that splits into many side roads…from Anna Karenina to Chekov, Turgenev, and my first true love, Dostoevsky…from a short story by Guy de Maupassant to Flaubert, Victor Hugo, and Proust. Today the books on my nightstand spill into stacks on the floor.

“So many books, so little time.” Frank Zappa

Although it is important to allow a child in a library or bookstore free reign to explore, it is also a good idea for the parent to be aware, just as he or she is aware of what foods are nutritious for the body, what books develop a child’s mind in healthy ways. Publishing for children is, after all, a business, one which is heavily researched and marketed to be delivered in bright shiny packaging designed to lure your child. So be aware, there are books that exploit rather than respect the child. The next time you take your child to pick out books, be involved in the process, find stories you loved as a child and point them out. Don’t forget to get a book for yourself, too. Your example, by way of the value you place on reading, is truly inspirational.

Of course, great children’s literature doesn’t have to be fiction, wonderful nonfiction books such as those by Gail Gibbons, Charlotte Zolotow, and Tana Hoban broaden the child’s knowledge of their immediate environment and answer many of the child’s unasked questions about how the world works.

Below is a link with a list of some outstanding children’s books:

http://www.readingrockets.org/article/75-authorsillustrators-everyone-shouldknow

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Books provide escape and comfort, but they also introduce the eternal questions, Why am I here?, ponder good vs. evil, and inspire us to wonder. My daughter, in her devotion to one of literature’s greatest female role models, Dorothy in the Wizard of Oz, would not take off her ruby slippers for weeks, even to go to bed.

Whether you find your inspiration in Candy Fairies or Candide, whether you are reading from a rare first edition or a Kindle, books will always be a journey of egalitarian enlightenment. Follow your heart. The world today needs inspiration.

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So please, oh please, we beg, we pray

Go throw your TV set away

And in its place you can install

A lovely bookshelf on the wall

Roald Dahl – Charlie and the Chocolate Factory

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What books have inspired you or your children? I’d love to hear from you.

Fight Like A Girl

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©Pee Wee Pumps

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“Bless the beasts and singing birds and  guard with tenderness small things that have no words.”  Anonymous

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As a baby girl grows, she not only listens to her inner voice to determine who she is, but to all the voices with which her culture speaks to her. It is critical that those who love her help her to believe that she is strong, smart, and valued for her unique and singular identity.

The photograph above is from the Pee Wee Pumps website which sells infant safe high heels sized 0-6 months. (This tiny model is wearing “Diva” – a Black satin high heel crib shoe  offered at $53.99 a pair. Other baby stiletto choices include Sassy, Swanky, Glamorous, and Wild Child.)

I cannot imagine, when so many women around the world are fighting and dying for their rights, the right to control their own bodies, the right to be educated, the right to be treated with the same respect as the men in their society, and the right not to live in subordinate fear, why anyone would think it was cute to dress a baby girl up in faux high heels. Putting an infant in this ridiculous outfit is objectification at its lowest form, because it is perpetuated on an innocent before she has any cognitive association to the meaning, uses, and symbolism of the product.

A parent’s eyes are the child’s first mirror. When parents encourage their little girls to conform to stereotypes they help create at deep emotional and intellectual levels feelings that lower self-expectations and self-esteem. In The Second Sex, Simone de Beauvoir postulates that “sooner or later women will arrive at complete economic and social equality, which will bring about an inner metamorphosis.” It is respect for this fragile inner metamorphosis that is necessary in order to achieve independent, self-assured, and confident young girls.

No discussion about creating this kind of societal psychological shift is complete without mention of the stereotyping of boys. One does not exist without the other. It is just as harmful to tell a little boy that he is allowed to get angry and fight back, but it is not “manly” to cry, as it is to condone a little girl’s tears while telling her that girls don’t fight.

From Disney to Darkest Dungeons traditional gender stereotypes are constantly perpetuated in the media and in the marketing of “girl” and” boy” products.

Males are: Competitive, assertive, athletic, competent, strong, tough, aggressive, dominant, and stoic.

Females are: Emotional, romantic, sensitive, frail, passive, tentative, submissive, naïve, and seductive.

These roles, seen over and over as the child grows, normalize character traits based on gender and project unrealistic goals, from female body image to macho posturing. When someone speaks for us, we lose our voice. Boys are in danger of becoming emotionally isolated and girls lost in the never satiated need for approval.

How does a parent fight this cultural vortex and its strong emotional, social, and economic current? Believing in gender equality is all very well and good but we need to act on our beliefs in a conscious way. The most important way we teach our children is through modeling behaviors. Reject stereotypes as they arise and talk about it with your children. You will be surprised at how aware they are. Even two and three year olds will tell you that fuchsia is a girl color. Don’t just accept that. You don’t have to force your little boy to buy a fuchsia backpack, but you can ask your child why he thinks fuchsia is only for girls and point out all the amazing fuchsia colors in nature explaining that a color is just a color. Gently plant the seed and trust in your child’s innocent clarity. It is we that muddy this clarity with our pinks and blues.

Stereotyping is a kind of prejudice that leads to sexism in our personal and public lives. We are male and female, of course, and that is a wondrous thing. But, first, we are human beings born with a keen desire for pride and dignity and an innate need to dream and explore without limits.

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The Adaptation of Children’s Literature

“Words are a net to catch beauty.”

Tennessee Williams

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Publishers who abridge, adapt, and condense children’s literature use the classics as a commodity. Although the expressed intention is to introduce these writings to a younger audience, this is not a enterprise done with love of prose in mind. These summarized novels are more like CliffNotes in terms of their inability to bring depth and understanding of the original works to children.

I was working with a fifth grader this holiday season and suggested that she read Charles Dickens’ A Christmas Carol. She pulled a paperback down from her shelf and told me, listlessly, that she had already read it.  I glanced at the book and saw that it was an abridged version.

A Christmas Carol is a novella, short in length, but opulent in sensual imagery and fervid emotions. Books, unlike films, do not need to fit into certain time frames which necessitate condensing. The only reason, then, to abridge the work is to “dumb it down” so that the young reader has less work to do to get through what often is fancifully arcane and luxurious language.

But, isn’t that one of the gifts of reading the classics? To allow words to transport us, to give us the sights, sounds, smells, textures, and tastes of exotic places and to teach us, through this process, that human needs, fears, passions, cruelties, jealousies, hypocrisies, insecurities, and reckless braveries have always and will always be a part of the elegant tapestry that makes us human.

By reading only the adapted version of A Christmas Carol, my young friend missed such stunning passages as:

“You are fettered,” said Scrooge, trembling, “Tell me why?”

“I wear the chain I forged in life,” replied the Ghost. “I made it link by link, and yard by yard; I girded it on of my own free will, and of my own free will I wore it.”

Instead reading:

“You are tied in chains, tell me why.” “I am a prisoner of the chain I made for myself during my life. I chose to wear it.”

I don’t blame any child for not being impressed with such insipid language. I suppose ”fettered” and “forged” are considered to be too archaic? The lyrical rhythm of the language, the repetitions that bring the readers’ attention to the importance of the ghost’s statement, have disappeared in the effort to be economical and simplistic with words.

Our children are more capable than they are often given credit for. A fifth grader should be able to read Charles Dickens without it being predigested for her.

Begin the process of introducing the sometimes odd, yet lovely language in classic children’s literature to your child when he is too young to read the originals himself. Resist the colorful Disney paperbacks of Winnie the Pooh or the Fairy Tales and instead read A.A. Milne and Hans Christian Andersen. Trust that your child will listen, and in this listening, not only become enchanted, but begin to build an understanding of the unique experience that reading can be.

A Christmas Carol was written almost 200 years ago, yet the story, because it is based on essential truths, is immortal. Don’t be a part of the wrong thinking that believes that the rewriting of the classics for easy consumption is a gentle introduction.

These works are a precious legacy from a passionate group of writers. Each carefully chosen word should be valued and respected.

Gustave Flaubert (1821-1880) said about his writing,

“I tried to discover, in the rumor of forests and waves, words that other men could not hear, and I pricked up my ears to listen to the revelation of their harmony.”

And Tennessee Williams (1911-1983) stated:

“Words are a net to catch beauty.”

Every word in a classic book, whether it be War and Peace or  The Little Prince, is vital. You might as well take the “excess notes” out of Mozart, Bach, or Vivaldi to make the melodies easier to follow.

We live in an age of sound bites and texts. It is healthy to balance this diet with something that demands an exacting focus. Better to read less dense classics such as as Charlotte’s Web or Charlie and The Chocolate Factory unabridged than to give your child an abridged version of Treasure Island, Peter Pan, or The Secret Garden.

Reading more difficult text builds both critical thinking (which stems from analyzing, predicting, and imagining) and self esteem (which builds as the child succeeds at tasks that at first seems arduous). When your child feels an eagerness to get back to the characters in a book and a vague sadness when the story has ended, that’s when you know that the bridge between learning to read and becoming a reader has been crossed.

If your child begins to read a classic and then discards it as being too hard, please help her manage, as you once held the back of her bicycle when she went from training wheels to two wheels. Read aloud to her. You may only need to read the first few chapters before she is pedaling on her own.

In the chaos that our modern life so often is, there is nothing more meditative than learning to turn to a book to remind you that although turmoil has always existed, so has abundant spiritual generosity and unbounded love.

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May Our New Year Shine Gloriously Bright with Hope.

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Learning to Listen

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A child must learn to listen before he can listen to learn. Experts agree that the conditions which most affect  literacy take place in the home, long before a child enters school. Children listen, understand, and speak before they read, write, and spell. Without the former, the latter is impossible. It follows that the more developed a very young child’s language skills, the easier time he will have learning the academics of literacy. Reading to your child from the very beginning will help develop listening skills that are invaluable later in life. At first your active baby won’t have the attention span to allow you to read all the words of a book to her, but just sitting together enjoying books, talking about the illustrations, is enough to start. As time goes by, a young child who has access to a bookshelf will soon be seeking out books and sitting quietly pretending to read. This activity is not, simply, adorable. For a child, the act of pretending is a major step in learning a new skill.

In order to help a child learn to listen, keep the home environment as free of unnecessary distraction as possible. Turn off the background noise. This simple act will help to create a more peaceful atmosphere conducive to contemplation…and to reading. Music is not usually a distraction, but the news and commercials that accompany radio and television certainly are. Children are sensitive and their hearing is acute, try to shield them from the constant advertising and, more importantly, the disturbing violent events that are, sadly, so often in the news.

Another aspect in teaching children to learn to listen is to listen to them! The respect that you show when you pay careful attention to a child’s stories and questions teaches him the importance of listening. Ask interactive, open-ended questions that offer the child not only an opportunity to express himself but to develop cognitive skills. Avoid “baby talk” or talking down to a child. Children love “big” words; adults often underestimate their insatiable curiosity and innate ability to learn them. Books add a multitude of new words not used in daily life that enrich and enlarge your child’s vocabulary exponentially. The art of thoughtful listening is fast becoming obsolete. Help your child become attentive in a culture rife with sound bites, twitter, and the abbreviated language of texting. It is only in listening closely that we truly learn.

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To teach is to share knowledge joyfully; to learn is to listen with equal joy.  Teachers are all around us:

The Power of Poetry

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Poetry is often looked upon as irrelevant, a part of another era, when people had more leisure time, less distractions; when conversation was an art, and life wasn’t so frenetic. Yet, it is well documented by linguists that children who have early exposure to poetic verse and the phonemic and syllabic sensitivity it brings, have an easier time recognizing individual sounds and learning to read.

Poetry is the heartbeat of literature. Begin a rhyme in a room full of children and watch what happens…a sudden attentive stillness. Even babies, who can’t yet understand the meaning of the words, are entranced by the patterns, repetitions, and rhythms:

I am Sam

Sam I am

That Sam-I-am That Sam-I-am!

I do not like that Sam-I-am

Do you like 
green eggs and ham?

I do not like them, Sam-I-am.

I do not like 
green eggs and ham.

Dr. Seuss – Green Eggs and Ham

Rhyme draws attention to the ending sounds of individual words – alliteration to the beginning. The musical language of poetry rings and reverberates, creating in the child a fundamental joy in literature.

But should the reading of poetry end with nursery rhymes? The emotions that poetry evokes are universal. As children grow older, the reading and writing of poetry can help them to cope with vulnerable truths that are too fragile to share in other ways…love, pain, death, transcendence…feelings not likely to be discussed on Facebook:

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Reading aloud one’s own poetry creates a forum for individual expression that inspires confidence and pride. To communicate profound feelings and see that others share them is a transporting experience. In a school system that stresses the head – test taking, memorization, grades, and competition – poetry celebrates the heart. In this increasingly homogenized culture, poetry’s power lies in its originality-whether wild with rage as in Allen Ginsberg’s Howl, or soft with the tenderness of e.e.cummings’ somewhere i have never travelled, gladly beyond, poetry connects us intimately and immediately to our deepest feelings.

The language of poetry encourages inventiveness with words. Hope is “the thing with feathers” (Emily Dickenson). Eyes are “the window to the soul”(Shakespeare). Poetry conjures images that broaden and enlighten the mind. Metaphor and simile invite the reader to look at life in different ways, using unexpected correlations that inspire creative thinking:

The fog comes

on little cat feet

It sits looking

over harbor and city

on silent haunches

and then moves on

Carl Sandburg – Fog

From the rocking rhythm of early lullabies to the healing strength of dirges, the simple truths of poetry cross all cultures, all boundaries. Introduce poetry early to share the wonder of words with your child, but don’t lose track of how poetry’s elegant, eloquent elucidation can inspire us throughout our life

Literacy – How it Begins

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“The invariable mark of wisdom is to see the miraculous in the common.”

― Ralph Waldo Emerson

Oral language is the foundation of literacy. Within a few short months an infant’s cries become babbles, then, suddenly, talking! Soon, the young child understands the meaning of thousands of words. The acquisition of language happens at a remarkable speed. Every time a child learns something new, it becomes a part of his knowledge base. Since words are simply articulations of concepts and feelings, it is evident that a child’s vocabulary should be measured not by how many words he knows, but by what he knows about each word.

The more ideas that the child is exposed to, the deeper her understanding of certain terms: A child whose favorite book is Goodnight Moon understands the conception of the moon in a more visceral way once she has seen a bright full moonrise, or watched the moon disappear behind a cloud lined with silver. Thereafter, whenever the book is read to her, these images flood her mind allowing a richer appreciation of both the word moon and the familiar bedtime story.

One of the most giving words in the English language is the word, “Look!” When you invite a child to look, you give him the gift of your time, attention, and awareness. You joyfully invite him to join in a shared experience and with this simple word illustrate how communication bonds us. “Look! A dragonfly!” Fills the child’s mind with dragons, butterflies, fairies… “Can it breathe fire?” I have been asked. These opportunities to enlarge your child’s perspective happen daily, and books are a wonderful way to extend this rapid accumulation of knowledge. While the opportunity to see a rainbow doesn’t happen everyday, books, both fiction and non-fiction, can share the beautiful imagery of a rainbow with your child, reinforcing such basics as color recognition, but more importantly, encouraging him to see the wonder and glory of the natural world…and to look for rainbows everywhere.

Children are born scientists – curious and eager to explore. Knowledge is not a mere collection of facts, it is alive, pulsing-a process of discovery. Books provide an access to worlds that we cannot, otherwise, enter. From the bioluminescent depths of the sea to the mystical outer edges of the known universe, books satisfy the need and the love for communication that begins with the infant’s first cries.