Foundations for Literacy:� Oral traditions and nursery rhymes for young children

Rosario Villasana-Ruiz, M.A.

“the nursery rhyme, is essentially poetical because essentially musical” Professor Cammaerts

Current concerns about literacy development in young children have overshadowed a well known and timeless tool that children love.� The oral tradition. �This tradition has been a favorite of children, parents and grandparents for a number of reasons.� It’s joyful, rhythmic and fosters relationships.� Before we belittle joy remember that this is a critical element in learning, babies are born with an innate sense of curiosity, of wonder at this marvelous new place with these wonderful human beings who they find endlessly fascinating.� As they discover the qualities and elements of the people and world around them the joy of discovery motivates them to go on to the next stage and the next ability.� Too often these beginnings are overlooked when planning programs for children.� Instead, we replicate the elementary grade school format for programs serving young children and even babies.� Walk into most preschool or toddler programs and you find bins of materials, electronic equipment and tables and desks complete with computers.� One sees little people sitting at work in too many schools. Where is the child in this setting?� How are the children doing in these settings?� And what are we really teaching?

Literacy is important, and, it is true that learning to read and write is hard work, but it is also true that these are the end result of a long and important process.� Too often in our rush towards the end result we minimize or even eliminate the foundations of this process…learning to speak, sing, communicate, opportunity healthy movement experiences, learning to express and have a genuine interest in those around us.� Communication is about being known and wanting to know others.� It is about having our needs met on many levels.� Reading is how we know what others think, what has happened in the past, cultural traditions, the power of imagination, what is known and considered important enough to write down.� Writing is about letting others know what we think, feel and believe, what we’ve lived and concluded or imagined about our experiences—it is expressing our selves in print.�

How will we help children do this?� �Research shows that children are communicating from day one; infants are quickly able to get our attention and communicate their needs in a non-verbal way.� Their perceptual abilities are much more developed than was commonly believed, we now know they see at a distance of 8-15 inches at birth (perfect for looking into mom’s face during breastfeeding) and that this ability develops quickly.� We know they hear even before they are born and that they prefer the sound of the human voice.� Babies perceive sounds and are able to discriminate sounds from all the languages of the world up to approximately ten or twelve months after which they lose the ability to discriminate sounds they do not hear in the language spoken around them (Werker and Tees 1984). Because language is “caught” in the environment experts suggest talking to babies, singing and playing touching games that are rich in language.� �These are natural and relationship based ways of providing the material needed for children to sort out the rules of language and social interaction.� The four major systems—phonology, semantics, syntax and pragmatics are largely mastered by the time the child is three years of age.� Unfortunately, “talking to your baby” is easier said then done in today’s world.� Physicians and speech therapist have grown alarmed at the large numbers of three - five year old children who have language disorders.

����� Research carried out from 1988 to 1992 found an average of 25 percent of the children had speech disorders, half of these cases being classed as mild and the other half ranging to severe. At first this result seemed unbelievable as a comparable study ten years earlier only found four percent, a figure which corresponded to previous results.� The numbers were examined, but did not change.� In ten years the level had risen by more than 20% - a frightening diagnosis!”

��������������������������� Rainer Patzlaff, Childhood Falls Silent (p.3)

Most often this situation is understood to be the result of a loss of conversation opportunities, the hectic lifestyles most families live and the dramatic increase in “screen time” for even our youngest children.� This is jeopardizing healthy language and literacy development to such a degree that it has led to a call to arms from leading educators and doctors with the American Academy of Pediatrics issuing a statement urging�� “No TV for children two years of age and under”.� This was a bold move that highlighted the critical importance of the early years and began to point the way to examining the serious implications of social factors in healthy development. In some educational circles no TV for children through 7 years has been implemented with great success. �As many teachers will tell you, children no longer know how to play, they are imitating what they see on television and their language is alarmingly limited.� On the playground and in the classroom children are reenacting the cartoons they see daily, often for extended periods, it is no wonder that language has suffered and been reduced to short fragments of sentences that sound more like the 3-4 word utterances of superheroes.� Another important effect is the impact this practice has on physical development. In the United States the surgeon general declared obesity a national health crises several years ago.� Many experts agree that the sedentary lifestyle typical of many families, as well as diet, is among the culprits.��� With the increase in television watching, computer use, and video games children spend less time playing out of doors and creating relationships with their peers.� The quality of movement has changed dramatically over the past twenty years; children are simply not moving and exercising their bodies.� This has an impact on language development because we know that movement, the connection between sensory-motor development and brain development are important aspects.

Recently I’ve noticed that the content of children’s language has changed in a way that may indicate a loss of connection. For example, a preschool child talks about his weekend and refers to comments made by movie characters and events taken place on a particular show. Children more readily speak about, and have relationships with, “celluloid friends” a term I developed after a number of observations in which children responded with film/screen commentary when asked “how was your weekend”,� “tell me a story”, “who do you visit outside of school” or “who are your friends away from the school?”� When prompted by asking about when they visited or saw family or friends outside of school there was often a hesitation after which many children would jump into a story about their computer, video or movie characters.� Perhaps the practice of taking children to the movies on weekends, or spending a majority of time watching videos or playing video/computer games has replaced the social visits of previous generations.�

These situations, although alarming to me as an educator, offer good insights about what children need from us.� I use these experiences and observations to shape the content of parent meetings and presentations.� It is heartening to see that once parents and educators hear these classroom observations there is a flicker of recognition and impulse to monitor more closely the impact of media on young children’s overall development.� Parents are encouraged to make time for real conversations with their children, read to them, sing and play children’s games with them.� They are reminded of the importance of personal relationship and contact with their young children. In the US research has shown that the type of communication many children experience is directive and information oriented, opportunities for rich, expansive and more sophisticated language have diminished as social and academic stresses limit face to face interactions with children. The current pressure teachers and families feel to meet standardized tests has changed the quality of interactions with children and led to questionable practices; including the notion of eliminating recess in favor of staying indoors for increased formalized teaching.� Language development requires a rich variety of experiences from which to draw.� The joy on a child’s face as they rush to tell about the bunny’s visit to the classroom is beautiful to watch.� The language inspired by such a visit is rich and often includes new vocabulary.� There are many activities and practices that offer opportunities for enriching language development.� A simple practice to incorporate in a preschool or kindergarten day is a ring (group) time that enlivens children’s imagination.�

Revitalizing Circle Time: The Joy of Creating a Magical Experience for Teachers and Children��

Revitalizing circle time means finding ways for teacher and children to come together in a creative and meaningful way. It engages the teacher’s creativity and artistic nature in the search for themes and activities that can be woven together into a unified and seamless experience. �Activities that engage children through movement, story & music during ring time help children respond with joy.� Utilizing a sensory approach helps ground children and gives them practical tools for focusing and creating "pictures"--a necessary precursor to critical thinking.� Drawing on the indications of Rudolf Steiner, this approach to ring time meets the children’s need to participate, perceive meaning, listen and experience rhythmic repetition. This approach uses literacy and sensory based activity as a way to bring back the joy in ring time and helps diminish discipline issues by understanding proper expectations for this age group…children need to move.� The more we are able to use this in a positive way that builds children’s capacities and responds to their joy in movement the richer our ring time will be for both the child and the teacher.�

Ring time can be an intimate and creative learning experience when we incorporate different elements and allow children to fully participate.� It is importance to address as many senses as possible to create a magical experience that nurtures the child’s need for beauty and simplicity.� The careful selection of props, such as puppets and toy animals or figures and other materials that are natural and beautiful add an important esthetic element.� Nursery rhymes, fairy tales, stories and songs provide a rich oral experience that supports literacy for the young child and builds vocabulary.� With this in mind the presentation focuses on bringing back the joy of getting together as a group during the day.

Nursery Rhymes

An educator for the past twenty eight years I have tried a variety of educational approaches and continued learning about ways to work with children.� Incorporating nursery rhymes brought great joy to our ring time, children respond to nursery rhymes and �allows them to connect with the musical repetition and playful imagery.� As Professor Commaerts points out, it is the musical and poetic quality of rhymes that attracts children and engages them.� We recite the rhymes and use movements and hand gestures and often sing the rhymes.� These rhymes help children by providing simple phrases that are repetitive and fun.� We know that young children have a larger receptive language capacity and that expressive ability takes a bit longer, this repetitive aspect of the nursery rhyme helps children practice vocabulary in a playful and musical way that satisfies the soul.�

Movement is another essential element; this often accompanies rhymes and singing games.� According to Rudolf Steiner,

“ The relation between physical equilibrium (action of the legs) and psychical equilibrium (action of the hands and arms) forms the foundation which enables the child to come into contact with the outer world through the medium of language…Speech arises from the human being as a whole…The outer rhythmical element arises from the movement of the legs, the inner thematic element from that of the hands and arms…when a child walks sturdily and steadily, it has the bodily foundation for a correct syllable division.� This means that in learning to walk the child learns to form its sentences.� If it walks unsteadily, we shall find that it does not observe a proper division of sentences; it drowns its thoughts in a sea of words…If a child does not properly learn to use its hands and arms harmoniously, its speech will disintegrate.� Its voice becomes somewhat harsh.� If we cannot get it to feel life in its fingers, it will with difficulty develop a true sense for the modulations of speech.”�

��� Rahima Baldwin Dancy, You Are Your Child’s First Teacher

Children respond to the nursery rhyme in a special way.� In modern times nursery rhymes are used almost exclusively with they very young child.� According to Peter and Iona Opie historically these ‘songs’ or ‘ditties’ as they were called, were originally intended for adults, in fact many are survivals of an adult code of joviality.� They have withstood the test of time and been enjoyed by generations around the world.

Narration

Storytelling offers language experiences that allow for rich image making.� This aspect of creating images as one listens to stories provides a foundation for literacy by encouraging the young child to participate. While reading a book to a child on the lap is important, it is equally important that the heritage of storytelling not be lost. Initially, this may be difficult for the teacher not accustomed to memorizing stories and re-telling them.� After some practice this becomes easier and the benefit of narration becomes clear as one “lives into” the story more fully when it has been worked on and memorized

"Storytelling helps young children with their inherent tribal instincts to begin to hold a vision of well-being for themselves and the whole earth.  It can help them experience the fundamental security of belonging to an extended family."

������������������ �Storytelling with Children by Nancy Mellon

Storytelling helps children by providing context needed for comprehension, encourages and uses rich language, and develops personal relationships.� Additionally, building up a story includes conscious intentionality to transform the basic elements into an engaging mystery.� Teacher preparation is key to weaving the story, movement, music and props into a seamless unity.� Learning the story calls on the teacher’s memory for words and images, it allows one to have a personal relationship to the story, to become freely immersed in the story, and a story that incorporates movement invites the children on the journey of exploration. The following considerations provide a good starting point:

Basics

* selecting stories & poems; age appropriate and responsive to the group

��������� * quality of props, materials and construction

��������� * set up of the story environment

��������� * environment story is told in, preparing the space

��������� * timing, when do you tell the story

Soul quality

��������� * watch for the mystery in the story and draw it out

��������� * gesture & movement convey meaning

* tone of voice sets a mood; consider the voice as an instrument

* pace & tempo; pauses and flow of words creates an aural quality and allows the child space to absorb what they are seeing & hearing

* musicality, emphases on musical quality of the story is joy to a child

Ages and Stages

It can be helpful to look at the development of the child as a guide to meet their changing needs, some considerations follow:

Infant story�

Basic care routines are an excellent time for verses, poems, gesture, and rhyme

Toddlers and two’s

Nursery Rhymes are a natural for this age group, they provide repetition and sing song silly mysteries to enjoy and build a story around

Preschool and Kindergarten

��������� �Storytelling with Puppetry for children ages 31/2 to 6�

"Poetry concerns the speech sense, and it allows a unique form of human expression.  With poetry, language is uplifted to the spirit realm, where it exists not as mere words or concepts, but as pure action.  The language becomes alive and real.  It does rather than means."  -- Freeing the Soul from Fear by Robert Sardello, Riverhead Books

Rosario Villasana-Ruiz, M.A., is a Child Development Specialist at the Children’s Council of San Francisco, Instructor at City College of SF in one of the State Preschool programs, LifeWays Consultant and works with the Caldwell Early Life Center at Rudolf Steiner College. �In the Early Childhood Education field for 28 years Rosario has worked in a number of capacities; as an administrator, teacher, lecturer and presenter.� Her primary focus is the Birth to 7 year old child.� Focus areas include; Literacy through Play, Creativity and Oral traditions, the Program for Infant/Toddler Caregivers, The Impact of Media on the Young Child, Environments for Children, Dance and Movement Education, Sensory Integration and Brain Development, and Resource Development for Spanish Trainers. She is particularly interested in children this age range as this is a critical stage setting the foundation for future learning and quality of life. During this period Family Support and Parenting is an important service and an essential aspect for successful programs.��

References

Baldwin Dancy, Rahima.� (1989).� You Are Your Child’s First Teacher.� Berkeley,

CA.� Celestial Arts.

Mellon, Nancy.� (2000). Storytelling with Children.� Stroud, Gloucestershire, UK.�

Hawthorne Press

Opie, Iona and Peter.� (1954).� The Oxford Dictionary of Nursery Rhymes.

London W.1:� Oxford University Press, Ely House.

Patzlaff, Rainer.�� Childhood Falls Silent:� the Loss of Speech and How We Need

to Foster Speech in the Age of the Media. International Association of Waldorf Kindergarten’s Inc. Stuttgart.� Germany

Sachs, Jacqueline (1992).� Emergence of Communication: Earliest Signs in A

Guide to Language Development and Communication, the Program for Infant Toddler Caregivers. California Department of Education.� Sacramento, CA