Such a Sweet Little Girl
There are so many aspects of Hick’s childhood that parallel my own. I was raised in the Southeast, spent summers in Bible School , coloring pictures of Jesus, and drinking Kool Aid. I cherish the many warm memories of those times learning to be a “good girl”, never realizing that those moments were having such an impact on my beginning literacy experiences. As Hicks writes, “Those small moments and histories are as critical to a theory of learning as what we might describe as socialization or positioning in discourses. Very importantly, practices occur in engagements with others, such as the caretakers who help shape learner’s values, feelings and attachments at a young age.” I loved the Bible stories and the sweet, sweet voices of those who read them to me, one of whom was my own mother.
I have found in this course that to try to better understand the thoughts and feelings of those people in the articles and chapters we read, I need to look inside myself and my own experiences first and then I can get a better grasp of the feelings and experiences of others in their literacy development. Fairy tales and princesses, wonderful imaginary places and scenarios were a huge part of my life as a child. The reality of my life and what I thought it was supposed to be like at times just didn’t mesh so I created stories and experiences to bring them together, to go to places exciting or peaceful, where I could be whoever I wanted or needed to be at the time. Laurie, early on, learned to do that as well, to help create the world she had learned was supposed to be hers, the princess, the classic feminism, the beginning of her literacy.
It is incredible how things that happen to us help create who we are, that how we relate to others shapes our own beliefs and literacy experiences. Laurie went through changes throughout her early years based on situations occurring at home. She created her prince, the missing father, in her stories which so expanded her literacy learning. She loved writing beginning in Kindergarten but events in her life changed that for a time. I have always been aware of how a child’s home life can affect a child’s experiences in school whether negatively or positively but I never really understood how that could affect literacy to such a great degree. Laurie’s success or struggles in school ebbed and flowed with experiences and events at home. At the end of the 3 year study, Laurie was still struggling in school. I wonder how much this study helped impact her school experience. How closely did her teachers and the researcher work together to help her overcome these difficulties? Even if we know how things happen to affect out students, what can we learn from this knowledge to help them redirect or modify their literacy experiences?
Linda Bohland
Comments (6)
I had the same feeling that you did about a child's home life and their connection with literacy. I knew their home life might affect their behavior but I had no idea it had such an impact on their ability to communicate through oral and the written word.
Posted by Candy Mooney | June 24, 2010 3:28 AM
Posted on June 24, 2010 03:28
Linda,
You make a good point that we should look at our own experiences to help us understand the reading. I really identified what you and Hicks said about childhood. I always dreamed about the prince who would come and sweep me off my feet. I also went to church, vacation bible school and learned how to be a “good girl”. I didn’t realize how much being a “good girl” can play into a girl’s literacy. Like Hicks, when I was a girl I turned toward reading where I could “live stories of my imagination.” I also didn’t realize experiencing this helped me with my literacy. So, now I can use this information like you said to help my students. I may see something in their writing or storytelling, which may give me a clue of what they are going through. Since I am a girl, I think I will be able to identify with the girls in my classroom more, just like Hicks was able to identify with Laurie.
Trish Edwards
Posted by Trish Edwards | June 24, 2010 3:20 PM
Posted on June 24, 2010 15:20
Like you I identified with Hick's childhood. I grew up in the mountains of North Carolina. My mom and dad worked and I was left at home with my brothers. I spent many hours reading and pretending to be the characters in the books. Opening a book was like entering another world for me.
Laurie escaped from her reality through writing. Her dreams were expressed through her words. She longed for both a mother and father, and a life that wasn't as stressful as what she witnessed at home. So many of our students are subjected to a less than perfect home life. As educators we have the opportunity to make a positive difference in a child's life. We need to guide, support, and look after our students. I'm not sure if Laurie received all of the support she needed when in school. Pam Aubuchon
Posted by Pam Aubuchon | June 24, 2010 7:43 PM
Posted on June 24, 2010 19:43
I agree that the research itself affected who Laurie was as a student. Before last semester, when I thought about research, I thought of it more as this detached analysis of a particular subject. After Teacher As Researcher and now this class, I have come to understand research as something a bit different. Laurie's life WAS impacted by Hicks' presence. There was another person there in her life. I felt so sorry for her and how she struggled, but was thankful at least that someone was paying attention to what was going on with her. How many students that we teach slip through the cracks without this?
Posted by Christy Laws | June 25, 2010 12:57 AM
Posted on June 25, 2010 00:57
After reading you post, I started thinking about the first few days of school. We are trying to get to know are students and establish a community. We could also use the time to get to learn about our students’ literacy experiences but it needs to go further than their favorite book or author. If we can understand our feelings toward literacy by reflecting on our beginning literacy experiences, we can gain a tremendous insight of our students by peeking into their literacy experiences. We could give the students time to freely explore the elements they have missed at home or in previous grades. I believe this freedom may give them confidence to attempt the task because they are not being judged. This may not work well in all grades but it definitely gives a starting point to address a student’s weakness.
Posted by Zandra Hunt | June 25, 2010 5:22 PM
Posted on June 25, 2010 17:22
As a first grade teacher, I know the least little non-routine thing in a child's life affects their performance in school. Anytime I see any significant change in a student's academic/behavioral performance, I always call the parent to let them know what I see going on with their child's performance at school. It usually helps the student if their teacher and parent(s) are on the same page. I was glad to see Laurie had several people "in her corner" and trying to stand in the gap for her when her academic and behavioral performances in school started to change.
Marsha Warren
Posted by Marsha Warren | June 25, 2010 8:32 PM
Posted on June 25, 2010 20:32