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Narrative in children's science books
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From: Debbie Reese <d-reese>
Date: Sun, 24 Nov 1996 16:15:42 -0600
This is an undeveloped thought, but isn't "life" in many respects nonlinear? If we pause to think about a block of time within our day, we attend to many different bits, some merit more attention than others. Trying to attend to each bit equally causes an overload of stimulation - we know this. Yet, we do attend to many things in any given period of time. What sorts of parallels are there in "life" and the way the Magic School bus books are constructed? Is this even a valid comparison?
In my readings (grad student in early childhood education), I see noted scholars (Lilian Katz, for example) telling us that we often underestimate a child's intellect. We spend time developing their academic skills, whether or not it is appropriate, and too little time developing their intellect. Children are far more capable than we give them credit for. No longer do we think of the young child as an egocentric being incapable of taking the perspective of another individual.
As adults, shaped by linear methods of schooling and teaching, can it be that we reject Magic School Bus simply because they don't fit the way we expect books to be?
Another undeveloped thought - I read somewhere that the stories of some ethnic cultures don't fit the standard linear narrative format that most stories in the dominant society follow. The ethnic stories are episodic, lacking beginning, middle and ending parts. Teachers sometimes think the stories children from these ethnic groups don't know how to write. Yet, it is writing, in a different style. Is it possible that Magic School Bus books appeal to those children within our classrooms - from whatever culture that are non-linear in their thinking?
I apologize for this somewhat incoherent message of undeveloped thoughts, but welcome comments.
Debbie Reese
Debbie Reese Doctoral Student Early Childhood Education 805 W. Pennsylvania Ave. Urbana, IL 61801
(217) 38428 d-reese at uiuc.edu
Received on Sun 24 Nov 1996 04:15:42 PM CST
Date: Sun, 24 Nov 1996 16:15:42 -0600
This is an undeveloped thought, but isn't "life" in many respects nonlinear? If we pause to think about a block of time within our day, we attend to many different bits, some merit more attention than others. Trying to attend to each bit equally causes an overload of stimulation - we know this. Yet, we do attend to many things in any given period of time. What sorts of parallels are there in "life" and the way the Magic School bus books are constructed? Is this even a valid comparison?
In my readings (grad student in early childhood education), I see noted scholars (Lilian Katz, for example) telling us that we often underestimate a child's intellect. We spend time developing their academic skills, whether or not it is appropriate, and too little time developing their intellect. Children are far more capable than we give them credit for. No longer do we think of the young child as an egocentric being incapable of taking the perspective of another individual.
As adults, shaped by linear methods of schooling and teaching, can it be that we reject Magic School Bus simply because they don't fit the way we expect books to be?
Another undeveloped thought - I read somewhere that the stories of some ethnic cultures don't fit the standard linear narrative format that most stories in the dominant society follow. The ethnic stories are episodic, lacking beginning, middle and ending parts. Teachers sometimes think the stories children from these ethnic groups don't know how to write. Yet, it is writing, in a different style. Is it possible that Magic School Bus books appeal to those children within our classrooms - from whatever culture that are non-linear in their thinking?
I apologize for this somewhat incoherent message of undeveloped thoughts, but welcome comments.
Debbie Reese
Debbie Reese Doctoral Student Early Childhood Education 805 W. Pennsylvania Ave. Urbana, IL 61801
(217) 38428 d-reese at uiuc.edu
Received on Sun 24 Nov 1996 04:15:42 PM CST
