Wanting Facts

      At seven, children begin to have interests in common with adults. They hunt for all the information they can find about some challenging point. A second grade group, interested in making up plays, wanted to invent one about a war between  frogs and toads. The frogs were to be the good forces, the toads the bad ones. The teacher did not have to point out the desirability of finding out about frogs and toads in order to make an interesting play, because this was at once suggested by a youngster. He proposed that they look up frogs and toads in books in the library-dictionary and encyclopedias included and then plan their play. The teacher proposed they get added help at home by having their parents help them in exploring books and reference volumes in the family library. Such desire for reference reading may not always develop in children at the age of seven. It may appear even earlier if a good reading atmosphere has been continuous in the child's life at home and at school. 

       Because of such functional guidance of children, many eight and nine year olds go to a library, use a card index, and help themselves as competently as do far older children. They also find references in encyclopedias and topics in books, with little or no assistance. Such children may not be brilliant; rather, they are children whose reading growth has not been stunted by too few books and materials, a too-narrow concept of reading in their life, or a disregard for their interests. A very appropriate question for teachers and parents to ask at this point is, "But what of the child who at four, five, six, and seven does not show these driving interests or any signs of propelling himself?" Maturity and the ability to attain certain achievements do not follow in perfect chronological age lines. Some children seem less mature than others of their age. Some children begin slowly and gain momentum; others start more rapidly in the preschool years, and then take on a more normal pace. Each child needs to be understood in terms of his own style. Advice given earlier may be repeated here, namely, a child should be encouraged to grow comfortably and happily at his speed. Attempts to force him only hamper growth. A satisfied, secure, constructive child should be our goal. This is a part of the inalienable bill of rights for children. Obviously, neglect of readiness to learn or slighting of more mature children is not desirable. But turning the heat on children, so to speak, robbing them of the fun of learning, is not only non-educational, but brutal and sadistic.

• Developmentally appropriate practice in learning...

Return to the "Reading Is Fun" Index Page

Back                                                                                                       Next