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Table of contents
- THE NEW MACHIAVELLI
- Children’s Books
- (PDF) Understanding Children’s Literature | Алекс Шульков - leondumoulin.nl
- Brown, Margaret Wise 1910-1952
THE NEW MACHIAVELLI
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It is the story of birth, and the gift to a child of a friend, a companion to "a little bunny [who] was all alone. What was it? He seeks to find out by pushing it, jumping on it, throwing nuts at it, rolling it down a hill. He gets tired of waiting for the egg to hatch and falls asleep. Then a little duck picks its way out of the egg and is hatched. He finds the bunny asleep. The little duck says:. So, he pushes and jumps on the slumbering bunny, throws things at him, rolls him down the hill. The bunny finally wakes up. The bunny says:. The persistence of bunny and duck not to be alone, to find a friend in the world, to attach, is powerful.
The captivating energy and humor with which these two "go at it" not only charm child and parent readers but confirm, for parent and child alike, that hard work, even gentle aggression, is integral to the lasting bond and security from loneliness that result from the attachment instinct. The process of separation-individuation is also central to human development and parent-child relationships.
Childhood negotiation of separation-individuation may be pivotal in our choice of friends and partners in life and a predictor of our later attitudes toward ourselves. Basing their observations on direct observations of infants and young children, Mahler, Pines, and Bergman first described separation-individuation and outlined four subphases of the process.
During the differentiation or hatching, the child becomes aware of being separate, with a body and feelings that are different from those of parent or caretaker.
Children’s Books
Practicing corresponds to a child's ability to move away from the parent. Practicing separation places the child at risk and is accompanied by shortlived fearlessness and a sense of omnipotence pp. During rapprochement, the child expresses intense fears of separation from the primary parent and at the same time, moves toward others fathers, other caretakers, siblings, peers who help to diffuse the intensity of separation from the primary parent, usually the mother.
During rapprochement, the omnipotence and fearlessness of the practicing subphase are tempered by fears of abandonment and of loss of love. Parents must be ready to "catch" and reassure the fearful child in order to reinforce a sense of safety and acceptance during rapprochement pp.
During individuation, children develop a sense of themselves as separate, unique beings and of others as consistent beings, who will "be there" when the child returns; this is "object constancy" pp. Brown's classic The Runaway Bunny is the prototypic and classic story of separation-individuation for children. Brown adopted the repetitive statement-and-response form of a french folk lyric to her uses in the story p.
When the bunny defiantly proclaims, "I am running away," his mother promptly acknowledges his regulatory need and right to "run away," but she also declares her bond to the little bunny: "I will run after you. For you are my little bunny" italics added. The little bunny, having announced his right to differentiate, begins to practice : first, by becoming a "fish in a trout stream"; then, by becoming a "rock on a mountain, high above"; then, "a crocus in a hidden garden.
(PDF) Understanding Children’s Literature | Алекс Шульков - leondumoulin.nl
Brown then masterfully varies the theme of practicing, signaling rapprochement. At first, the theme is of the chase, the mother in pursuit of her runaway bunny. The mother then shifts her focus and offers her "runaway" refuge. When the bunny becomes a bird, his mother becomes "a tree that you come home to" italics added. The mother has begun to help her runaway bunny in achieving his goal, which is also her goal, the goal of reunification.
When the bunny decides to become a sailboat, she announces that she will blow him "where I want you to go" italics added. She guides him to pursue her goals as his own. By providing him with safe passage, she assures him of her presence and safekeeping while assuring him of a source of accomplishment and individuality.
As the story concludes, bunny and mother return to the real world. When the bunny runs into his house, his mother catches and hugs him.
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The bunny notes the end of the cycle of practice by realizing, for the moment,. The bunny has asserted his sense of individuality and object constancy with his mother, and the mother has provided the bunny with the necessary "holding environment" to experiment with separating and individuating. Furthermore, Brown and Hurd did it in a form which creatively models, rehearses, and teaches the process directly to caretakers and children themselves.
Brown also wrote for children of aloneness, of the naturalness of being alone in the course of things, and of the development of a sense of security while alone. The Little Chicken, The Little Fur Family, and numerous other Brown stories tell of a protagonist, a little animal usually, going out, alone, into the world to seek the company of others. These protagonists learn to tolerate and enjoy separateness, aloneness, and the sense of self that the experience, if safely provided, can give.
One of Brown's most comforting stories about being alone is The Little Island.
This book evokes, for the "reading couple," 17 an almost cosmic sense of the coming and going of people, of seasons, and of time in a wonderful, wistful story. A lone island is visited by a kitten, which arrives in a boat. A kingfisher, seals, fish, and the four seasons also came to visit the island.
The book closes with this message poetically articulated in a child's language:. The gentle rhythms, the positive adjectives good, bright , and the illustrations by Leonard Weisgard, which beautifully balance between the imagined and the real, convey to children a feeling of the safety and rightness of being alone and help develop their sense not only of their own being but also of the interconnectedness of being.
Brown, Margaret Wise 1910-1952
Brown helps suggest to the child that aloneness can offer a window to a greater whole and to the realization that there is a connectedness of all things. Brown also wrote a number of outstanding bedtime stories see Appendix. These stories help parent and child in the leavetaking process that prepares the child for separation and sleep.
Brown's genius, in these stories, lies in her use of simple, soothing, rhythmic patterns of word and phrase. Her use of poetry, the matching creativity of her illustrators, and the combination and repetition of the familiar in word and picture help fortify the child against the fear of aloneness and night. Brown's most famous bedtime story and arguably the classic of all bedtime literature is, of course, Goodnight Moon. A parent reading this book is able to convey an atmosphere of steadfastness and safety to a child.
Goodnight Moon begins descriptively:. Brown uses the familiar in repetitive words and rhythms which are brilliantly reflected in the illustrations by Clement Hurd. She quotes familiar fairy tales and nursery rhymes Goldilocks, "Hey diddle diddle, the cat and the fiddle," "Poor little kittens, who've lost their mittens" :. To each, the child says goodnight as a way of assisting him or her to separate. Even the air and a certain "Nobody" have a familiarity that warrant a child's salutory leave-taking. Finally, the moon and the shadowy, but constant, old lady "whispering hush" take leave, shrouding the room in the indirect light of the night sky, while a little mouse, looking at the stars, stands guard over the child.
What could be more in keeping with helping the child to acquire—through simple language, plot, poetry and picture—the pleasure of separation from a parent, to the natural embrace of sleep, to the stars, and to the quiet night. Learning to be alone in the company of a reading parent is a dress rehearsal for the real thing. A genius is defined by Webster's Dictionary as "a person endowed with a transcendent mental. To create her books, she built on her own childhood experiences, on her great gifts of communication with young children, and on the teachings of Mitchell, Johnson, Bieber, and Stanton and the collaboration of many teachers, writers, illustrators, and children at 69 Bank Street.
She transcended her time, her teachers, and her peers in her ability to synthesize the developmental and emotional issues of young children into creative stories written in their language. The great value of her work resides in her provision of a safe and lyrical medium for children to negotiate the difficult developmental steps and transitions of early life.
These are some of the gifts of a genius who understood the deepest yearnings of the developing child.