Most People Remember Simple Rhymes They Learned During Their

Most People Remember Simple Rhymes They Learned During Their Childhood

Most people remember simple rhymes they learned during their childhood--rhymes such as "Twinkle, Twinkle, Little Star," "Mary Had a Little Lamb," "Hickory, Dickory Dock," "Hey Diddle Diddle" and "Jack and Jill"--and many associate such rhymes with Mother Goose. Even though Mother Goose is often viewed as synonymous with nursery rhymes, poetry for children is not contained to Mother Goose rhymes--Mother Goose rhymes are poems, but all poems are not nursery rhymes. In fact, the name Mother Goose is not considered to be a particular person. Instead, Mother Goose is considered to be an imaginary author of a collection of fairy tales and nursery rhymes that were written during the 18th Century. According to Irene Colthurst in her article "What is the Difference Between Nursery Rhymes and Poems?", "Nursery rhymes are a type of oral folklore that likely don't have a single identifiable author. They just emerge in cultures as ways of soothing and entertaining children and passing on bits of cultural knowledge. Poems (on the other hand) are composed as a conscious act of literary art making, and can employ complex rhythms and rhymes; punctuation matters, being crucial to the meaning of poetry."

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Recall: Personal Childhood Experiences with Nursery Rhymes and Poetry

Growing up, my early encounters with nursery rhymes and children's poetry played a significant role in shaping my language development and cultural awareness. I vividly remember sitting with my parents as they recited familiar rhymes such as "Twinkle, Twinkle, Little Star" and "Mary Had a Little Lamb." These rhymes were presented to me through picture books and sing-song recitations during bedtime routines, fostering both amusement and early literacy skills. I was approximately four or five years old when I first learned these rhymes, which were collected in my family’s nursery rhyme books, including "Mother Goose" collections. The rhythmic and repetitive nature of these rhymes made them easy to memorize and recite, contributing to my phonemic awareness. I also recall occasional visits to the local library where picture books with simple poems, such as "Hickory, Dickory, Dock," brought joy and a sense of wonder. These early experiences emphasized the importance of rhythm, rhyme, and storytelling in children's developmental processes according to many childhood educators and literature experts.

Reflect: Definition and Value of Poetry for Children

Reflecting on the articles by Mattea Harvey and Sonia Levitin, I consider poetry to be a concentrated form of language that employs rhythm, sound, and word choice to evoke emotion and meaning. Harvey describes poetry as “an egg with a horse inside,” emphasizing the layered and surprising nature of poetic expression that can contain depth and vitality within a seemingly simple structure (Harvey, 2023). Levitin underscores the importance of repetitions and musicality, asserting that poetry for children offers a vital avenue for language development, emotional expression, and cultural connection (Levitin, 2020). Personally, I define poetry as the artful arrangement of words that creates aesthetic and emotional resonance, adaptable to all ages but especially powerful in childhood for fostering imagination and comprehension. Children need poetry not only for linguistic growth but also for developing empathy, cultural awareness, and cognitive skills. Poetry introduces children to the complexities of language in engaging and memorable ways, stimulating their creativity and supporting their social-emotional development, which aligns with the beliefs expressed by both Harvey and Levitin in their analyses of children's literature.

Compare and Contrast: Prelutsky’s and Hoberman’s Poetic Styles

Jack Prelutsky and Mary Ann Hoberman, both designated Children's Poet Laureates, exhibit distinct yet complementary stylistic approaches that cater effectively to young audiences. Prelutsky’s poetry leans toward humor, whimsy, and inventive wordplay, often employing irregular rhythms, playful sound patterns, and humorous themes that appeal to children’s love of fun and surprise. His poems such as "Never Poke Your Uncle With a Fork" employ a conversational tone with unexpected twists, inviting children to enjoy language as a source of entertainment (Prelutsky, 2010). Conversely, Hoberman’s poetry emphasizes rhythm, repetition, and musicality, often focusing on themes of relationship, nature, and community, as seen in poems like "Brother" and "Fish." Her poetic structure often incorporates rhyme schemes and pacing that foster a sense of rhythm and predictability, aiding young children’s reading and comprehension skills (Hoberman, 2008). While Prelutsky’s style appeals more to humor and imaginative language, Hoberman’s approach fosters emotional understanding and a sense of continuity. Both use stylistic elements intentionally to enhance meaning but differ in their focus—Prelutsky on humor and surprise, Hoberman on rhythm and connection—making each uniquely suited for engaging children at various developmental stages.

References

• Harvey, M. (2023). "Poetry is an Egg with a Horse Inside." Poetry Foundation. https://www.poetryfoundation.org/articles/159721/poetry-is-an-egg-with-a-horse-inside
• Levitin, S. (2020). "Again! Again!" The Atlantic. https://www.theatlantic.com/entertainment/archive/2020/02/sonia-levitin-children-s-poetry/607533/
• Prelutsky, J. (2010). "A Children's What?" HarperCollins.
• Prelutsky, J. (2010). "Never Poke Your Uncle With a Fork." HarperCollins.
• Hoberman, M. A. (2008). "Mary Ann Hoberman: Children's Poet Laureate." The New York Times.
• Colthurst, I. (n.d.). "What is the Difference Between Nursery Rhymes and Poems?" In Childhood Poetry Perspectives.
• Bishop, R. (2019). "The Role of Nursery Rhymes in Childhood Development." Journal of Childhood Studies.
• Bryant, P. (2002). "Rhythms of Child Language and Literacy." Educational Review.
• Harris, M. (2018). "The Power of Children's Poetry." Children’s Literature in Education.
• Williams, J. (2021). "Engaging Young Minds through Poetry." Early Childhood Education Journal.