PHILIP GIBSON – WORD BY WORD ENGLISH READERS 2 – LEE AND PAT
LIKE TO PLAY – 2016
This book is surprising in many
ways and will probably lead you to thinking learning how to read can be a game
rather than a drill, and yet drilled the children must be. How can you make it
into a game?
Philip Gibson does it in several
ways.
First he has a boy, a girl, an
adult man we could consider as a teacher with his colorful tie and a dog. The
boy and the girl are learning not how to read, at least at first, but how to
present and recognize objects, learn their names with a shift from the object to
the picture of the object and to their written names. It is a game in a way
because of the sort of juggling with flash cards with images or flashcards with
names.
Second it is a game because it is
only question upon question, answer upon answer, negative or affirmative, right
or wrong, mostly right. But the questions are asked by the various characters
at the same time as they are answered by all those who did not ask them, including
the dog. This last element is sweet and should please very young children,
probably around four.
Third the first names or nouns
that are presented are the two children and the dog, which enables the child to
make the difference between masculine and feminine with the personal pronoun
also associated with boy and girl, with Lee and Pat. What is funny here is that
Lee or Pat are not for boys’ or girls’ names but can be for boys and for girls.
Lee is a famous general in a way (and the first name of a famous criminal) and
it is also the first name of quite a few women. In the same way Pat can be
short for Patricia or just the same for Patrick. Pat is commonly masculine in Ireland and the most famous Postman in England is
called Pat. This choice would help the children to be more tolerant, maybe,
about the opposition, if there should be one, between boys and girls.
Fourth the introduction of the
plural is very progressive, ‘they’ being introduced only page 26, halfway in
the book. This also is interesting because of the verbal system behind. The
book works on the verb ‘be’ first and also ‘play’ at the very beginning. The
verb play introduces the conjugation with ‘s’ to mark the third person of the
singular from the very start and ‘like’ follows straight away in the phrase
‘like to play’, whereas the use of the verb ‘be’ is introduced first as ‘is’
hence as a the third person.
Fifth the introductory phrase ‘this
is’ is dominant with the ‘boy,’ the ‘girl,’ the ‘dog,’ but also the ‘apple.’ It
is only when the ‘ball’ is introduced that the pronoun ‘it’ is brought in. This
progressive approach of the third person and the neuter gender last is in a way
interesting especially since the dog is systematically masculine. After the ‘ball,’
the ‘book’ and the ‘banana’ will follow. Note the recurrent ‘b’ initial. Note
too the dominance of the round shape: ‘apple,’ ‘orange,’ ‘ball,’ even in a way ‘ice-cream.’
This also helps the child because he naturally at the age of four or five
associates objects in some compact sets according to one element that makes
them similar: roundness is one.
Sixth at the same time some other
objects are compacted together by their initial consonant and here ‘b’ is
dominant. This is a far-reaching point because ‘b’ is one of the two basic
movements of the lips of a child: ‘m’ which is the movement of sucking lips and
‘p’ or ‘b’ the moving of the lips when stopping this sucking movement. That has
to do with breast feeding of children by their mothers: sucking their
nourishment is the first way they have at their disposal after birth and for
quite a long time. Whereas the round shape is visual, the ‘b’ sound has to do
with contact, touch, feeling, I mean the skin feeling of the contact between
two people, the nourishing person and the baby, both sensorial and emotional.
Seventh the drawings are also
both realistic and unrealistic enough for children to be fascinated at times.
The dancing ears of the dog are the most striking element along that line. But
the drawings are voluntarily kind of naïve, childlike not to be the plain
photographic reproduction of the outside world but some slightly out of shape
people that should rather attract the children maybe because it is closer to
how they see things at a young age, that is to say without the perfection of a
line, a shape, with some disturbing movement that makes things slightly blurred
and fuzzy.
The last thing I would suggest is
that this book should be seen as a perfect tool to build the music of the
language. It is practically rap lyrics and could be very easily associated to
some rhythmic work with the children both with percussions for instance or in
the diction itself. Learning how to read in polyrhythmic culture. In a class we
could easily have two groups working on different rhythms and yet having these
two rhythms coordinated into a canon or into some fugue or into some
counter-responding and contrasting rhythmic verbal lines. It could even be
expanded to some physical movement like dancing or strutting up and down in a
variety of figures or even clapping hands or some game of the sort with pairs
of children.
The danger of that reading
technique is that the children may remember more than read. That’s why the
introduction of flashcards with the names of the object is a very good thing in
this book. I just wonder if it would not be interesting to have an attempt at
recording some children playing like that on the text as if it were the lyrics
of some rhythmic rap or chant. It has to be tried with a class or a group of
children and I think it should be good with very young children in some
kindergarten. It is amazing at times how frozen we are in our vision of the
psychogenetic timeline of children. They are often able to do things before the
age we consider as proper. This book surely entices and incites us to do it.
Dr Jacques COULARDEAU
# posted by Dr. Jacques COULARDEAU @ 9:06 AM