Project by: Michelle Mardones (11th Grade)
Project Advisor: Charlene and Alexis
Student(s)’s Advisor(s): Arturo

 

 

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TRIMESTER 1 Project Update:

T1: Research on Children’s Literature and Formalizing a Psychological Approach

On studying the impact literature has on children, I first started by writing a literature review where I closely examined where it is that inequalities derive from. Below are some excerpts of what I found:

Feeney, Stephanie, and Eva Moravcik. “Children’s Literature: A Window to Understanding Self and Others.” YC Young Children, vol. 60, no. 5, 2005, pp. 20–28. JSTOR, JSTOR, www.jstor.org/stable/42729280.
Journal Article

This article’s author argues that children’s literature is oftentimes what calls for critical thinking and understanding amongst children at a young age. “Understanding is developed through relationships in which the child engages in discussions and dialogues with others.” It refers to various past observations/experiments which help educators understand the impact reading has for children when it comes to positive self- concept, respect and appreciation for human diversity, and raising awareness. It also included this very helpful portion of questions for teachers:

Taxel, Joel. “Children’s Literature: Ideology and Response.” Curriculum Inquiry, vol. 18, no. 2, 1988, pp. 217–229. JSTOR, JSTOR, www.jstor.org/stable/1179458.
Scholarly Article

This article specifically analyzes the “Black Experience in Children’s Literature.” It captures the significance of capturing both literary values and perspective on the Black experience. It highlights the importance of both socio historical and cultural values, without stereotyping. Some novels that were closely examined were Mildred Taylor’s Roll of Thunder, Hear my Cry (1976) and The Slave Dancer (1973).

Martin, Carol Lynn, and Diane Ruble. “Children’s Search for Gender Cues: Cognitive Perspectives on Gender Development.” Current Directions in Psychological Science, vol. 13, no. 2, 2004, pp. 67–70. JSTOR, JSTOR, www.jstor.org/stable/20182912.
Journal Article
This article closely examines the major themes of cognitive theories when it comes to gender development. Though it does not necessarily focus on the impact children’s literature has, observes the impact of how gender identities begin at the early stages of child development.

After having a better understanding of the role literature has on children, I grew interested in how literature directly affects Black children’s self esteem both inside and outside of the classroom.

My hypothesis was that the lack of racial diversity in children’s literature lowers self confidence in Black children.

As we begin to unravel the significance of theme “self-confidence” amongst books, it is important to recognize the self-confidence that can come from reading for most children. This is where the significance of representation of different identities comes into play: who is encouraged to read? How does reading make children feel?

Oftentimes, when children are not presented with racial diversity at a young age, they block out race entirely and do not self-reflect. This can have a lasting impact on children once they notice the color of their skin could ultimately set them apart from others for having different experiences or coming from a different background. When children begin to think about the outside world’s impact in their daily lives, it is crucial that educators incorporate different narratives in their teachings. Whether that be in a history class or read alouds, as novelist Chimamanda Ngozi Adichie puts it, we must not succumb to the “danger of a single story.”

Few Black Characters and Stereotypes:
– Of 3,200 children’s books published in 2013, just 93 were about black people, according to a study by the Cooperative Children’s Book Center at the University of Wisconsin.
– The Cooperative Children’s Book Center at the University of Wisconsin, Madison’s Education School revealed that in 2016, it counted 427 books written or illustrated by people of color, and 736 books about people of color out of about 3,400 books it analyzed. That adds up to just 22 percent of children’s books.
– Of the 9,115 children’s book published in the UK in 2017, just 391 featured an ethnic minority character

“In the civil rights era in the US, black children and teenagers played a crucial role, both symbolically and on the ground. They were participants in marches and meetings, and often subject to violence and imprisonment. But black children’s lives also became politicised in other ways, as activists used literature and culture to galvanise the youth and foster a sense of purpose and pride in their identity. Factions such as the Black Arts Movement tried to create counter-narratives that pushed back against the brutality that white children’s literature inflicted on young black psyches.”

Children’s literature becomes a means of education, offering a safe space for experimentation and a supplement to the organisation of formal movements.
As movements have emerged over time, so has the rise in educating and maintaining an appropriate and accurate representation of Black characters: incorporating activism.

I plan to continue researching different identities, specifically within the Latinx community and working-class families and how these children experience inequality during their early development.

Charlene, Alexis and I proposed a final outcome looking into trimester 2:

Closely examining the LREI Community:
-What is the lower school reading to younger children?
-Are young children having conversations about race and different narratives?
-Asking faculty what books they incorporate in their teachings?
-What’s the most memorable book you read in your childhood?
– Compiling a list of positive books that I would propose to LREI lower school that fulfill requirements of ensuring equity and activism among young readers

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TRIMESTER 1 Proposal

Project by: Michelle Mardones (11th Grade)
Project Advisor: Alexis and Charlene
Student(s)’s Advisor(s): Arturo

Please write a description of the project you are proposing. Why do you want to take this on, and what do you hope to learn?

For my project, I would like to investigate and further understand the underlying child psychology that is present and portrayed in children’s literature. I have always been very passionate about understanding both the inequalities in education and childhood development overall, having experienced going to both a public and private school. I would like to dig into the psychological reasoning that comes into play when deciding what a beneficial child’s story is, and oftentimes who gets to hear them.

What is your proposed outcome? How will you be able to demonstrate successful completion of this Project?

Through this project, I would like to deepen my understanding of child psychology and the approach authors must take in producing influential and memorable stories for children. I want to demonstrate how oftentimes cultural capitalism and converted cultivation come into play when investigating who are told these stories and how the lower school, in particular, addresses them. I would also like to engage with the children’s perception. That is, asking what their take aways from different stories were through discussion and implementing different skills that enable them to develop into active members of our society.

When do you plan on meeting?
Tuesdays during lunch, Thursday mornings