Poet and writer for children and adults

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The Need for Light

November 7, 2019 Leave a Comment

It’s happening. Yes, Fall is definitely upon us, layering its dark blanket over us earlier in the evenings and lifting the corners to the day later and later in the mornings.

And we crave the light.

Perhaps we are anticipating the constricting cold and the weighty skies of winter overhead, but there is a marked difference in our energy levels, movement, and outlook when the precious sun makes its appearance here, in the northern climes.

Our attentions are attracted to the things we fear as a vigilant defense against their threat. Yet the impending cover does not mean light won’t exist. Our willingness to focus on its loss, rather than celebrate and enjoy what we have, is our reaction to what we have learned through time. The days get shorter, there’s less light for months to come. But there still is light, and the days will be longer once again, and soon enough, the seasons will bring forth the new. What can we do while we wait?

Make conscious choices to engage the light we do receive. Go outside for a walk at noon, arrange your workspace indoors to receive the natural light that does exist. Train your eyes to discern the patterns in nature that are uncovered with the fall of leaves; notice the outlines, vistas, shapes, and distances now available to see. Discover something. Notice and enjoy and appreciate – inquire. Learn to be attentive, walk in a worshipful stance in the world. There is much to be aware of, and thus to be thankful for.

Constantly gathering information for meaning-making; training ourselves to examine our gathering process (what we are willing to notice and give our attention to) gives us back the control we need to construct the meaning we seek in our lives. The desperation so rampant in our culture now is a direct result of flailing about to gather all information from all sources, without filtering its usefulness or its integrity, or its ability to satisfy the soul’s inquiry. We are living in survival mode – on information overload that is received at a speed that defies intake or calculated responses. What we do receive, we choke on. We thrash our way to the surface of each hour by narrowing our intake, leaving anything but survival out. In our clamoring, we only hear the noises louder than our own. We have become a society that begs its methods of escape to overtake us rather than allow us to wander in and pick up what we seek or need.

But restoration doesn’t come from escapism. Restoration is growth; the overcoming of loss. To grow, we must empower ourselves with calm and the comfort of intake at our level of need. Calm isn’t something you can grab and run with, like a take-out pizza. You need to open yourself to it – stop and let it come as you choose what to let in: music, sights, thoughts, experiences; relationships that foster you, not overwhelm you. Be willing to let thinking, wondering, noticing, and seeking be your entertainment for awhile; being present in your own moments, instead of trading your sense of self for distractions.

In short, redefine joy. Allow it to come to you in its varied forms, and choose to contribute to the joy you want to find around you. Service is always the finest and most effective antidote for sadness, grief, loss, and the alienation and fatigue of depression. Making a difference somewhere outside of ourselves makes a difference within, as well.

Don’t wait for the reappearance of the Spring before you are willing to believe it will come. Plant your literal and figurative bulbs now, anticipating the bright flowers that will nod toward you in the Spring. Be the light in someone else’s darkness, and that light will spill on you as well. Walk toward the darkness with your arms outstretched, bring the candle – bring the light.

 

Categories: Commentary, Tips

Family Practice

May 3, 2019 Leave a Comment

The Benefits of Reading Aloud with Children

For years, reading aloud with children has been known to be the single greatest predictor of school success for children. In The Power and Promise of Read-alouds and Independent Reading, (2018) published by the International Literacy Association, the authors discuss teacher-led read-aloud experiences and state: “There is a direct causal relationship between reading to children at a young age and their future schooling outcomes. Effective read-alouds increase children’s vocabulary, listening comprehension, story schema, background knowledge, word recognition skills, and cognitive development. In addition to these important academic benefits, read-alouds promote a love of literature, foster social interactions, and ignite a passion for lifelong reading habits. Reading aloud to children is so important that the American Academy of Pediatrics recommends that parents read aloud to their infants from birth”(ILA 2). Yet, despite the facts, reading aloud with, and to children has fallen by the wayside and is in a marked decline as a family practice. The authors state, “the National Endowment for the Arts warns that literacy – as a leisure activity – will virtually disappear in a half a century” (ILA 2).

The Unintended Effects of New Technologies

New technologies have offered entertaining alternative options that not only attract attention and may be influencing brain growth and development, but have the potential for influencing childrens’ social and emotional skill development as well. The convenience of handing a child an ebook read-aloud, a video game, or even an educational application on a phone or tablet allows parents to continue with their priorities while letting the device meet their child’s needs, or distract them from those needs. Using this trade-off only occasionally makes little difference for a child and may be a blessing for a busy parent, however substituting devices and distractions for parental interaction and involvement on a regular basis has quite a cost attached for both the parent and the child.

When Family Read-aloud Time is Lost…

…gone are the shared enjoyments of experiencing the story together, the attention given to the child’s comprehension of, and reaction to the story; the insight and meaning-making cues a parent gives while reading a story to their child, and the physical closeness of sharing the book between them.

If new words are encountered in the read-aloud played by the device, the child can skim past them easily, whereas their parent may have known the child would be unfamiliar with the word and given an explanation. Gone too, are the moments of putting oneself in a child’s shoes and seeing the world again from a child’s point of view, which certainly aids family interaction and relationship-building.

In addition, all the shared discussion of the reasoning within the story, outcomes, judgments about characters and their actions, expansion of understanding of family value systems, modeling of social and emotional cueing behaviors, and parental demonstrations of appropriate responses to emotional experiences are given up in lieu of the ease of providing entertainment and/or distraction via electronic devices.

Where is the influence coming from that is helping our children form their understanding of desirable interpersonal behavior and personal ethics? Do we want to have the ethics and behaviors found in gaming worlds and automated storytimes become the primary contributing factors in our childrens’ development?

Technological learning devices and games can help with skill development, enhance the development of perceptual abilities, and provide entertainment just like automated story experiences, applications, and even some television shows. But none of them are adequate substitutes for parental involvement, expressions of interest and caring, communication and clarification of family values, uninterrupted attention, vocabulary and reading interest development, and the shared experience of a story. Make it a family practice to practice being a family; reading aloud together can be an important piece of that practice!

– International Literacy Association. (2018). The power and promise of read-alouds and independent reading. [Literacy leadership brief]. Newark, DE. ILA/ Molly Ness.

– National Endowment for the Arts. (2004). Reading at risk: A survey of literary reading in America. Washington, DC: NEA/Tom Bradshaw.

Categories: Education, Tips


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