TA for Tots and Other Prinzes by Alvin Freed was printed in 1973 and is still available today. I’m retired now but it was used in the beginning of every year with my combined first and second grade classes. TA stands for Transactional Analysis, a system for personal growth and change. It’s about feeling warm fuzzies and cold pricklies and feeling that they are prinzes instead of frozzes (his unisex terms for princes, princesses, and frogs). The two terms were easy to understand and simplified discussions about getting along and during conflicts. “Are you feeling some good warm fuzzies today?” Or “I know you’re having cold pricklies right now. How can you change that?” Children loved the book and used the terms easily with one another.
Although written for young children, I once used it in 4th grade explaining that the content can apply to any age. That 4th grade thrived with it also.
Read more about children’s personal development and social interaction in my book, Early Childhood Programs: Opportunities for Academic, Cognitive, and Personal Succes. Included is a web site where programs and activities can be downloaded for use in a classroom. Also, see 7 reviews on www.amazon.com
In my combined first and second grade there was a literature study for the first semester, using basal readers.. All second graders took part, and every year a few first graders were included who were beyond the beginning reading programs. People often asked why basal readers were used with the controlled vocabulary that eliminated the style of the author – and call it a literature study. Well, first of all, the fiction, non-fiction, plays, and poems in the basal series that were used were excellent.1 A few, such as poems, did not have a controlled vocabulary. But even those that did were well-written in an interesting manner. We talked about the style of the author in the afternoons when literature was read to them, sometimes comparing a current piece with a story in a basal reader. But the major reason might well be that keeping track of so many different books for a semester might not be manageable. Also, in those beginning years there wasn’t much money for new books, prohibiting the collection of multiple copies of various pieces of literature. The final reason, but not the least important, is that although many children could read various children’s literature comfortably, some could not, usually because of perceptual problems.
The program included questions that combined components of literature with cognitive processes. Children interacted orally with a peer and then a large group, sandwiched between reading and writing at their own ability level. My hope was that the knowledge gained transferred into each child’s own reading in selected books of interest.
1. Early, Margaret, Senior Author. 1979. “The World of Giants and Monsters”, People and Places, 7-57. New York, NY: Harcourt Brace Jovanovich. (It has long been out of print but there are used book stores on the web that still carry the series.)
Learn about using this literature study, in a class or how to design your own, in my book, Early Childhood Programs: Opportunities for Academic, Cognitive, and Personal Success. Included is a web site where this program and others, plus classroom activities, can be downloaded for use in a classroom. Also, see 7 reviews on www.amazon.com
Teaching Young Children © Peggy Broadbent 2011 - All Rights Reserved