Ramona Quimby is a beloved children's
literature character created by Beverly Cleary. Even more wonderful,
Ramona, Beezus, Henry, and Ribsy all lived in the Northeast part of
Portland, near Grant Park. Children of Portland are able to go visit
many of the streets mentioned in the book. What makes Ramona's world
endure (Henry Huggins was Cleary's first character, created in
1950) is that Cleary was able to so effectively get into children's
minds, and communicate what she found in a funny, interesting way that children could relate to.
Ramona serves as a great window into the developmental thinking of
young children, both at home and at school. Ramona thinks
like children think.
In this book club post, I will attempt
to cross reference Ramona's thinking in Ramona and Her Father,
the book that takes place in the fall of second grade, with another
expert on childhood: Chip Wood, who
wrote the book Yardsticks: Children in the Classroom Ages4-14. This book is indispensable to me as an educator; whenever
I am feeling particularly exasperated with my class, I re-read the
“Sevens” and “Eights” chapters to remind me what is
developmentally appropriate, and what the strengths of that age are.
Wood is an educator, researcher, and has succinctly synthesized many
theories of developmental psychology into concrete facts about each
age. Whether or not you choose to read Ramona
and Her Father is up to you, either by yourself or with your new second
grader. I hope you find this book club informative and
useful.
Ramona has entered the second grade,
and things are looking up for the irrepressible girl. That is, until
her father loses his job. All of a sudden, Ramona is inundated with
worries that are new to her: money and bills, jobs and unemployment,
her father's quitting smoking. With money being tight, there are no
more treats, no more eating out, and the family's cat must eat the
cheapest—and least tasty—cat food. Everyone is glum, tempers are
short, but Ramona finds some small solaces here and there: making
tin-can stilts with her best friend Howie, planning her next move in
her campaign against smoking, and drawing with her dad.
Of this age, Chip Woods writes that
“...sevens can be extremely moody, sulking and sometimes
depressed...they like to work by themselves and appreciate quiet
corners for reading or working” (p. 70). While this is certainly a
generalization, we do notice a slight pause in between the exuberance
of Six and the overconfidence of Eight. Ramona worries, upon hearing
her dad was fired: she “felt sad and somehow lonely, as if she were
left out of something important, because her family was in trouble
and there was nothing she could do to help” (p. 29). She worries
about her family going hungry, she worries about her father not
loving her, she worries about Christmas presents, she worries about
her classmates making fun of her. Sevens are very sensitive: teasing
and joking might have unintended effects, and sarcasm is particularly
painful. Sevens experience myriad physical pains, both real and in
their minds (Wood, p. 72).
So what do we do as caring adults? Be
aware of Sevens' worries. Provide structure and routine to their
days: they thrive on it, and its implicit security. Talk with them
frequently about changes that may be coming to the classroom or
house. Listen to their worries, no matter how far-fetched they may
seem. Be firm but kind with complaints of physical ailments, track
them if they seem excessive, so we can find the underlying cause, or
refer to medical experts as needed. Be gentle with humor: Sevens
are not old enough to understand sarcasm very well (especially if
directed at them).
Developmentally, Sevens can still be
quite impulsive, and their behavior may come without explanation,
which makes their choices seem erratic and irrational. At this age,
there is plenty of deep thought running below the surface, which may
not be revealed. Ramona shows this trait well: she has a secret
plan to make a million dollars by being discovered for a television
commercial, what results is her telling her teacher that her
pantyhose look like wrinkled elephant skin. She thinks about the
Imperial margarine boy's crown, so puts a crown made of burrs on her
own head, resulting in a painful hair-cutting session.
Seven is a tricky age: Ramona observes
that “the congregation always murmured and smiled at the
kindergarteners in their wobbly line, but nobody paid much attention
to second-graders” (p. 141). At this age, children start focusing
on what they are good at, and enjoy practicing it over and over
(Wood, p. 72). Children begin to understand that perseverance and
skill development are how most older people distinguish themselves,
rather than by simply being “cute.” This is still the beginning
of the stage of industry vs. inferiority, according to Erik Erikson.
Children enjoy practice, review, and working at their own pace. Wood
suggests that “a balance between hard work and self-assessment
produces a sense of competence” (p. 73). In second grade, students
begin to more closely examine what they are good at, and how they
might improve in areas of struggle. Because second graders are
becoming more honest with their skills, it is essential that adults
in their lives praise effort and growth, not ability, or the children
may develop a dislike for school.
In my second grade classroom, you will
find that the second graders are expected to do a lot. Not just
conceptually, academically, etc., but in the actual running of the
classroom. While second graders are still pretty small, they are
resourceful, creative problem-solvers who can—with minimal
guidance—clean up, organize events, and help. When we have class
events and activities, the second graders are expected to help
prepare and clean up. I hope that you are able to provide helping
opportunities around the house as well, so second graders can
continue that practice of skills, which results in a sense of
competence and belonging.
