Welcome!

Welcome to my portfolio, a collection of the work I have done for the class Children's Literature at Whatcom Community College.

As I have spent the last months studying the world of children's literature, my eyes have been opened to a new, exciting genre of literature. I have learned the magic of staying up late into the night to finish the last few chapters of Hattie Big Sky, and of the joy of reading The Wizard of Oz with my sister. I became caught up in tales of an underground ice communities, a girl defying gender roles, an orphan boy finding a family, a Kansas girl and her dog, a sly rabbit and a foolish fox, and a frightening land that may represent the future of America. I ran my hands across the pages of countless picture books. I have allowed myself to read and enjoy without inhibition or the expectations that reading adult novels bring.

I spent several weeks studying topics of social justice in children's fiction. I encountered a genre I did not know existed, but allowed me to see tragedy through the hopeful eyes of a child. I attended a children's literature conference, and in doing so, gained sparks that lit a fire of ideas and inspiration in my heart. I interacted with my fellow students in class as well as in our online community. This fellowship of learning and scholarship provided me with the majority of my “aha!” moments this quarter.

All of these pieces of my work are represented in this portfolio. The menu above allows for easy navigation between each category. Although far from exhaustive, I have attempted to bring together the best of my work from the class. Perhaps the most valuable lesson I have learned this quarter is that knowledge is not meant to be kept to oneself. The beauty of scholarship is sharing it with others. In an attempt to share what I have learned, I present this portfolio.

"The more that you read, the more things you will know. The more that you learn, the more places you'll go.” -Dr. Suess

**
This portfolio is lovingly dedicated to Mandy and Lexie.
May your reading always give flight to your dreams.

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Class Reflection

I registered for Children's Literature because I thought it to be an easy class. After a quarter of analyzing grammar and reading Oedipus Rex, I was exhausted. I wanted to take a course that would count as a literature credit on my transcript, but would allow me to have a break in the process. I saw the reading list and imagined breezing through the quarter with little effort. I had never been especially interested in children's literature as an adult, but I thought I would enjoy a revisit to my childhood. I was not settled on wanting to become a teacher, but I decided the class would be interesting to me as a sister, a foster sister, and perhaps a mother one day.

On the first day of class my feelings changed. I was immediately overwhelmed. What is a Think Piece? I have to attend a conference? No grades until the end? A project and a portfolio? I almost considered dropping the class during the first session. This did not sound like the easy class I had been hoping for, and I did not want to pour so much time into a subject I was hardly interested in.

When I paired up with Dana to read about Briar Fox and Briar Rabbit, my feelings changed. I was drawn into the story immediately. The language captivated me, for I had never read something that required one to read aloud in order to understand the words. I had seen Song of the South many times as a little girl, and these Uncle Remus Tales were a bit like comfort food. By the end of the first class I knew I was going to stay and that I was going to greatly enjoy the quarter.

I had never read The Wizard of Oz, nor had I seen the popular movie. I am thankful for the latter as I did not have any preconceived notions about the book. I chose to read Oz with my sister, an experience that I will always cherish. Her enthusiasm about the book was contagious. As I neared the last few chapters, I was unable to put the book down. Oz was the perfect way to start out the quarter. I was able to shed my analytical cap from the previous quarter and enjoy the book. I did not realize as I was reading and discussing how much I was learning until I wrote my first Think Piece. The learning came to me through my enjoyment, something I once believed to be impossible but now hold to as one of the most valuable things to take away from this quarter.

The True Confessions of Charlotte Doyle, while engaging, was my least favorite book of the quarter. I found myself lost in the large amounts of description. This insight helped me learn about myself as a reader. While I appreciate some description to gain a sense of surroundings in the story, I prefer to allow my imagination do the rest. I was surprised at how negatively many of my classmates reacted to the book. I did not hate it by any means. It was at that time I realized how much criticism our group as a whole had. I was disappointed at first, for I had just shed that critical mind while reading Oz. As we moved through the quarter, though, I began to see the benefit of the discussions we were having because of this. I do not have a critical spirit by nature, so the thoughts of others brought to light things I never would have considered. I was able to do my reading apart from that, though. I read and took from each book what I wanted to take from it, and I came to class to hear the opinions of my classmates.

I had no expectations as I began to read Hattie Big Sky, but when I reached the end of the first chapter I was pulled back into my childhood. Growing up I loved reading stories of girls on the wide open prairie. Hattie's story resonated with me through every page. I also felt as if our class were engaged as a whole-from Thomas' letters to Erich's drawings. The Moodle discussions of this book were lively and interactive. Hattie was not just a book reading; it was an entire experience of learning. I believe this was capped off by the conference, but the majority of my enjoyment of the book was because of my interaction with my classmates.

Bud, Not Buddy came at a unique time in my life. I read the first section of the book the night our four month old foster child was taken from our home to be placed back in a bad situation. I could not help but be emotionally attached to Bud and his story. I kept imagining our little girl several years older and finding a place of love and acceptance in her life. The emphasis on music and rhythm is an interesting aspect of literature that I had not yet explored. The book did indeed have a rhythm of its own. I especially enjoyed the authors' use of Bud's “rules.” As a young reader I loved lists, as I still do. Christopher Paul Curtis wrote the story with a palatable energy. As I read I forgot that the story was written by an adult, but rather truly believed that Bud himself was telling his story. I cannot remember another time in which I forgot about the author in such a real way. I was completely wrapped up in Bud.

If I had to choose a favorite book from the quarter, I would choose First Light. I was an engaged reader from the moment I saw the cover. I have long been interested in alternative societies, especially a world that exists below the ice. Rebecca Stead's use of parallel storytelling between Peter and Thea always kept me turning the page and reading on chapter after chapter. Perhaps my favorite part of the book was the matriarchal society that Gracehope was. It is not often in literature, especially children's literature, that one sees a society completely ruled by women, where men are not required. The message of feminism was strong without being pervasive. Not all young readers may pick up on the theme, but for those who do, I can imagine it being an encouraging message. It was for me as a young woman. Also fascinating about the book was the information about global warming and its effects on Greenland. Rebecca Stead is a masterful writer who wove all these elements together to create an engaging story without preaching her agenda.

The Line was a delight for me to read, especially knowing that Teri Hall was in the Moodle as well as planning a visit with our class. The best part about reading the book was knowing that I could ask the author anything I had thoughts or questions about. It is rare that a reader is afforded such an opportunity. The Line brings up some very poignant questions, things that are relevant to life today. Our class discussion about the book went places I had never connected. I realized that making connections and going new places should be a part of the reading process. The author pours herself into a book, but the reader has to be the one to take something out of it.

The readings were only a portion of the class. My reflections on my think pieces, Moodling, and the conference can be found elsewhere in this portfolio.

I started out this quarter unaware of the field of children's literature. I assumed children's books lacked depth and intellectual qualities. My assumptions were immediately proven to be false. Children's literature is brimming with scholarship, community, and truly great writing. When I read children's books I am able to place myself in each story and not worry about expectations. I do not feel as if I must read them critically, but instead I learn incredible lessons about myself and the world around me through my enjoyment of the books.

This class has opened the door of children's literature to me. I have found my passion, my inspiration, and my field. My studies of children's literature will not stop after this class. I am going on to study children's literature this spring, and I hope to study children's literature in a Master's program in the future.

A.A. Milne, from the mouth of his beloved Winnie the Pooh, spoke a profound thought that resonates with me when I reflect on this course.

"Well," said Pooh, "what I like best," and then he had to stop and think. Because although Eating Honey was a very good thing to do, there was a moment just before you began to eat it which was better than when you were, but he didn't know what it was called."

Because of this class and my new discovery of children's literature, I have just begun that moment, but like Pooh, I do not know what it is called.

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Explorations Project

My explorations project was essentially given to me. I had planned on doing something safe, something that was familiar to me. That is, until we had our library visit with Bethany Hogland. As she held up a copy of Ninth Ward and told us it was a fictional story of a girl who endured Hurricane Katrina, my mind began to work. I had never thought of a genre of children’s fiction that dealt with real life tragedies and issues in our present day. As a child I had read books of historical wars and nineteenth century slavery, but I had never happened upon books that are relevant to life right now. I pulled her aside after her presentation and told her that I wanted to do a project on children's fiction that covered social justice issues. At that time I did not yet know what exactly that meant, but I felt it to be a starting point. Bethany was very helpful in providing me with a list of books she thought might be relevant to my topic. I took a stack of books home from the library and eagerly began reading through them.

In the following weeks I began to find a more narrow definition for my topic. I found that social justice issues meant to me, for the sake of this project, any situation that victimized an innocent person. Such things evolved to include wars, genocide, natural disasters, and bullying. I decided to focus in on issues that were current, issues that happened during the lifetime of the intended audience. Because even these topics are so broad, I chose to focus in on things that were important to me. My own personal experience played largely into my choices. Over the last year my family became a foster family. I was suddenly more aware of the horrible things that happened to innocent children that were completely outside their control. I wanted to know how children perceived these events. I wanted to know their stories. I chose fiction because of its accessibility to children. As a middle schooler myself I would not have picked up a nonfiction biography about a child who survived a war, but I was apt to pick up a fictional story about the same topic. I was also most interested in chapter books for the middle school age group, the stage of reading my sister is currently in. All of these things blended together to become my explorations project.

I read through the books quickly, most in one or two afternoons. As I read I began to think about how much more these stories opened my eyes to the world around me than an article in Time or Newsweek. I began to see the bigger picture. I essentially found my thesis for the entire project one afternoon while reading Year of No Rain in the library. These stories of horrific tragedy bring two things to children's literature. Not only do they bring these stories to both children and adults in relatable ways, but they also add the dimension of hope among the horror. Every story I read, whether it was about Hurricane Katrina or strife in Sudan, ended with hope. I believe that theme goes deeper than simply adding a happy ending to a story. Children are the ones who do add hope in the midst of darkness, to the world of books, yes, but also to the broader scope of life. I realized that I had found an “aha” moment. These books served a purpose. They did not allow me to despair about the unjust situations around the world, but they served up a healthy dose of inspiration to do what I am able to make a difference and to fight for the rights of the innocent.

My struggles with my project came in how to communicate my passion for this topic to the class. I was incredibly nervous about my presentation. Although I had done a great deal of public speaking in the past, I was especially anxious about this presentation. I now know that I was most nervous about presenting my subject matter. I knew that my topic was not light or entertaining as some of the other projects had been. I was worried that my classmates would find my presentation to be off-putting. As I reflect on my presentation now, I wish I had chosen a different passage for the class to read. While the chapter of Year of No Rain was the best stand alone passage out of any of the books I had read for my project, it was not the most engaging read. Perhaps if I had chosen a different book to share, my classmates would have been more interested in my presentation before I started.

Because of my nerves, I asked the class to break up into small group to discuss the subject material and appropriateness of different books I passed around the class. During the discussion time immediately following, I was surprised to hear that many of my classmates thought that middle school readers would not be at all interested in the books. When I gave several of the books to my sister, she was very engaged in the reading. That conversation allowed me to think more deeply about how children would respond to such books. I am now more aware that not all children will enjoy such books. Some will have no interest in the life of someone completely different from them. That said, some children will be very engaged readers if the topic is relevant to them. As I mentioned in my presentation, many children in our county know children of migrant workers or have a classmate with a disability. I feel that these books make it easier to bridge the gap between stranger and friend.

When I read the feedback cards I received after my presentation, I was happy to see that many of my fellow students took from my presentation what I hoped they would take. An overwhelming amount said that they had no idea such books existed, and that they liked the idea that books would make these issues, people, and conversations accessible for kids. I wanted people to know that there are stories that can make a difference in encouraging children to foster compassion and friendliness. Erich wrote in his card that he felt such books would cause a child to become callous to tragedy. I greatly valued his point. I believe that there is a risk of that happening if children are forced to read these books without any interest. For the children who are interested in current events though, these are great resources.

I took away several great ideas and thoughts from my project. The first was realizing that books about tough subject matters do exist in children's fiction. This is beneficial to me as a sister, a foster sister, a reader, and as a person with a future in children's literature. The second was realizing, in a broader way, that children always offer hope. This was especially meaningful to me as the week that I presented my project, we had a foster child taken from our home and put back into a tumultuous environment. The third was that these books will not be engaging to everyone, and that not everyone is comfortable with children reading these books. I appreciated that lesson as I am apt to assume that something I value will be valuable to everyone. I learned through this project that this does not reduce what I learned at all. Taking something away and making it my own allows for greater scholarship, even if not everyone else “gets it.”

I am glad for the time I spent on this project. Not only did I gain knowledge about the subject, but I gained knowledge about myself. I value compassion and solidarity, even if they are not popular subjects. Furthermore this project provided a place to begin as I continue my studies in children's literature next quarter. My next explorations project also involves reaching those who are often forgotten, but in a different, more tangible way.

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In order to research for this project, I read the following books:
Boys without Names by Seth Kashmira. 2010.
Ninth Ward by Jewell Parker Rhodes. 2010.
Out of My Mind by Sharon Draper. 2010.
The Circuit by Francisco Jimenez. 2007.
Year of No Rain by Alice Mead. 2003.

Other information for my project was found at Alice Mead Books.

My project powerpoint is available here. (Please be patient as the graphics load).
The passage I selected the class to read is available here.

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Conference

Chris Raschka and Kirby Larson. Before I began this class I had never heard those names. When I read that we were required to spend a Saturday morning at a conference, I grumbled to myself. The conference sounded scholarly and, quite frankly, boring. I marked the date on my calender, but was not excited about attending.

My views about the conference changed as soon as I started getting into the content of the class. Within a matter of weeks I realized that children's literature is my passion. I devoured everything about the topic that I could. My eagerness for the conference grew. I could hardly sleep in the nights leading up to the conference. I was actually going to hear Chris Raschka and Kirby Larson speak! As we had just finished reading Hattie Big Sky, I felt a kinship with Kirby Larson. I had become a devoted admirer of her work. I was just as excited to hear Chris Raschka after we read Hip-Hop Dog in class.

The night before the conference, my attendance of the author's reception started the wheels turning for me. Being in that large library room with dozens of other lovers of children's literature was, as Sylvia Tag said, a somewhat spiritual experience. I felt an electricity in the air as a community of readers and writers gathered to honor two celebrated masters of the trade. I will forever remember that New Yorker Chris Raschka considers Bellingham to be the best place on earth. Despite there being a lack of substantial content that evening, my mind was already full with possibilities. The simple presence of other students of children's literature fueled my passion not only for the next morning, but for the entire field.

I was already inspired, but the bulk of the conference had yet to begin. When Sylvia Tag began her opening comments, I felt my heart bursting out of my chest. I was there, like the night before, in the presence of students and scholars and writers of children's literature. I felt a noticeable passion buzzing through the room. That feeling is irreplaceable; those who were unable to attend the conference will have missed out on that. I knew in those few moments that I was in for something incredible, even magical. This conference was much bigger than an author and an illustrator sharing their work. It was more important than a group of students from Whatcom Community College being required to attend a morning conference. The conference was about scholarship in action. It was people from all walks of life, careers, and levels of education coming together to celebrate children's literature.

Kirby Larson's talk was the most inspirational part of the conference for me. She shared a myriad of quotes with us, and I was thankful for the small blue notebook to write them down. C.S. Lewis said that “We read to know we are not alone.” I found this to ring true as I listened to Kirby speak. All through the quarter our class read books together and discussed them with each other. When Kirby shared that quote I realized why I had been enjoying the class as much as I did. We had developed a community in our class, and in the community I found friendship and camaraderie. Because of the other readers in our class, I was no longer alone, no longer a lone reader among millions. As we spoke about throughout the quarter, I also developed relationships with all the authors that we read, not just the two that spoke at the conference. I felt a connection with them, despite having never met them. Reading their books, and especially reading them with my classmates, gave me a sense of belonging.

Despite how hard writers must work to ever get their books to see the light of day, I was oddly inspired to begin writing for children. I felt a sense of importance in writing children's literature. Kirby told us that she set aside time to write for two hours each Tuesday and Thursday. That became concrete for me, something I could hold on to. I began to think that even with my busy college student schedule I could write for a few hours every week. I was mostly encouraged by her huge pile of rejection letters, though. Kirby Larson, now a Newberry medal winner, has been rejected far more times than she has been published. She shared with us that “The moment of inspiration is not a gift; it must be worked for.” I had falsely assumed that truly great writers are unable to keep their inspiration from flowing, that they sit down to write without pause. Her thoughts resolved in my mind that my writing will always be a stutter, a process of writing and rewriting. There is nothing shameful or unworthy about that; it is simply a part of the writing cycle. Kirby Larson's fifteen drafts of Hattie Big Sky prove that even the most talented writers must edit again and again. Stephen King said, “Only God gets it write right the first time.”

While I also enjoyed Chris Raschka's talk, I did not prefer him as much as I did Kirby Larson. I believe this to be because I am not an artist by any means, and I cannot relate to his stories as much as I could to Hattie Big Sky. I did, however, take away a few valuable thoughts from him. His writing of Yo! Yes? in his head on the way to the post office rang true with me. I often write stories in my mind as I walk around campus or go throughout my day, but I have never tried to write any of them down or consider what I may do with them.

Chris inspired me to begin looking for the beauty in the world around me and write about that beauty. Arlene Sardine is a ridiculous book that sprung from a ridiculous idea, yet there is, somehow, a sense of closure and the grace of the mysterious circle of life one receives when reading it (or in our case, hearing it). Arlene Sardine made me wonder what I am missing. I am not likely to write a book about a can of sardines, but maybe there is some ordinary part of my every day for which I need to take pause.

The highlight of my day was meeting Kirby Larson and having her sign my copy of Hattie Big Sky. In those brief moments I told her how much she inspires me to be a better reader and writer. I then told her of my eleven year old sister, who is quite a writer herself. She signed the book, “For Melissa and Mandy. Reach for those writing dreams.” Because of those kind words, Mandy has been unable to stop writing since the conference. She faithfully blogs at least once a day and is currently working on three stories at once.

When I got home from the conference, I wrote on my Facebook status, “I am so thoroughly inspired by the conference that I am quite overwhelmed with it all. Last night and this morning only reaffirmed my passion and love for children's literature as well as my desire to continue pursuing this field for the rest of my life.” Those fresh emotions continued through until today. I am already excited for next year's conference, already looking forward to the speakers and the environment.

The afternoon of the conference, I wrote a reflective piece on my personal blog about my thoughts, experience, and my take away. This excerpt serves as a reminder to myself of the landmark event the conference was in my life.
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Pen to paper, fingers to the keyboard.

I write.

I get stuck, I backspace, I cross out, I send up my frustration to the writing gods.

Why oh why-when will I find my niche? When will I be able write without a stutter? When will the thoughts in my head come out smoothly instead of jaggedly and painful?

Breathe.

Keep writing.

I am thoroughly convinced that this is the key to anything great. Pushing through the difficult parts, gluing oneself to a chair, striving even while floundering.

Success-inspiration even-is a moment that is worked for, fought for.

No craft is mastered or even tamed without the sheer will of doing so. Today, tomorrow, and each day that follows, I will be practicing the discipline of writing.

These stories in my soul, these words coursing through my veins are gifts waiting to be told.

One day, someday, they will make their escape. They will have their voice. They will be told.

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Moodle Contributions

The Moodle environment provided a great place for our class to discuss our thoughts about the reading. At the beginning of the quarter I was not as comfortable speaking up in class, so I spent most of my time in the Moodle. By the end of the quarter, however, I was very open to participating in "in class" discussions.

The following Moodle contributions are representative of some of my best posts. They are not all the longest ones, but the ones that involved my mind at work.

Please use the following links to navigate to each moodle contribution.

Moodle Contribution 1
Moodle Contribution 2
Moodle Contribution 3
Moodle Contribution 4

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Think Pieces

The Think Pieces I wrote forced me to step outside my comfort zone. I can easily write a good essay, but writing about what I think was, and still is, difficult for me. I had to take my mind out of spouting scholarly sounding language and instead take the time to think about new ideas and take them to new places. The first Think Piece was uncomfortable for me, but by the end of the third I was more willing to take risks and stretch things a little bit more. The Think Pieces greatly aided my learning and helped to make the class my own. Instead of turning in generic essays, I have evidences of the thoughts that were meaningful to me.

Please use the links below to view my revised think pieces.

Think Piece #1
Think Piece #2



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Moodle Contribution #2

This Moodle post was inspired by a quote Sherri posted in the Moodle.
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Peter Elbow, a scholar of the teaching of writing, talks often about "the doubting game" and "the believing game" in academia. He argues that, in college, we put too much emphasis on "critical thinking"--on doubting everything we read and hear.... He asks us to also consider trying to believe what it is that we read. It's kind of the "step into my shoes and take a look at my world from there" approach, in an academic setting. I love to think about trying to play "the believing game" as we read, especially for a class like this one. Here's a passage from an article by Elbow:

Critical thinking often helps us fend off any criticisms of our ideas or ways of seeing. We see this problem in much academic and intellectual interchange. When smart people are trained only in the tradition of the doubting game, they get better and better at criticizing the ideas they don't like.... They take refuge in the feeling that they would be "unintellectual" if they said to an opponent what in fact they ought to say: "Your idea sounds really wrong to me. It must be alien to how I think. Let me try to enter into it and get a better perspective on my thinking--and see if there's something important that you can see that I can't see.

--from Elbow's "The Believing Game," Journal of the Assembly for Expanded Perspectives on Learning , Winter 2008-09
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I was especially inspired by this passage and wanted to have a discussion with the class about it. I had felt as if we were too critical while reading The True Confessions of Charlotte Doyle, and I did not want to have the same experience while reading Hattie Big Sky. The idea of stepping into someone else's shoes helped to carry me through the rest of the reading for the quarter. Whether I was stepping into Peter's shoes or Rachel's shoes or Bud's shoes, I allowed my imagination to take over.

Picture of Melissa Peacock
The Believing Game
by Melissa Peacock - Monday, 31 January 2011, 11:43 AM
I really like the quote Sherri posted about the believing game. The author hit the nail on the head. So often as college students we do try put such an emphasis on doubting everything we hear that we are unable to imagine someone else's life. I also like the analogy of a certain thought being foreign to us but being willing to step into the shoes of the thinker and see things from their perspective.
I think about Hattie in regards to that. The book has some elements that may seem unbelievable to us, but I think we can gain much from putting ourselves in Hattie's shoes while we read the book. Already I am finding myself getting pulled into her story and lost in the pages.
I started out this quarter with critical, even doubting, thinking about every single thing I read in literature, but as we progress I am learning to use my imagination and play "the believing game." Playing the believing game seems to be more difficult than having the typical doubting mind that we are currently taught, but I am finding that for this course especially, it is greatly aiding my learning experience.


Winnie the Pooh
Re: The Believing Game
by Juliet Walsh - Monday, 31 January 2011, 11:46 AM
I wonder if you have read Pollyanna because in the book there is a "Glad game" in which Pollyanna encourage the people around her to look at life with a cup half full point of view.

Picture of Melissa Peacock
Re: The Believing Game
by Melissa Peacock - Monday, 31 January 2011, 11:49 AM
Oh yes, the glad game. Whenever I think of Pollyanna, though, I think of the Haley Mills film. ;)

Winnie the Pooh
Re: The Believing Game
by Juliet Walsh - Monday, 31 January 2011, 12:01 PM
Me too and it always seem to pop in my head first, but also I have seen a BBC veriosn of Pollyanna and have also read the book too.

Picture of Erich Danke
Re: The Believing Game
by Erich Danke - Monday, 31 January 2011, 11:49 AM
Hattie seems easy enough to believe.  Maybe it's cause I have no idea about farming so I can't really connect with her obstacles by comparitive experience (or whatever).  Regardless the characters and their personal trials are the focus of the story and they all face real problems in believable ways and changing a little bit (or sometimes a lot) through the experience.

Picture of Emily Pacheco
Re: The Believing Game
by Emily Pacheco - Monday, 31 January 2011, 12:59 PM
I think that quote is appropriate as well. It makes sense that this is a 'children's literature' class, and kids have quite an imagination and love to get caught up in the story. They haven't learned to think critically yet, especially before they turn ten and start asking about santa claus! LOL!

My three year old son wanders around talking to Sue-na-nee-new, his imaginary friend (don't ask me how he came up with this name, I have no idea!). My nine year old insists his friend isn't real, and then a voracious argument ensues.

This for me is an exercise in suspending disbelief, because for the three year old, his friend is real. Obviously I can't see his friend, but it doesn't make it any less real for him. And, I wouldn't take that childhood innocence away for anything in the world.


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