Reading is one way that children can explore new worlds and places. In recent decades, schools have shifted to a more test-based curriculum, meaning students infrequently have the ability to explore books of their choice or have reading locations that will promote positive place relationships. Previous research has shown that, from ages 6-13 (middle childhood), children become independent readers and begin to select books based on their own interest. During this time of life, children also begin to develop a sense a place and make connections with their surroundings. This initial sense of place helps children build a connection with nature at a young age, and reading can help children facilitate these connections with their surroundings. This study investigated how middle childhood reading experiences functioned as learning landscapes. In addition, the author explored how these experiences affected participants' understanding and relationship with place, including both their physical and imaginative surroundings.
The author conducted her study with 5 adult participants, and chose participants purposefully based on whether they felt their reading experiences during middle childhood had influenced their sense of place. Each participant was interviewed for one hour, three separate times. Each interview had a particular focus that determined the questions asked. The first interview focused on the participants' life histories and focused on certain locations that may have left a lasting impact on the participants. The second interview focused on the participants' histories as child readers, asking about favorite books and reading experiences. The final interview focused on reflection, and how their reading during this age influenced their relationship with their surroundings. During this third interview, participants were asked to bring in artifacts, such as books, photographs, or other relevant items from their childhood. The author analyzed the interviews and artifacts for themes. Specifically, the author searched for the meaning and significance that these experiences held for the participants.
Overall, this study found that reading experiences during middle childhood can significantly shape the readers connection to place in multiple ways. The participants of this study were able to select texts during middle childhood that differed from their everyday lives. The participants' ability to choose texts that promoted the use of their imagination, evoked a sense of appreciation towards their inner and outer worlds. This study supports that reading during middle childhood can influence how a child connects to their environment, which can have a lasting impact on place-consciousness.
The author observed four themes during each of the interviews: 1) repositioning, 2) transportation, 3) nesting, and 4) layering. The themes were based on how participants interacted with both their physical and imaginative environments while reading as children. Repositioning occurred when participants were aware of some change in position while reading. Participants created certain feelings or memories that were associated with the book they were reading. For example, one participant connected reading as a source of knowledge because of the classroom setting in which they would read. Transportation occurred when participants would transport themselves into the book that they were reading; the reader would essentially imagine themselves in the landscape that was in the book, rather than the existing environment. Nesting occurred when participants would change their surroundings to create a more desired reading environment. Participants would read in specific locations that were a more comfortable or suitable environment for reading. For example, one participant would choose to read in a room that was above the school specifically because of the unique environment it provided. Layering occurred when participants would try and bring the book landscape into their real landscape. For example, some participants preferred to mimic the setting of the book in their physical environment. They did this by adding props, reading in certain locations like a closet, or imagining their surroundings matched those from the book.
Given the demographics of the participants of the study, the age gap between the adult participants and generation currently enrolled in elementary and middle school is a limitation of this study. The classroom curriculum during the adult participants' time in school differs significantly than the current grade school curriculum. Additionally, although the interviews allowed the author to understand participants' experiences, it was not possible to fully understand how those experiences impacted their lives and sense of place. The small size of the study means that exploring the same concepts with different participants may produce different findings.
The author recommends introducing place-conscious curriculum into formal classroom settings. Integrating this curriculum into school may give middle childhood readers the opportunity to connect with their surrounding environment, which should positively impact both their relationship with reading and their surroundings. Additionally, the author suggests place-conscious curricula should focus on providing students with materials to create their own reading environment within the place-conscious landscape. This will allow students to create a place that may be more suitable or enjoyable for them to read in.
The Bottom Line
<p>Reading can help children develop a sense of place and connections to the surrounding environment. Because schooling has shifted to a more test-based curriculum, many students no longer receive the opportunity to explore books of their choice that will promote positive place relationships. This study showed how place-conscious curriculum can be applied in the classroom to address these challenges schools are facing. Based on interviews with 5 adult participants reflecting on their middle childhood reading experiences, the study concluded reading experiences can positively impact a child's connection to place. The author recommends integrating a place-conscious curriculum into formal settings. Teachers should encourage students to use or create reading spaces in their classrooms to mimic the relationship children create with space when reading independently.</p>
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