These are both valid points, but is it the fault of the NC and the NLS that poetry is seen as a challenge and daunting area both to teach and learn. I briefly intend to illustrate why it is important to teach poetry as part of the NC.
Promotes awareness of language
Children’s ability to respond to words and sounds is almost innate. According to the Oral Language Development Continuum [1997] babies under one year old, when they babble, include all sounds and selectively drop those that do not occurring their own language. This playing continues with the development of the child’s first words in which there is a syllabic rhythm of words, such as ma-ma and da-da-da [Fisher, 2000]. As children grow older this playing with sounds moves to words. Adults participate in this play. Rhyme, rhythm and repetition all form part of the earliest language play we share with children and they form the earliest literature: nursery rhymes and songs. Through the use of rhymes and songs teachers are able to focus on language structures and patterns.
Develops speaking, listening, reading and writing
More importantly, research by Bryant and Bradley [1985] cited by Whitehead, confirms that sensitivity to the sounds and rhythms of spoken language, playing with language, words and rhyme supports early success in learning to read and write [Whitehead, 1990]. However a lack of awareness of sounds and rhymes in daily language use is found among children who experience difficulty with reading
Carter argues that if children listen, read, learn by heart and speak poetry regularly it does contribute to their development in speaking, listening and reading [Carter, 1998]. Listening is an important part of poetry. Ted Hughes [1963] is cited by Bentley et al as saying that what is most important when listening to poetry is that “we hear the song and the dance in the words” [Bentley et al, 2001]. In order to achieve this children need to be exposed to poetry on a very regular basis. Children need to be encouraged to talk about their reading and writing experiences. They also need to be provided with opportunities to read aloud and perform their poems to an audience.
Stimulates the imagination
As poetry works though hint and illusion it can develop children’s abilities to go beyond the literal in their understanding of text. Children have different perceptions of the world from adults. Their views and their limited language can often lead to unusual pieces of imagery such as ‘the trees snowing’ to describe trees shedding their leaves
Expression of feelings and emotions
Reading, responding and writing poetry may enable children to voice their thoughts and feelings, which may have otherwise gone unspoken. Giving children the opportunity to express and share their experiences can be rewarding for all involved.
Enjoyment
Children as previously stated have a wide experience of rhyme and rhythm this can be extended to an enjoyment of poetry, to appreciate how it sounds, what it says and the way it uses language for literary effect. The NLS does stress the interplay of listening to, reading and writing poetry. Teachers are encouraged to share a wide range of poetry with children. The task of the teacher is therefore to move children on from a love of simple rhyme to the appreciation of poetry with its use of imagery. [Fisher, 2000] Poetry can therefore motivate children to read if it is treated as a source of pleasure.
Poetry can also act as a motivator for those with special needs. The writing of poetry in its simplest of forms is far less challenging than a piece of prose. Children gain a sense of achievement on completing a whole piece of work.
Cultural heritage
Poetry is part of our cultural heritage to be passed on to children. The NLS includes traditional poems and rhymes for teachers to teach
Conclusion
The importance of poetry is well recognised and is therefore included in the NC. However, referring back to the views of Carter and Bielby, the NC does not put enough emphasis on poetry compared to other area of the curriculum for English. Part of the failings may also lay with some teachers who have not recognised the importance of poetry or do not have the confidence to teach poetry. Therefore poetry does not achieve it full potential for the children.
Bibliography
Background reading