"Kids" or "Children"?

From: mk-mk.facebook.com

When I first started talking to my parents about my book (Teaching Content Area Graphic Novels, 2012) my father stopped me and said, 'You can't keep using the word 'kids' - people will be insulted, because you use the work 'kid' a lot and a 'kid' is also a goat."

Fast forward a few months...My brother, who is visiting from overseas, said the other day that he was ready to go home because he missed "being away so long from his children."

And, while I have been thinking about my father's comment and choice of words for young offspring and learners in my book, my brother's comment sounded weird to me.  Weird- not that he wanted to be with his children (which strangely doesn't sound weird now as I use it), but that he called them "Children."  His oldest (of four) is twenty five, his youngest Eighteen - all are fairly independent adults.  The way he used the word (or maybe it was just his tone and not the word itself) - made them sound young and they aren't. 

 So I asked myself are my nieces and nephew kids or children?  What would they prefer being referred to as?    Does it make a difference?

"Children" to me connote youngsters, and I will bet my bottom dollar that my nieces and nephews would prefer not being referred to as children.  On the other hand, my dad would emphatically state that "kid" is a baby goat. So how should we refer to our offspring once they hit young-adulthood?

Bill Cosby in his comedy routines, always spoke about his "children" as you see here in this clip:

Robin Williams, on the other hand, used the word "kids" to describe very young prodigies in his Inside the Actor's Studio performance:

When I google-image "kids" and "children" - I literally get the same images.  So at least to Google, these words are interchangeable. 

According to The Random House Dictionary of the English Language (second edition, unabridged):

child (child), n. pl.chil-dren. 1. a young boy or girl. 2. a son or daughter. 3. a baby or infant. 4 a childish person. 5. a descendant.

kid n, 1. informal. a child or young person. 2. (used as a familiar form of address.) 3.. a young goat. 4. leather made gloves

Maybe my brother is simply too formal for my taste (at least when discussing his offspring)? Or, could it be a cultural thing? An age thing?

I recall in the book Frindle (which I've mentioned in previous blogs) by Andrew Clemens, the story focuses a lot on what makes a word a word.  The bottom line is: you do.  So.... while I realize that "children" may simply be a more formal word and "kids" informal, I can't help but wonder...how do OTHERS use and /or connote these two words?


In surfing the web, I found a blog by Drew Gardner (http://blog.aikidojournal.com/2010/07/06/of-kid-and-child-by-drew-gardner/) who tackles this issue from the mindset of an Aikidoka and apprears to disagree with my impression as he notes that:

The kid simply plays around in the dojo, as if it were recess from elementary school, even if he has learned how to keep the appearance that he is in-line...  Others on the mat know his fool-around-mentality from day one, and the odds suggest he will never alter his foolishness... The child is much different from the kid. A child, especially one who finds the opportunity to train with fine sensei, accepts being a beginner. Even if for a glimpse he has a technique down pat, he immediately reminds himself that his senpai and sensei are there to erase such complacent thought for the better. He also realizes early on that he will not master a single technique before he passes away in the perhaps multiple decades to come, but he does know that by looking up to his skilled sensei and respectful senpai, he will become better at technique, and more importantly he will grow as a person.

While I may be totally blowing my brother's choice of words out of proportion, I do still wonder about word choice.  

What does this all mean, and what am I sending you away with? I'm not sure, which bothers me.  I have always tried to send you away with food for thought and/or helpful parenting/teaching tools.  I think though there is an important message here:  Not only do we make a word a word, we have to:

• carefully chose the words we use;
• recognize and monitor how we use them and the tone employed;
• think and be aware of how others might interpret our word choices/usage (sometimes this matters, sometimes it does not - but being aware of this before using a word is helpful); and
•  understand that words always have an impact and reflect our conscious (and sometimes subconscious) thoughts and we therefore, again, must be careful and cognizant of our choices.

What do you think?  Has the choice of "kid" and "child" every hit you?  How do you (or might you) refer to your young-adult / adult offspring - 'kids', 'children',  'progeny' (wayyyyy tooo formal for my taste)?

Finally, before I go, I just want to give a shout-out to Heather at http://my-2-cents.blogspot.com who is featuring my blog post.  Thanks, and please check her posts as well - there is ALWAYS cool stuff to be seen and learned about.

Reading, Graphic Novels, and Memory

In my last post, I discussed how reading and comprehending graphic novels demand large chunks of attention: attention to detail, attention to background, attention to language, and attention to art and lettering (size, font, and shape).  This week I would like to focus on graphic novels and memory.

Prose vs. Graphic Novels and the demands reading them place on memory.

Prose Novels: When reading anything in print we have to remember:

• The shapes and corresponding sounds of letters;
• We have to remember the corresponding sounds of letter blends, 
• We have to remember vocabulary (recalling the spelling of words to more efficiently decode them as well as their defintions), 
• We have to remember what we just read and if it makes sense vis-a-vis what you read a few sentences ago (metacognition - keeping track of our comprehension), 
• We have to remember rules of grammar and punctuation, and 
• When reading we have to constantly keep track of plot, time, motives, names, places and events.

Reading places demands on short term memory, long term memory, and active working memory.

Graphic Novels:  When reading graphic novels, we have to remember:

• ALL the demands on memory listed above for prose novels PLUS:
• We have to remember not only the words we read, but the sequence scenes we view in the panels.  
• We have to remember what occurred in the previous panel while constructing and inferring what was not included in the gutter.  
• We also have to remember the artist's different use of font and panel borders.  (Sometimes, for example squiggly lines around a panel means someone is thinking, sometimes it can mean they are angry.  
• We have to keep track of the particular artists' intent in the choice of letter fonts and sizes, and panel divisions and borders.  The art, while adding an emotional and very engaging component, also adds additional demands on memory.
• When reading comics or a graphic novel series we also have to remember small sequences of the story over a long period of time.  With comics, only a small segment of the story is printed at a time, with weeks between issues.  The reader has to keep track of plot, motives, intents, etc. [And, while we do this as well with sequels for books, the stories in each prose novel book are complete and easier to remember than the small segments readers are given at each comic installment.  The disjointed story makes it more difficult to remember.]

How to use graphic novels to build memory skills:

• Read comic books in regular installments.  Read them together with your kids and:
• Talk about them.  
• Brainstorm where you think the author(s) will take the next installment.
• Before reading the next installment, review what has happened so far.
• Discuss how the art helps you remember certain aspects of the story.  
• Discuss how the art provides cues to help your mind read and not have to think or remember reading strategies.  For example, different fonts and borders may help you realize this is a flash-back. Also, different art styles within a comic can cue your mind in terms of which sequence panels should be read in.  Once you realize the artist's intent, it frees your mind to focus on other issues.
• Whether reading these books together or individually, you may want to create story maps to visually "see" where the story is going (and help remember details). 

There are now many kids non-fiction and historical fiction graphic novels.  Pairing these graphic novels with science, social studies, history and language arts in the classroom will help provide graphic images as well as complementary content that will help make the educational content more meaningful and easier to recall.  Here are a few young adult nonfiction and historical fiction graphic novel suggestions (recommended age ranges vary):

•  American Born Chinese (Yang, G.)  a perspective of growing up as a multicutural minority student (recommeded for middles school and above);
• Laika (Abadzis, N.)- provides a Russian perspective to the Space Race (third grade and above);
• Mouse Guard (Petersen, D.) - perspective of life in the Middle Ages (fourth grade and above);
• The Olympians (O'Connor, G.)- provides a wonderfully visual account of Greek myths (third grade and above);
• Persepolis (Satrapi, M.) - the story of childhood in Iran (recommended for mature middle school - high school);
• Kampung Boy (Lat) - about a Muslim boy growing up in rural Malaysia in the 1950's (middle school and above);
• Malcolm X:  A Graphic Biography (Helfer, R.D.) - critiques the Civil Rights Movement and Malcolm X's life (recommended for high school);
• Campfire Graphic Novels have published re-tellings of classic stories such as Treasure Island and Moby Dick and some of Shakespeare's classics (Macbeth, Julius Caesar, Romeo and Juliet, for example) that you may want to check out.

Most of all, you want to enjoy the reading experience!  Let me know what your favorite non-fiction and historical fiction comics/graphic novels are.