Tell It to the Ear!
Supporting Oral Language Development During Transitions
Published in the Summer 2007 issue of the ACEI Exchange, pp 224 J
This Idea-Sparker was submitted by San Juanita G. Hachar, Assistant Professor in the Department of Special Populations, College of Education, at Texas A&M International University in Laredo, Texas.

The emotional/social growth of the child is in a precarious position if the child is not allowed to engage in continuous verbal expression. The key for educators is to ensure students are relaxed so that they can enjoy what they are doing.

Although tattling may be "noise" to teachers' ears, we need to incorporate it in the early childhood classroom as students' oral language emerges. Without the ability to articulate their needs, and without the experience of coping with anxiety, young children develop coping mechanisms and defense mechanisms that provide them with the safety net of security as they develop emotionally.

One coping mechanism involves imaginary friends whom the child talks to, and presumably "listens to." Often, this behavior is a subconscious way to express things that the child is afraid or embarrassed to express. To the child, this "friend" he has created is "real." An example of the use of imaginary friends is: "Mikey told me that I do not have to eat my supper." These explanations help the child cope with his/her own hostile/aggressive feelings that may not be acceptable to parents or in the child's world.

Another use of the imaginary character is when the child feels unloved, regardless of the actual circumstances. The child creates a true, real, loyal friend who always supports him/her, in good times or bad: "Mikey loves me no matter what I do." "Sara said that I am her best friend in the whole wide world."

Adults should not ridicule the child with imaginary friends, but should maintain reality. For example, when a child has an imaginary friend, the parents/teachers can accept the "friend," mentioning him or her by name . . . but also giving a reality check for the child. For example, "I am glad you invited Stella to eat lunch with us. I am sure you'll be happy to have her with you. Someday, you'll have other friends, too." This feedback encourages the child to see that other friends can and will come into her life. Once that happens, the imaginary friend will gradually disappear.

Implementing the Activity
As I visited a few 1st-grade classrooms last April, I came across an exciting strategy in action. A group of 28 first-graders, newly energized from their physical education class, were eager to provide a minute-by-minute detailed breakdown of their buddies' doings. It became clear that all the children, including Andy and Stella, his imaginary friend, needed to articulate the most pressing issues on their minds. One by one, the children approached a 2' long x 1' wide cotton felt "ear" that was adhered to the board. The children took turns setting the timer as their classmates spoke in their soft voices to the ear, reporting each others' stories. In absolute delight, I observed intently to note their enthusiasm. Their teacher explained that it is customary in their class for the children to share in "Telling It to the Ear" upon returning from P.E. The transition activity from one subject to another was eased through this activity. From "Tell it to the Ear," the teacher prepared the children to provide input for their daily experience chart.

Implications for Educators and Parents
Educators and parents must provide meaningful experiences. Children must be allowed/encouraged to articulate events of interest to them. For many children, school is the haven where they can be safe, respected, and loved. As educators, we must remember that social, emotional, and psychological development and security is important to-in fact, is a prerequisite for-the academic success of each child.