An Introduction to Fingerplays and Action Verses.
( by Ruth I. Dowell)
Children love rhythm. They express that love of rhythm naturally with movement. These activities help children to develop creativity and to experience greater self-esteem; and they
promote and encourage verbal and motor skills. With this material, language becomes a
pleasurable experience.
Fingerplays such as Where
is Thumbkin? bring small motor skills into play, whereas
action verses such as Ring Around the Roses call upon larger
muscles. With large body motions more suitable for younger children,
and hand and finger motions more easily accomplished by older
children, choices can be made to suit particular class needs.
Fingerplays are best used when there is limited space for movement,
i.e., with children seated or when a quieting activity is in
order. Use fingerplays, for example,before or after lunch. Action
verses, since they involve whole,body movement, require more
space and are most effective with children standing. The children
may be in a circle, a line or wherever there is sufficient room
to move. Such an activity is a relaxing transition between times
of the day or a welcome change after a long quiet period. Motions
that accompany the rhymes should be creative and expressive,
yet simple. Whether corresponding to individual words or to
the meaning of the rhyme, one or two motions for each line of
the rhyme is sufficient. Joining hands and walking in a circle,
clapping hands or snapping fingers can be used for non-specific
movement. The teacher should memorize each rhyme and its movement
before presenting it to the class. With motor involvement providing
the neurological imprint that speeds learning and repetition
of rhythm and rhyme delivering pleasurable verbal stimulation,
children easily remember these "story friends." The fingerplays
and action verses should be recited rhythmically, as it is rhythm
that will endear them to children as they respond to the whimsical
nature of the characters featured in this book. Once learned,
these fingerplays and action verses contribute not only to group
cohesion, but also provide children with creative suggestions
to bring to their individual free play. In addition, the children
may add their own creative interpretations to the verses. For
example, in the rhyme about a cat named Mr.
O'Malley, a child may like to use the name of his own cat.
The teacher can then repeat the verse, substituting the name
of the child's pet. Another child may suggest a different hand
or body motion. The teacher can personalize rhymes by substituting
and inserting the name of a child in the class. (However, a
word of caution: substitutions of this nature will need careful
handling to maintain continuity and order, and, if attempted,
should not be considered until each member of the class has
mastered the original version.) Children should be encouraged
to use a natural tone of voice, with variations that can include
softer tones and a slower or faster rate. While fingerplays
and action verses are most often used at structured times, such
as "circle time," they can be invaluable during waiting periods:
to go outside, before snacks, before dismissal, etc. A rhyme
can be a signal for a particular classroom activity. It's also
a way for individual children through solo performances to demonstrate
verbal skills and pride in accomplishment to classmates and
family members. The pleasure and usefulness of these wonderful,
whimsical rhymes is yours to experience and is limited only
by the imaginations of teacher and child.