Empowering Children through Reading Parodies in the Early Childhood Classroom
Exposing children to all varieties of literature is considered to be of great importance (Crippen, 2012) because they deepen and broaden children’s experiences and knowledge and help to consider and respect different viewpoints (Norton & Norton, 2010; Thibault, 2004). Contrary to traditional fairy/folk tales that usually convey strict lessons and morals, parody transforms and expands original stories, offering opportunities to revisit and rethink previously held notions (Bouslough, 2014; Lee, 2014). Furthermore, parodies can lead to children’s diversified and expanded responses through critical examination of different perspectives and intentions of the writers of original and parody stories (Bouslough, 2014; Jeon & Lee, 2008). In this process, parodies enable young children to have a sense of empowerment through confronting and questioning. Along with the various educational values presented above, parody is known to have educational effects on children’s developmental domains (Bang, Lee, & Jang, 2011). In spite of the importance and various educational benefits, parodies have not yet been used regularly in early childhood classrooms (Wee, Kim, & Lee, 2017). Park and Yang (2008) found that early childhood preservice teachers perceived the challenges and difficulties in using parody in practice, such as guiding children’s critical thinking and responding children’s questions appropriately, meaning, and signiﬁcance (McGillis, 1996). This paper explores parody uses and values.