6.1 Poetry for primary students - introduction
Many writers (Sloan, 1984; Chatton, 1993; Tunica, 1995; Thomas, 1998; Wright, 1975; Robinson, 1985) speak of young children's natural enjoyment of poetry and ready response to its rhythms, repetitions and sound patterns. They love to play with language so the teacher can build on this natural affinity and their experiences of the lullabies and nursery rhymes to "extend the students' range of response to poetry and to make their experience of it more perceptive" (English K-6 Modules, 1998, p. 366).
Thus the teacher can introduce verse which is related to the "child's own life and world" (Wright, 1975, p.20) and broaden the scope of poems presented as the students' understanding and appreciation develop.