|Abstract: ||From the pedagogical and psychological perspective the most essential aspect of the reader’s
contact with a literary work of art is its role in shaping the readers’ personality, making
them into active readers and in desensitizing them to the traumatic influence of reality. The
aim of all this is to achieve a homeostasis. What becomes important here is to find out what
discoveries the student has made thanks to reading a given set text.
When interpreting a text we make it subjective, we somehow make it a text of our own,
we tame it. In such an understanding of interpretation we are relying mainly on the child’s
level of reception which is instinctive, emotional and full of personal associations. We are dealing
here with the most intimate area of one’s interpretation of a text. Recognizing individuality
of reception is connected with subjective treatment of the situation of literary communication,
which is based on the assumption that a child along with its adult assistant examines
the represented world of a given literary text. Thus reading becomes a discovery of various
meanings for oneself. Going further it can be described as discovering oneself through a literary
text (according to the ideas of hermeneutics and phenomenology).
The most significant problem of the present publication is to find such methods which,
on the one hand, reveal the potential of a literary text that conditions so-called reader’s profit
(understood as a satisfying intellectual needs of the reader and stimulating his contemplative
feelings) and, on the other hand, unlock children’s potential for creative interpretation,
the interpretation which recognises the principle of tolerance for the variety of readings and
for the explanation of meanings that are important for one’s existence.
Analyzing various strategies of dealing with a literary work of art we have to discuss some
vital issues and establish the areas of “reader’s profit”, which is needed for young schoolchildren.
In the book, the author, assuming the pedagogical perspective, decided to respond to the
following questions: What stimulates the process of the student’s discovering the meanings
of a literary text? What exactly triggers off the individualization of interpretation? Is it possible
to interpret a text without making it individual in any way? Is intuitive, artistic, expressive
and self-revealing analysis of a text dangerous for the literary education of a child? And
how is the proper procedure of the student’s contact with books is going to stimulate his social
and emotional development? These questions determined the order of reflections included
in this publication.
The first part of the present publication contains theoretical considerations on the role of
literature in supporting and stimulating the development of students, on the pedagogical approach
to the interpretation of literary texts, on the literary metaphor as a stimulant to creative
thinking, on the place of metaphor and poetry for children as aids to the child’s poetical
development, as well as on the reading needs of the young child and its net of social relationships.
In this part we can also find a discussion on the place of poetry in the education of young
children perceived from both: traditional and modem perspectives. In this section the author
also presented the subjective strategy of kinesthetic interpretation of poetry.
In the second part the author concentrates on the methodological basis of her own research,
assuming general and individual perspective in all of the areas of the influence of kinesthetic
strategy on the development of pupils aged 7 to 9, that is in the time when children’s behaviour
and sociometric structure of the group undergo modification. The research, which lasted 2 years, was organized in the form of pedagogical experiment and the results were measured
with the following tools: the author’s original Matrix of Literary Adequacy Analysis, E.P Torrance’s
Creative Thinking in Pictures test, M. Bogdanowicz’s Scale of Behaviour Observation
and Sociometric Scale of Social Acceptance (modified by D. Ekiert-Grabowska).
The last part of this publication contains the analysis and interpretation of the results obtained
during exploratory and verificatory investigations. On the basis of these investigations
the author formulated some arguments that lead to the conclusion that kinesthetic interpretation
of a text makes it possible to:
1. fully comprehend a literary work through simultanous activation of basic means of perception
thus giving equal opportunities to all participants of literary communication, despite
their individual differences and perception preferences;
2. experience a literary work, as it were, with the whole of one’s self, which allows us to
read it more precisely and absorb the values of the work as well as lets us express our experiences,
emotions, desires and even fears;
3. initiate an interpersonal modality, since students create a spatial arrangement together,
while respecting the individuality of experience and everyone’s right to have their own interpretation
of a text;
4. fulfill natural needs for communication, expressing one’s opinion, experiences and feelings,
which is thus a gurantee for the proper development of children.|