![]() ![]() Knowing the most rhymes tended to make one more popular, and, this being a harder rhyme, the more popular girls tended to be the ones who most often distributed it. ![]() These groups were the primary social groups of girls of this age, and rhymes were one of the ways the girls interacted. K D learned this rhyme from a friend, and taught it to other friends. Best friends within the group tended to know all of the same rhymes and hand games and songs. Learning the rhyme (and failing at it, just to be taught again) was a way of getting closer to the teacher of the rhyme. This was one of the more difficult rhymes to remember and was generally taught by the more popular girls, who tended to know the most rhymes, to the newer girls joining a group.Ĭultural Context: Learning the rhymes was a way of becoming closer friends with the girls within the group. Inside of the groups, several rhymes, songs, nicknames, and hand movement games were shared. She learned it within her group of friends (all other girls). ![]() Social Context: KD originally learned this rhyme at recess in her second-grade class and continued to use it throughout elementary. ![]() She is single and a sophomore at the University of Tennessee. She is non-religious, but the area she grew up in is very religious, predominantly Christian. Her background is southern, with several generations hailing from the south. She attended second grade through high school in the same school system and spent much of her childhood with other girls of her age. CHILDREN’S RHYMING AND HAND-CLAPPING GAME ![]()
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