Summary: Six Going On Sixteen by Geralyn Bywater McLaughlin

                                                    (Source: Educationweek.com)

In the chapter, Six Going on Sixteen, Geralyn Bywater McLaughlin writes about age compression and the commercialization of childhood. As a kindergarten and first grade teacher, McLaughlin observed her students interacting with each other by speaking in language inappropriate for their age. After noticing this, she also made note of her students already creating “in” and “out” groups within the classroom, based on things out of the students control. McLaughlin deemed this as young children being exposed to media much older than what they should be consuming. After research and discussions, she discovered that the name for  this was “age compression”. Age compression, a term mentioned by Diane Levin in her book So Sexy So Soon, is defined as:

“Age compression” is a term used by media professionals and marketers to

describe how children at ever younger ages are doing what older children

used to do. The media, the toys, the behavior, the clothing once seen as appropriate for 

teens are now firmly ensconced in the lives of tweens and are

rapidly encroaching on and influencing the lives of younger children. In

addition, there is a blurring of boundaries between children and adults, as

demonstrated by the similarities in clothing marketed to both groups by

the fashion industry. Age compression is especially disturbing when it in-

volves sexual behavior. Children become involved in and learn about sex-

ual issues and behavior they do not yet have the intellectual or emotional

ability to understand and that can confuse and harm them. (Levin, 2009)”

Mclaughlin decided to strategize on how to effectively challenge her students to exist outside of the media they consumed. She designed lessons that taught students how to positively solve problems, placing baby dolls in their classroom space, and designing a curriculum that she chose, “to celebrate and highlight children’s ability to be in charge of their own learning as they create stories, invent problems, and evolve as powerful individuals.” (McLaughlin 2016).While implementing these strategies within her classroom, she also made an effort to connect with parents about her goals against age compression while also relying on their input and participation. McLaughlin’s passion about the commercialization of childhood and age compression culminated into a “TV Turnoff Week”. This event was orchestrated by McLaughlin, parents, and other teachers. They all had the same goal in mind, “to combat the media onslaught that we felt was attacking the well-being of our children and families.” (McLaughlin 2016). The event aimed to introduce children to a world outside of the media they consumed even if only for a week. After this event, McLaughlin received positive feedback from parents and students.

McLaughlin saw an issue within her students' behaviors and immediately went into action to change it. With the help of parents and teachers, McLaughlin was able to create parent-teacher connections and a new perspective to what is possible while working to shape the minds of the future.