When the rhyme begins, the players bring their hands together to clap (left hand of one to right hand of the other), and then slide apart. The hand of each player are therefore aligned, with the palm of the left hand of one player facing the palm of the right hand of the other player, and vice versa. Each player puts their hands out horizontal to the ground in front of them, with the palm of the left hand facing up and the palm of the right hand facing down. 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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