This shows that it is not as easy as inserting different people in the story for children to attain their autonomy. Although, the story of a fictional character might not be relevant to the real-world expectation, it still shows where Sipe falls short in his essay about the purpose of the five expressive engagements in the autonomy of children. Sipe’s claims and supporting evidences shows that it is not only through these expressive engagements that children can attain power over their lives. Despite the similarities of both scholars about children’s autonomy, there are some small differences that sets them apart. Haase claims, “After all, teachers…exert a certain control over the popular reception of fairy tales by determining to a great extent not only the nature of the tales that are made accessible to children, but also…show more content… He asserts, “Most important, [teachers] can help children move along the continuum of expressive engagement by encouraging such responses and by relinquishing some control over the nature if the read aloud experience” (481). By motivating the students to participate in the five-expressive engagement, teachers are able to help children exercise their ability to take control of the stories. Sipe provides different example that educators can use to re-structure their read-alouds and help engage children. He suggests that educators try to sit children in a circle during read-alouds when they are dramatizing the scenes of the story, set as an example and make comments such as “oh no!” or “oooh..” to encourage children to talk back, ask children questions about how they feel about the story, and mirror different character mannerisms after the read-aloud. This concept of educators as the people who help enforce children autonomy through literacy, is very different of Haase’s perception about
