"The Shed" is a delightful poem that delves into the vivid and imaginative world of a child's mind, particularly when faced with a seemingly ordinary, yet mysteriously captivating, object: an old, run-down shed at the bottom of their garden. The poet uses descriptive language to paint a picture of this forgotten structure, highlighting details that ignite curiosity: a rusty lock hanging on the door, creaking hinges that groan with every gust of wind, and dusty windows through which the light barely penetrates, obscuring what lies within. These small observations transform the mundane shed into a place of intrigue.

The speaker, a child, actively engages their imagination, pondering what secrets the shed might hold. A prominent thought is the possibility of a ghost residing within, adding an element of thrilling fear to the mystery. This blend of apprehension and strong curiosity makes the shed an irresistible focal point of the child's world. The speaker also notes a peculiar sensation – a feeling of being watched, almost like someone is "staring," whenever they venture close to the shed. This further fuels their sense of wonder and the unknown.

Despite the shivers of apprehension, the child's innate curiosity proves stronger than their fear. The poem culminates with the speaker's firm declaration: they will, one day very soon, gather the courage to open the shed door. This simple resolution perfectly captures the essence of childhood exploration – the irresistible urge to uncover secrets and confront the unknown. The poem beautifully illustrates how keen observation of surroundings can spark a rich internal world of imaginative thought, where an ordinary structure becomes a repository of mystery and potential adventure.

"Chivvy" is a poignant and relatable poem that explores a universal childhood experience: the constant stream of instructions, admonitions, and expectations that children receive from adults. The very title, "Chivvy," comes from a verb meaning to tell someone repeatedly to do something, often in an annoying or nagging way.

The poem presents a rapid-fire list of common commands that parents, teachers, and other adults frequently direct at children. These range from basic rules of etiquette to broader behavioural guidelines. The lines tumble out, one after another, creating a sense of overwhelming advice: "Don't talk with your mouth full," "Don't stare," "Don't point," "Don't pick your nose." These are generally accepted social norms, aimed at teaching children polite behaviour.

However, the poem doesn't stop there. It also includes commands that might feel more restrictive or controlling from a child's perspective: "Sit up," "Say please," "Less noise." These instructions touch upon how children should physically carry themselves, how they should interact politely, and even how much noise they are allowed to make. The poem subtly highlights how almost every aspect of a child's existence seems to be under constant adult supervision and instruction.

Through this relentless list, the poem invites readers to reflect on the impact of this continuous "chivvying" on a child's natural development, spontaneity, and individuality. While many rules are undeniably necessary for safety, social harmony, and learning, the sheer volume of instructions can inadvertently make a child feel constantly judged, restricted, and unable to act freely. The poem implicitly poses a question to adults: are we allowing children enough space to simply be themselves, to explore, to make their own mistakes, and to learn from their own unguided experiences, or are we stifling their natural spirit with too many rules and expectations? It offers a sympathetic look at childhood experiences under the weight of societal expectations.