| TOPIC 1 | INTRODUCTION TO CHILDREN’S LITERATURE |
1.0 SYNOPSIS
Topic 1 is an introduction to children’s literature. In this unit, you will learn what is meant by children’s literature and be exposed to the different genres on children’s literature. In addition, you will experience how literature is applied as a transactional process. You will also see the value of literature to children from a personal and an academic point of view.
1.1 LEARNING OUTCOMES
By the end of this session, you will be able to:
- Define children’s literature and the different genres involved
- Apply children’s literature as a transactional process
- Explain the value of children’s literature from a personal and academic persective
1.2 FRAMEWORK
1.2.1 Defining children’s literature
Liam Otten (2003), says that children’s literature exists as an idea in the adult mind about the ways one speaks to children and about how we adults configure childhood. Children’s literature celebrates the imagination that we, as adults, think is necessary to engage children in. It is a way for adults, in short, to distinguish children from adults. Laura Laffrado (1995) defines children’s literature as literature that doesn’t exclude children, family literature, and literature for a number of generations. It includes so many different types of writing for such a wide range of ages, from toddlers on the brink of comprehension to teenagers on the brink of adulthood.
True literature written explicitly for children has only come about in the past two or three hundred years. However, all literature began with the ancient art of storytelling. Storytelling is an integral part of every world culture. In the early times people did not differentiate between adult and children’s literature. Children heard and, most probably, enjoyed the same stories as their parents. In fact, one of the most popular books among England’s schoolchildren was Book of Martyrs (1563) by John Foxe, which was an anti-Catholic book filled with grisly scenes of violent deaths for religion’s sake. Then, in 1958 Orbis Sensualium Pictus by John Comenius’s appeared. It was considered the first children’s picture book and was intended as a textbook for the teaching of Latin through pictures.
Literature entices, motivates and instructs. It opens doors to discovery and provides endless hours of adventure and enjoyment. Children need not be tied to the whims of television programmes nor go down a hole into Wonderland, save a wild herd of cows from slaughter, learn about a new hobby that will provide many enjoyable hours or model themselves after real-life people’s accomplishments. These experiences are available at any time on the nearest bookshelf in the form of children’s literature.
There are certain characteristics associated with children’s literature. It is often less frank than adult literature. It is contemporary which means that it reflects problems of today. The content of children’s literature is usually simplistic and straightforward compared to adult literature. It also reflects the emotions and experiences of children today and expresses matters from a child’s point of view. Children’s books are optimistic, in which, hope is a vital element. Children’s literature often contains illustrations in the younger children’s books. Certain elements like repetitions are included and adult themes are excluded. In other words, it is ‘child appropriate’. Children’s literature focuses on action. There is a tendency towards fantasy. A lot of children’s literature is didactic, that is, intended to instruct and it is also educational. Almost all the time it has a happy ending but it is not necessarily the norm.
Books are the major means of transmitting literary heritage from one generation to the next. Each new generation can enjoy the words in books. As Sir Francis Bacon put it, “ Some books are to be tasted, others to be swallowed, and some few to be chewed and digested”. So, books should be an integral part of every good preschool and elementary school classroom. The best classrooms are those saturated with books
Adults, like teachers and parents, play a strong role in helping children realize the rich feast awaiting them between the covers of a book. One of the greatest gifts a parent or teacher can give to a child is a love for reading. This love should be developed early in life. It’s never too late to acquire a love for reading and instill a passion for books. Children are more likely to read if they see the adults around them reading and if books are readily available. Example is the best teacher.
Hard as it is to define, children’s literature is now recognized as an important field of study, both in itself and for the insights it yields into literature as a whole — as well as into the family life, society and thinking of any given period, and the minds of the many major authors influenced by it. On all counts, it is a fascinating and rewarding subject.
1.2.2 Exploring different genres in children’s literature
Basically the main genres referred to under children’s literature include :
· Picture Books
Picture books provide ‘visual experiences’ which tell stories with pictures. There may or may not be text with the pictures in the book.
Eg. The Tale of Peter Rabbit by Beatrix Potter
· Picture Story Books
Picture story books contain pictures or illustrations that complement the story, often mirroring the plot.
Eg. Alice’s Adventures in Wonderland by Lewis Carroll.
· Traditional Literature
Traditional literature refers to stories that are passed down from generation to generation changing slowly over time. Traditional literature includes folktales, folklore, fairy tales, fables, legends and myths.
Eg. Little Snow White
· Historical Fiction
Historical fiction refers to stories portraying a time period in the past or it conveys information about a specific time period or historical event.
Eg. Steps to Freedom by Dr. Susan Shafer.
· Modern Fantasy
A fantasy is an imaginative tale that requires young readers to accept elements and story lines that clearly cannot be true. Modern fantasies are contemporary stories that are imaginative tales.
Eg. Where the Mountain Meets the Moon by Grace Lin.
· Realistic Fiction
Realistic fictions are stories that are similar to historic fiction, except, these are based on current issues. These stories feature children as the main characters and allow young readers to experience different things.
Eg. Pictures of Hollis Woods by Patricia Reilly Giff
· Non-fiction or Informational Books
The non-fiction books help readers learn more about real things and provide young readers information.
Eg. The Life and Times of the Ant by Charles Micucci
· Biography
A biography is a true life story that someone has written about another person. These books can be extremely motivating to young children.
Eg. He rescues the Birds (Abraham Lincoln) by Noah Brooks.
· Poetry
“Poetry is a rhythmical composition of words expressing an attitude, designed to surprise and delight, and to arouse an emotional response.” X.J. Kennedy (1995). Poetry refers to pieces of writing that involve rhythm, rhyme, literary devices and creativity. Children’s poetry introduces children to different writing styles using verses.
Eg. The Bee’s Knees by Roger.
· Drama
Drama generally takes the form of a story presented to an audience through dialogue and action. The story is conveyed using the elements of the theatre: acting, costumes, props, scenery, lighting, music, and sound.
1.2.3 Experiencing literature as a transactional process
According to Rosenblatt (1978), experiencing literature as a transactional process refers to how the meaning is constructed in the transaction between a particular reader and a particular text. This means that readers bring their prior knowledge and experiences to bear on the reading event. Generally, meaning is constructed during the transaction between the reader and the text.
The term transaction is used in the aspect of literature because the meaning of the text depends on the background experience brought with the reader and this differs with every reader. From the transactional perspective, the reader plays a central role in the construction of meaning, drawing upon prior knowledge and experience to attend selectively to specific aspects of a text. The transactional process in children’s literature is seen as a way of knowing and to help children make connections to the world around them. It is used to acquaint the children with the language of stories. It also helps the children learn about the characteristics of the natural world, as well as the social world. In addition, children will be able to gain insights into their own personalities and identities.
According to Halliday (1980), literature is used as a vehicle for learning language, learning through language and learning about language.
Literature is used as a means to help children relate to the world. This is supported by Short (1999), who says students need opportunities to learn language by reading extensively, to learn about language by reflecting on their reading strategies and literary knowledge and to learn through language by using literature to inquire about the world and their own lives.
1.2.4 Personal and academic value of literature to children
Literature plays a strong role in helping to understand and value cultural heritage. Developing positive attitudes towards a reader’s own culture and the cultures of others is necessary for both social and personal development.
For decades, research has concluded that children’s books not only provide great pleasure to readers, but they can also play a significant role in children’s social and academic success, as said by Hoewisch (2000). The sheer enjoyment of reading instills a sense of love for literature. Children’s literature engages the child, and creates a pattern or a ritual whereby children continue to read, and thereby learn and grow from all its other benefits. Thus leading to personal development through realising the academic value of literature. Literature also helps in developing emotional intelligence. As said by Daniel Goolman (1995), there are five basic elements of emotional intelligence needed by children and they are self awareness, managing emotions handling anxiety, motivating themselves and being sensitive towards others.
Literature is a part of a culture. It not only reflects cultural norms, values and beliefs but it can also help shape them. The stories about the characters that the reader relates to and even emulates can be valuable lessons. Stories engage our sense of self as we explore a world full of dilemmas, choices and journeys. Children’s literature will help to construct meaning about life as they watch how other characters react in certain situations.
Through literature it is possible to teach conflict and resolution and develop the personal characters of the readers. Readers can relate at a personal level and begin to analyse any conflict present in their own lives, so that they can develop the skills to resolve it productively.
It is also possible to develop the academic value of literature to children. Young readers can acquire the language by enhancing oral and written communication of the readers through activities such as dramatization and art. They will also gain literary success as the more time children spend reading literature the better their reading and writing abilities become. According to Cohen (1968), significant improvement and increases also was found in young children’s comprehension and vocabulary skills. Similarly, phonological production also improved according to Irwin (1960). Cazden (1965), observed a significant improvement in the formation of complex sentence structures. Another observation was made by Applebee (1978), that there was an improvement in the concept of story structure. Academic improvement among young readers was brought about as a result of being read to from an early age.
Furthermore, hearing stories read aloud also can assist children grasp the differences among literary forms and functions. Literature helps young readers to anticipate story patterns and endings. Hoeswisch (2000), adds that through literature children also develop quicker and more fluent reading.
Task 1: In groups of 4, collect 3 children’s books and compare them with books read by adults. Prepare a graphic organiser to depict the comparison and present it.Task 2: In groups of 4 gather an example of literature for each genre mentioned and present it in class justifying your choice.
Task 3: In groups of 4 choose and read a children’s book and express your opinions about the issues in the book. Compare the similarities and differences in the opinions among your groups. All the groups have to read the same book.
Task 4: In groups of 4, read a children’s book and show how the book can be used to develop personal and academic values in children. Use examples from the book to support your presentation.
Complie all completed tasks in your portfolio.
REFERENCES
Kennedy, X.J. & Dana Goia, D. (1995). Literature: An introduction to Fiction,Poetry and Drama. (6th Ed.). New York: Harper Collins.
Mcrae, J. (1991). Literature with a small ‘l’. London: MacMillan Publishers.
Norton, D.E. (2006). Through the eyes of a child. An introduction to Children’s Literature. (6th Ed.). New Jersey: Merrill Prentice Hall.
Russell, D.L. (2005). Literature For Children. A Short Introduction. (5th Ed.)
Boston: Allyn & Bacon.
Prepared by Jayanthi Mala Marimuthu
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