CHILDREN AND ADOLESCENT LITERATURE (SEEN 30073)
Learning About Children and Their Literature
UNIT 1:
• Definition of Children’s Literature
• The Personal Value of Literature to Children
• The Academic Value of Literature to Children
• Approaches to Studying and Interpreting Literature
• Choosing Books for Children
• Reliable Sources for Book Titles
• Literature for the Developing Child
Learning Objectives:
After a successful completion of the lesson, the students should be able to:
• define children’s literature
• identify the personal value of literature to children
• give importance to the academic value of literature to children
• research a study related to Trends in Children’s Literature
Definition of Children’s Literature
Children's literature is any literature that is enjoyed by children. More specifically, children's
literature comprises those books written and published for young people who are not yet
interested in adult literature or who may not possess the reading skills or developmental
understandings necessary for its perusal. In addition to books, children's literature also
includes magazines intended for pre-adult audiences. The body of written works and
accompanying illustrations produced in order to entertain or instruct young people. The genre
encompasses a wide range of works, including acknowledged classics of world literature,
picture books and easy-to-read stories written exclusively for children, and fairy tales,
lullabies, fables, folk songs, and other primarily orally transmitted materials.
Content
Children’s books are about the experiences of childhood, both good and bad. Whether these
experiences are set in the past, present, or future, they should still be relevant to the child of
today. Enjoying birthday parties, losing a tooth for the first time, anticipating adulthood,
camping out and telling ghost stories, getting a new pet, enduring siblings, dealing with family
situations, are experiences common to children today. The content of Chuldren’s book also
includes the amazingly diverse topics that are of interest to children, such as dinosaurs,
Egyptian mummies, world records, and fighter planes.
Children stories told in a forthright, humorous, or suspenseful manner are appropriate for
young readers; stories about childhood told in a nostalgic or overly sentimental terms are
inappropriate. Likewise, when stories show children as victims of natural and human-made
disasters, the stories should emphasize the hope for a better future rather than the
hopelessness and utter despair of the moment.
Quality
Not all trade books aimed at young readers are worth attention. Books ranging in quality from
excellent to poor are now readily available to parents, teachers and children through
bookstores, libraries and online sellers. Look around and you will see racks of children’s
books in department stores, drugstores, and even grocery stores. But the question is: Are
they good children’s books?
Quality in writing is never easy to define, but it has to do with originality, and importance of
ideas, imaginative use of language, and meaningful for years and years.These books have
permanent value.
The Personal Value of Literature to Children
Giving children access to all varieties of literature is extremely important for their success.
Educators, parents, and community members should help students develop a love and
passion for reading. Not only is reading literature important in developing cognitive skills to be
able to succeed in a school or work setting, but it is valuable for other reasons as well.
Although there are countless values in exposing children to literature, Donna Norton (2010)
identifies the value of literature for young people in her book Through the Eyes of a Child.
Children’s literature is important because it provides students with opportunities to respond to
literature; it gives students appreciation about their own cultural heritage as well as those of
others; it helps students develop emotional intelligence and creativity; it nurtures growth and
development of the student’s personality and social skills; and it transmits important literature
and themes from one generation to the next.
Enjoyment
The most personal gain that book soffer to children is the most obvious one-
enjoyment.Those of you who read widely as a children will never forget the stories that were
so funny that you laughed out loud, the poem that was so lilting that you never forgot it, ot the
mystery that was so scary that your heart thumped with apprehension.
Imagination and Inspiration
By seeing the wordl around them in new ways and by considering ways of living other than
their own, children increase their ability to think divergently. Stories often map divergent paths
that our ancestors might have taken otr that our descendants might someday take.
Vicarious Experience
When a story is so convincingly written that readers feel as though they have lived through an
experience or have actually been in the place and time where the story is set, the book has
given them a vicarious experience. Experiences such as these are broadening for children
because they are, as readers, are taken to places and times that they could never actually
visit- and might not want to! A vicarious experience can also be a good mental exercise for
children, since they are asked to view situations from perspectives other than their own
Understanding and Empathy
Literature helps young people to gain an appreciation of the university of human needs
across history, which makes it possible for them to understand that all humans are, to some
degree, alike. By introducing children to stories from many lands and cultures, teachers and
librarians are building a solid foundation for multicultural and international understanding.
Heritage
Stories that are handed down from one generation to the next connect us t our past, to the
roots of our specific cultures, national heritage, and general human condition. Stories are the
repositories of culture. Knowing the tales, characters, expressions, and adages that are aprt
of our cultural heritage is part of being culturally literate.
Moral Reasoning
Often, story characters are placed in situations that require them to make moral decisions.
Young readers naturally consider what they themselves would do in such a situation.As the
story unfolds and the character’s decision and the consequences of that choice are disclosed,
readers discover whether their own decisions would have had positive outcomes.
Literary and Artistic Preference
Another valuable result of children interacting with literature is that they quickly come to
recognize the literary and artistic styles of many authors and illustrators. This is an important
first step to literary awareness- that is, to recognize that tyeh style of one writer or illustrator
differs from another and that a piece of writing or an illustration has personal appeal.
The more children know about their world, the more they discover about themselves-who
they are, what they value, and what they stand for.
The Academic Value of Literature to Children
Reading
Many of you have reached that commonsense deduction that reading ability, like any other
skill, improves with practice. Many teachers believe that regular involvement with excellent
and appropriate literature can foster language development in young children and can help
them to read and to value reading. Reading aloud to children by parents and caregivers and
sharing literature with students in the classroom greatly benefit children acquisition of reading
skills and their attitude toward reading.
Writing
Since people tend to assimilate or adopt what they like of what they read and hear, children
may, by listening to and reading literature, begin to develop their own writing “voice,” or
unique, personal writing style. By listening to and reading excellent literature, children a re
exposed to rich vocabulary and excellent writing styles, which serve as good models for their
own speaking and writing voices. The acquisition of a larger vocabulary through reading
offers young writers a better word choice for their own stories.
Content and Subjects
You often hear the phrase, literature across the curriculum. This means using works of
literature as teaching materials in the content areas of social studies and history, science,
health, and possibl, math. Good teachers have always used literature across the curriculum.
The logic for this practice is sound. Many trade books contain information that is relevant to
the topics studied in school. When using literature across the curriculum, teachers na
dstudents are not confined to the textbook as the sole resource.
Art Appreciation
Illustration in children’s picture books can be appreciated both for its ability to help tell the
story(cognitive value) and for its value as art (aesthetic value). It takes only a moment to call
to your students’ attention particularly striking and unusual illustrations. By doing so, you
show them the value of art.In addition, picture book art serves well as a model for applied art
lessons.
Approaches to Studying and Interpreting Literature
The scholarly study of literature generally focuses on the meaning to be found n a work.
Some people seek insights intothe work by studying the author’s life. Some interpret the work
by associating it with the social and political milieuwithin which is written, while others analyze
workd from the past in light of today’ sprevailing attitudes. Deep analysis of a work through
exact and careful reading is referred to as structural criticism or New Criticism. In this
approach, the analysis of the words and structure of a work is the focus; the goal is to find the
“correct” interpretation.
How would you want people to judge you - based off what they've previously heard about
you, or your words and actions as you interact with them? Most people would want to be
judged off their own words and actions. Even though our histories and reputations are
important, there's a reason why we hear again and again not to 'judge a book by its cover.'
According to New Criticism, we should judge books the same way. Rather than worrying
about the author's background or our own reactions to a book, we should evaluate work
based only on the text itself. Since we're only dealing with the text, we'd be doing what's
called a close reading, which requires taking apart a text and looking at its individual
elements, such as theme, setting, plot, and structure, for example.
Prior to the 1920s, literary criticism took a largely historical slant. To understand a text, critics
often looked to its historical background and the history of the language used in the text. But
in 1929, a literary critic at Cambridge by the name of Ivor Armstrong Richards published
Practical Criticism. His book reported on an experiment that involved people reading and
responding to poems without knowing who the authors were. Richards was interested in why
people responded to these poems the way they did. Young readers’ success with any work of
literature was determined by how closely their interpretations matched the “authorized”
interpretation.
Choosing Books for Children
If given a choice in housing, child care, education, food, or clothing, parents usually choose
what they consider to be the best for tehir children. Why should it be any different with the
literature adults choose to share with children? The points made about quality and content of
literature at the beginning definitely play a big part in any book selection for children.
Know the Child
The best teachers tend to know their students well. You will find it helpful to know your
students’ long-term and short-term interests, their home environment (family make-up,
sibling, pets), their friends and social activities, their hobbies, their skills (athletic, academic,
artistic), and their hopes and plans for the future.Children’s interests have been shown to be
one of the most powerful motivating forces available to teachers. Often, a child’s ability to
read and ability to listen are on different levels. Young children in particular, are able to listen
to and comprehend more difficult material than they are able to read and comprehend.
Know the Books
Teachers who read children’s book regularly who are familiar with a wide variety of genders,
and who are informed about recently published books are likely tio be able to interest child in
books. Of course, it is advantageous to have read widely and to be able to share and
compare your reactions to a book with the children. However, it is not necessary to read
every book that your students read ti be well versed in children’s literature or to be an
effective promoter of good books. Aside from reading the books, there are number of ways to
be familiar with them. You can ask librarians for information about the most current titles,
share information about books with your colleagues, and read book reviews (see the Reliable
Sources section for specific review journals)
Know the Reading Process
Children learn to read at different ages and in different ways, depending on their early
experiences with books, their innate abilities, and the quality of their early reading
instructions. There is no absolute lockstep method for learning to read., though some would
claim otherwise and subscribe to one of the two prevailing approaches, “phonic based and
“meaning based.”
The primary focus of phonics instruction is to help beginning readers understand how letters
are linked to sounds (phonemes) to form letter-sound correspondences and spelling patterns
and to help them learn how to apply this knowledge in their reading.
Phonics instruction may be provided systematically or incidentally. The hallmark of a
systematic phonics approach or program is that a sequential set of phonics elements is
delineated and these elements are taught along a dimension of explicitness depending on the
type of phonics method employed. Conversely, with incidental phonics instruction, the
teacher does not follow a planned sequence of phonics elements to guide instruction but
highlights particular elements opportunistically when they appear in text. The whole-language
or meaning-based approach strives to teach children to read words as whole pieces of
language. Influenced by the Constructivist Theory, proponents of the whole-language
methodology believe that children draw from their perspective and prior experiences to form
the framework for new knowledge. This form of instruction is taught using a holistic approach,
meaning that children do not learn to break down sounds individually but to take words at
face value and associate them with prior knowledge.
Mode of Delivery
Whether the book is intended for independent reading by children or for reading aloud by an
adult is another important consideration in choosing a book for children. Children can listen
with good comprehension to a book that is too difficult for them to read independently. In fact,
good teachers often select book that challenge their students intellectually and guide them
forward an appreciation of deeper works of literature.
Literature for the Developing Child
Ages 0 to 3
Wordcount: None-100
These are books that we call babies first books
If you have a story about lullabies or basic concepts,
like shapes or colors, then you may be writing a board
book. At this age level, the main character is very young
or even an animal but there isn’t normally a plot. For instance,
Baby Billy could be understanding body parts and words
/pictures would go “Billy’s Belly”, “Billy’s Toes”, etc. These
can even be fun, novelty books like finger plays and pop-ups.
Ages 3 to 8
Wordcount: 250-1,000 (The current sweet spot is 500 words or less and some picture books
may have less than 100 words or even none) They primarily use illustrations to tell the story
and often share life lessons related to emotional intelligence (empathy, forgiveness,
kindness), relationships, social connections, and morals. The books must be fun and
interesting because they help children learn not just to read, but to navigate their world.
These gems are typically a 32-page layout that use illustrations to help tell a story. The main
character is in preschool or kindergarten (But can be an animal) and it’s normally told in third
person. These books are made to be read aloud, so have fun with word choice, including
using bigger words. If the word helps move the story along and makes it enjoyable for the
reader.
Ages 5 to9
Word Count: 1,500-2,000
It’s very exciting when a child can start to read for themselves. Kids are proud and parents
are overjoyed to see kids reading.
Similar to the previous age levels for children’s books in character and plot, Early Readers
are created with light-hearted themes and normally geared for the educational market.
However, the plot is sometimes even SIMPLER and writers are restricted to tightly controlled
language and word choice by publishers because these books must reach specific reading
levels. And they will have ABSOLUTELY NO description. Instead, you should only use action
and dialogue to tell the story.
Ages 7 to 10 Word Count: 8,500-12,000 (Can go up to 20,000 words for older readers.)
Chapter book series are favorites in elementary school, and that’s the truth for a lot of kids.
Books like the Babysitter’s Club, the Magic Treehouse, and the Boxcar Children have been
favorites for years. Most of these books are about 8 or 9-year-olds talking about their school
struggles, normally from third person. The main character should change/grow a little through
the book, according to the problem that they’re solving.
Ages 8 to 12
Word Count: 25,000-50,000 (The sweet spot is about 35,000 but some genres, like fantasy,
can go over 50,000 words.)
Middle schools are filled with “what if” questions. These books normally have a main
character that is 2-4 years older than the youngest intended reader. Normally, between 11 &
13. And they have interesting character arcs! Main characters can be flawed and loveable
and the secondary characters should start to shine in these books.
Ages 12 or 14 and up
Word Count: 50,000-75,000 (There will be some leeway with genres like fantasy.)
At a conference, an editor said Young Adult books are the dark, gritty views we have of the
world. He used the analogy of putting your hand on the stove until it gets too hot to stand.
The longer you can keep it there, the better.
Children’s Reading Preference
Individuals tend to gravitate to somewhat predictable reading choices based on innate
giftedness unless they were taught to make different choices, had a limited selection of
books, or learned to avoid reading for a variety of reasons (e.g., have reading difficulties,
shamed for ability or for subject matter, no opportunity to learn to read).
In general, Introverts are more likely to be voracious readers. Extraverts tend to read when
they are interested in the subject matter or when they are reading to obtain needed
stimulation. Sometime individuals are not permitted to read what they would prefer to read
due to expectations or control exerted by others.
Children’s Reading Interests
Reading interests and reading preferences are not the same. A preference, implies a forced
choice between options selected by someone other than oneself. An interest, on the other
hand, comes from within oneself, can encompass whatever can be imagined, and implies
freedom of choice. Knowledge of children’s preferences provides information about children
in general, but knowledge of children’s interests is personal and individual.
Learning your students’ interests can be accomplished in several ways. The best way is to
get to know your students by talking to them in whole-class sharing and in one-to-one
conferences. One or more of the following questions might start a productive dialogue
between you and a student:
1. What are your faorite things to do?
2. Are you very good at doing something?
3.What would you like to learn more about?
4.What kinds of books do you like to read?
5.Who is in your family? Tell me a little about each family member.
Trends in Children’s Literature
Recent decades have brought additional changes in the publishing of children’s literature.
The market for children’s literature has been influenced by demand from parents, children
with increased buying power, and a proliferation of serial writing to boost sales. In addition,
there have been changes in the content of children’s books related to gender, diversity, and
social class (Ching, 2005; Englehardt, 1991; Gangi, 2004; Hunt, 1995; Larrick, 1965; Taxel,
1997; Zipes, 2001). While the impact on children’s literature due to cultural influences has
been apparent throughout the decades, current trends center mostly on digital and
technological advances in our society.
Technological advances have exerted huge effects on printing and publishing capabilities.
Beyond printing capabilities, authors and illustrators are writing to maintain the attention of
children accustomed to the fast-paced sensory input of digital resources, such as computer
and video games, smartphones, and tablet apps. Publishing companies have attempted to
produce print texts that mimic or resemble digital texts in wording, style, type of images, or
format. Some print texts even borrow concepts about page design from digital texts.
Exposure to digital and technological resources and global access to information have
changed the boundaries, topics, and perspectives represented in books for children
(Dresang, 1999, 2003). These changes in print texts include the use of non-linear plots that
are organized not by a typical beginning, middle, and end, but tell the story out of order
and/or lead readers in multiple directions through the text (e.g., The End, by David
LaRochelle, 2007). Another change is the use of more interactive formats that invite readers
to act or speak back to the book (e.g., Press Here, by Herve Tullet, 2011). Changes also
include shifts in the perspective from which stories are told, such as authors highlighting
normally “unheard” voices by sharing perspectives of groups or individuals not previously
represented in children’s literature or pushing boundaries by focusing on content or topics not
previously represented.
As Anstey and Bull (2006) explained, contemporary books are products of changing times
that require new understandings about text and are well suited for teaching and preparing
students to be multiliterate individuals. Multiliterate individuals are socially responsible,
informed citizens who are flexible and strategic as they engage in literacy practices with a
variety of text types in a diverse world (Anstey & Bull, 2006). Some of the new
understandings required by contemporary books include recognizing that texts represent
messages through a variety of ways of communicating. Readers must not only understand
written language but must also learn to understand visual language and other signs and
symbols.
