Professional Documents
Culture Documents
Chapter I - Reading
Chapter I - Reading
Chapter I - Reading
Introduction
This chapter offers students the opportunity to learn about children’s literature
across a variety of genres and ages, as well its historical development. Students are
introduced to a range of theoretical approaches enabling them to analyze texts,
engage with critical concepts. Through participating in class discussions students will
be offered an overview of how to develop critical ability in describing the kind of
literature for children.
Learning Outcome
At the end of the chapter the students are expected to:
1. trace the beginning of literature for children;
2. describe the kind of literature for children; and
3. discuss the historical background of literature for children.
Learning Content
Generally In the preschool stage children are not acquainted with the
alphabet. They listen to stories told either by their teacher or grand-parents or
anybody else. They also need different types and forms of literature depending on
their vocabulary items up to their teens. As such this type of literature should appeal
young readers and listeners. Kohli et al. (1982) define children's literature from this
angle of visions:
Children's literature is a body of literature that has appeal for young readers
and listeners. These young people can be defined as individuals from
pre-school stage to the teens (p.162).
It is the written word which collectively embraces all the features mentioned
so far, subject-matter, characters and settings, style of writing and use of
vocabulary presented from an angle of vision which matches the child’s
perspectives (p.28).
Jetley (1982) defines children's literature with the mention of the age-group of
children for whom this branch of literature is meant and states:
The term children's literature generally means that branch of literature which
is specifically meant for children of the age-group four to fifteen years (p.176).
Hence; children's literature comprises of all books and Journals which are
listened to or read or enjoyed independently by the child from the preschool stage to
the teens.
Literature for children is specifically suitable for them. The term 'suitable'
gives vent to different meanings in different countries of the world. In many
western countries it means morally suitable in the sense that the children should
be protected from the 'taboo' of adult life, such taboos are considered of having
negative effects on the life of the child either making him rough, unpleasant or
any sort of this type. ‘Suitable’ may also refer to educational relevance in respect
of the theme, style of writing linked with the age-group of the young readers
keeping in view their mental and emotional development.
2. Children's literature is meant for Children but very often read by adults
Children are no less intelligent than adults, although they know less than
adults. Many writers of the world write both for adults and children. Especially a
skilled writer does not find any significant difference between writing for children
as well as for adults.
Simplicity does not mean second rate. There are many simple books for
young children and older less able children which are very well thought through
by the author, illustrator, designer and publisher. Equally there are many lengthy
prose works which turn out to be examples of books in which the authors have
not given sufficient thought to plot, style, characterization, and vocabulary.
Good children's literature relates the plot to the child's experience in which
the child also finds a character to play. But such description of child's character
without his relationship with the character of the adults is not conducive to the
emotional growth of the child.
Hence for the intellectual and emotional growth of the child, children's
literature involves both child and adult characters in its plots.
1. Enjoyment
The most important personal gain that good books offer to children is the
most obvious one- enjoyment. Those who red widely as children will never forget
the stories that were so funny that you laughed out loud, the poem that was so
lilting that you never forget it, or the mystery that was so scary that your heart
thumped with apprehension. Such positive early experiences often lead to a
lifetime of reading enjoyment.
By seeing the world around them in new ways and by considering ways of
living other that their own, children increase their ability to think divergently.
Through the vicarious experience of entering a different world from the present
one, children develop their imaginations. Stories about people, both real and
imaginary, can inspire children to overcome obstacles, accept different
perspectives, and formulate personal goals.
4. Heritage
Stories that are handed down from one generation to the next connect us
to our past, to the roots of our specific cultures, national heritage, and general
human condition. Stories are the repositories of culture. Stories based on fact
help young people to gain a greater appreciation for what history is and for the
people, both ordinary and extraordinary, who made history.
5. Moral Reasoning
Story characters are placed in situations that require them to make moral
decisions. Young readers naturally consider what they 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. Regular experience with these
types of stories can help young people to formulate their own concepts of right
and wrong.
Before the invention in the fifteenth century of the printing press, which made
books more widely available, children listened to stories told by their elders. The
stories were about the adventures of the older people, about animals and imaginary
characters. These stories were passed on by word of mouth from generation to
generation before they were collected for printing.
As far back as the Anglo-Saxon Period, monks and other learned men wrote
"lesson books" for children. These lesson books were designed for teaching. The
first man to write lesson books for children was Aldhelm (640-709), abbot of
Malmesbury and bishop of Shernorne. His De Septenario, de Metris, Enigmatibus,
ac Pedum Reg ulis contained the meaning and use of the number seven in the bible,
riddles, and puzzles in Latin which children were asked to solve.
ABC Books
Hornbook
The hornbooks which were not really books appeared toward the end of the
sixteenth century. These were the first books designed for children to handle. They
were about 3 by 41/2 inches long and 2 inches wide. Capital letters followed by
vowels and their combinations with consonants were printed across the top. The
Lord’s Prayer was printed at the bottom. The paper used for this was covered with a
transparent horn- hence the name “hornbook”- and was held in place by metals like
silver, brass and copper. These books could be hung around the necks of children.
The hornbook was used to teach the alphabet and combinations of letters and to
continue religious instruction.
Chapbooks
Puritan Period
In England and America, books for children were influenced by Puritan ideas.
The books stressed fear of God, religious instruction and preparation for death which
the children did not enjoy. Children read books that interested them although the
books were for adults like John Bunyan’s Pilgrim’s Progress (1678), Daniel Defoe’s
Robinson Crusoe (1714), Jonathan Swift’s Gulliver’s Travels (1726), Mallery’s Death
of King Arthur, Reynard the Fox, and Aesop’s Fables.
Between 1683 and 1691, the New England Primer, a book made especially
for the children of the American colonies appeared. It was a small book about 3 by 4
½ inches and had about 100 pages. It contained the alphabet, words and syllables
for spelling lessons, the Lord’s Prayer, catechism, hymns and verses, rhymes of
each letter of the alphabet.
In 1658, the first illustrated school book appeared. It was known as Orbis
Sensualum or Orbis Pictus (The World in Pictures). It was invented by Johann Amos
Comenius, Bishop of Moravin and an educator who believed in teaching children by
letting them see things with their own eyes. The book was originally written in Latin
and German, but was later translated by Charles Hooke in England in 1664.
John Newberry (1713-1767) was a writer and publisher who first thought of
publishing books solely for children. He was called the “father of children’s Literature”
for he conceived the idea of publishing books for the enjoyment and entertainment of
children. In 1744, he published his Little Pretty Pocket Book, the first book that can
be truly called child’s book. He also published a collection of nursery rhymes and
called it Mother Goose Melody. An award for the most distinguished children’s book-
The Newberry award- was named after him in 1922.
The Didactic Period
Hans Christian Andersen published his Fairy Tales in 1846. He was regarded
as the great master of the literary fairy tale. Among his tales were “Thumbelina”,
“The Emperor’s Ne Clothes”, and “The Nightingale”.
Edward Lear’s Book of Nonsense marked the need for laughter in the normal
development of children.
Lewis Caroll was a mathematics professor at the Oxford University who made
up stories for a little girl named Alice Lindell whom Lewis became very fond. Alice
was so delighted with the stories and she asked Lewis to write them down for her.
He called his collection of stories Alice in Wonderland. It was followed by Through
the Looking Glass.
Realistic Literature
This period was marked with the appearance of stories of boys and girls in
simple home situations, stories of adventure of brave men and women, history and
growth of countries, the wonders of nature and science. The best example of realistic
story was Louissa M. Alcott’s Little Women in 1868. This is the story of our little girls,
their petty quarrels, their courage and their affection for one another. This was
followed by Little Men.