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Children’s Literature
Introduction

Available literature shows that before the nineteenth century, there were very few books were
especially written for children
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It is therefore hard to define to define
what children’s literature is
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The definitions of ‘children’s literature has changed over time just like the
concepts of ‘child’, and ‘childhood
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It is
often illustrated
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This term is used in senses
which sometimes exclude young- adult fiction, comic books or other genres
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Books written by children
This is a much-overlooked kind of definition
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Barbara Newhall wrote four books
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ii
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Books written for children
are those books purposely written for children by adults
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This definition excludes works such as comic books, joke books,
cartoon books, and nonfiction works that are not intended to be read from front to back page,
such as dictionaries, encyclopedias, and other reference material
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Books Chosen for Children
This is the most restrictive definition of children's literature
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Authorities that choose books for
children are; teachers, book reviewers, publishers, scholars, retailers, parents, librarians, and
the various school committees
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Books Chosen by Children
This is the broadest definition of children's literature
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In most cases children choose many books, such as comics, which some
people would not consider to be literature at all
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Types of Children’s Literature
Children's literature can be divided in many ways, however in this module we will divide it into
two categories listed below:
a
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Genres may be determined
by technique, quality, content, or length
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Picture books: these includes board books, concept books used for teaching an alphabet or
counting, pattern books, and wordless books
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Traditional literature: there are ten characteristics of traditional literature:

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It has unknown authorship,
It has conventional introductions and conclusions,
The setting vague,
Characters are stereotyped,
Has animals that talk (anthropomorphism),
It has cause and effect,
It has happy ending for the hero,
Magic is accepted as normal,
Contains brief stories with simple and direct plots, and
Repetition of action and verbal patterns
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iii
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This genre would also include made up stories whose characters actions and
feelings resemble those of people
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iv
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these books are meant to inform and entertain
learners through their presentation and illustration
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v
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Biography tells a story of an actual person’s life, or part
of his or her life
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An autobiography is biography written by a person about his or her life
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Poetry and verse
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The words are
carefully selected to achieve the preferred effect in the listener
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Children's Literature by Age Category
Children's literature can further be categorized by age
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ii
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Picture books: these are books appropriate for pre-readers ages 0–5
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These books are
often intended to help a child build his or her reading skills
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They include:
 Short chapter books: appropriate for children ages 7–9
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iv
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The criteria for these categories are just as unclear and problematic as the criteria for describing
children's books as a whole
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Characteristics of Children’s literature
i
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iii
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v
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vii
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It should not be
sophisticated or choppy or flat without flow and intrigue
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Actions such as facial expressions,
gestures and demonstrations should be included in children’s literature
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It should include childhood
events, actions, and happenings
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It is optimistic
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Tends toward fantasy and accepts fanciful ideas without major concern of reality
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There is a tone of joy and innocence associated with children such as agricultural
life, closeness to nature and unquestionably dependable friends
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ix
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xi
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Your cake and eat it too
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Dangers of the
world out there and the comforts of home
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Complex
yet simple
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A
universal theme of home is boring, but it is a better place to be than the dangerous
world outside
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Often emphasizes what is important, repetition is a common
element of folk tales and oral tradition, as well as for literary purposes by repeating
words, phrases, situations, and patterns
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The good and the bad
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Group and family responsibility and concern for yourself
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Elementary Children's Literature
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Bliss, L
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, & McCabe, A
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Personal narratives: Cultural differences and clinical
implications
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Cazden, C
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Classroom discourse: The language of teaching and learning
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Champion, T
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(2003)
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Mahwah, NJ: Erlbaum
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(2001)
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Portsmouth,
NH: Heinemann
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B
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Understanding storytelling among African American children
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Cheatham, G
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, & Santos, R
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(2005)
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Young Exceptional Children, 8, 3-11
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New Voices in Children's Literature Criticism
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Eisenhut, Lynn
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" Catholic Library World
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28-35
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Children's Literature in the Elementary School, 7th ed
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Hunt, Peter (1991)
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Oxford: Blackwell

Finazzo, Denise Ann
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Albany:
Delmar Publishers, 1997
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R
...
J
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Cultural perspectives of storytelling in KoreanEnglish bilingual children
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Kobrin, Beverly
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New York: Penguin Books, 1988
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134-137
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Kruse, Ginny Moore
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" Wilson
Library Bulletin
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pp
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Kenyatta, J
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Facing Mount Kenya, Kenway Publications, Nairobi
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, (1966)
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Lesnik-Oberstein, Karin (2004)
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Basingstoke: Palgrave
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(1981)
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Language in Society, 10(3), 423-442
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Through the Eyes of a Child: An Introduction to Children's Literature
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Merrill Publishing Company, 1983
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542-545
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Children's Literature: A Very Short Introduction
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Rose, Jacqueline (1984)
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Philadelphia: University of Pennsylvania Press
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Poetics of Children's Literature
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(1995, Summer)
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Montessori LIFE
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(1995)
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Oxford: Oxford University Press
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& Phyllis (2004)
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Urbana,
IL: National Council of Teachers of English
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Handbook of Research in Children's and Young Adult Literature
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Handbook of Research in Children's and Young Adult Literature
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(2006)
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Oxford: Oxford
University Press

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