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Children’s Literature and Personal Values

Literature should be valued at home and in schools for the enrichment it gives to the personal lives
of children, as well as for its proven educational contributions
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i
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Much of what is taught in
school is not particularly enjoyable
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Parents and teachers should guide
children in selecting interesting books
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Narrative as a way of thinking
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The teacher should ask children to tell about their experiences during
the weekend or about their school holidays
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Through such
narrative children are able to organize their experiences and to present them with a lot
of thoughtfulness
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Imagination
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Most picture storybooks present unique
and surprising views of the world and invite children to participate in constructing their
own stories
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Today, television has made everything so explicit that children are not developing their
power to visualize
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iv
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Children’s experiences of the world give them new perspective
of the world
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v
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Literature reflects life, yet no book can contain all of
living
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Much of what we teach in school is concerned with
facts
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It can educate the heart
as well as the mind
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As children gain increased awareness of the lives of
others, as they vicariously try out others roles, they may develop a better understanding
of themselves and those around them
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Universality of experience
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Every story provides

a point of comparison for our own lives
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Literature enables us to live many lives, good and bad and to begin to see
the universality of human experience
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Unfortunately, our society assigns a low priority to such aesthetic
experiences
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a
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i
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Studies shows that reading to children and giving
them a chance to work with real books helps them learn to read
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ii
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Hearing books read aloud is a powerful motivation
for the child to begin to learn to read
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They also see someone important in their lives
valuing books
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For example, children quickly learn the rule of three that prevails
in ‘The Three Billy goat Gruff’
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iii
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Studies show that the extent to which children
read is a significant contributor to their developing reading ability, and suggest that reading
self-selected books in school and reading outside of school for enjoyment – including
informational books as well as stories were important to growth in reading
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If children do not
have the opportunity to read widely at school, they probably will not become fluent readers
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Literature and writing
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If reading provides models for children’s writing then the kind of reading
children are exposed to become even more important
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Literature and critical thinking
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One of the benefits of using

literature in early childhood education is that it encourages critical and creative thinking in
a more natural way than worksheet exercise in logic do
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vi
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The widely read person is usually the well informed
person
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Fiction includes a great deal
of information about the real world, present and past
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Literature has the power to educate both the heart and the mind
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Introducing our literary heritage
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As they enjoy nursery rhymes,
traditional literature, and well loved classics, they build a background for understanding
genre, story structure and many literary illusions
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Enhancing Language Growth Through Literature
How do we perfect children’s language skills through literature? The following factors are
known to enhance language skills
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Oral Reading
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Five minutes a
day can result in a vast quantity of literature being shared during the course of one year
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Read the
materials to yourself before attempting to share it with children
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In involving children as oral readers the teacher should
do the following;
Bring to conscious level what children have assimilated unconsciously about
effective oral reading
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(b) what has been read in class recently
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

Provide time for children to rehearse, because like many of the oral arts, oral
reading requires practice
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i
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The nursery school teacher in reading many poems to children
will discover them repeating some of the words or even a phrase or two
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A rich diet of poetry as part of the oral reading program is one of the best ways to establish
interest in and to continue developing enthusiasm for the art of choral speaking
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Adding sounds to words
Many poems which can be used for choral speaking lend themselves to the creation of
verbal obligations
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In the case of choral reading, it means having some children in one group repeat at
patterned intervals words or sounds that heighten the mood of the poem an evoke an image
more clearly
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ten
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Words set to music
An example of words set to music is the version of the twelve days of Christmas
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Three French hens
Four Calling birds
Five golden rings
Six geese A-laying
Seven swans A-swimming
Eight maids A-milking
Nine ladies dancing

Ten Lords A-leaping
Eleven pipers –piping
Twelve drammers dramming
Once I had an auntie, auntie Monica and when she went shopping we all said hulllalah
(Her bag went shaking; her bag went shaking so x2) x2
(Her dress went shaking; her dress went shaking so x2) x2
(Her hat went shaking; her hat went shaking so x 2 ) x 2
iv
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The final goal is to motivate children so they will want to tell stories
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There are three basic steps in preparing the story
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These can be
summarized in brief from
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This may include some
words, some repeated phrases
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Repetition encourages children to join in as the
teller recites the lines
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Children as story tellers
Children see the teacher as a story teller and this demonstrates for them that storytelling is
an acceptable and pleasurable activity for adults
...
As the teacher
fosters talk during news telling periods, he or she is encouraging spontaneous oral
composition: when children are allowed to tell short stories of any two to six sentences in
length at the beginning, the groundwork for more formal story telling activities is being
prepared
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Once upon a time the leader of mice called
for a meeting
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The cat had eaten their children for many days and they felt it was time to take am
action
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However,
they had a problem since none of them would volunteer to go tie the cat by the neck
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Note: An interesting way to begin is to use books with pictures but no printed words
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Story variations
In sharing literature you ought to be conscious of balance in selections
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Let children understand that today’s stories are usually written down
in books, while years ago stories were simply told, handed down from teller to teller
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Using a variety of folktales and discussing similarities
and differences is therefore a useful experience
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Parallel plot construction
One preschool teacher devised an initial writing experience called parallel plot
construction
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Once up to a time, there was an old woman who did not have children
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She thought to herself and said, “I will go to the shop
buy ginger flour and bake a baby boy”
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When she got home, She mixed the ingredients
she had bought just the same way we bake a cake
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She modeled the boy from the dough putting all the parts of the body
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The old woman then put the boy in the oven
to bake
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When the oven door opened the ginger bread boy popped out and ran very fast
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She met the cow and requested him to help
her ran after the boy
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On the way they met a dog
and requested it to join them, they met a horse, a hen a donkey, a cat and they all ran after
the boy, however they could not catch him
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The crocodile said, “Jump on my tail, the ginger
boy jumped on the tail, but the crocodile said, “you are too heavy for my tail jump on my
back,” and ginger bread boy jumped on the back
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The crocodile tossed him up, opened its big mouth and ate the ginger
bread boy
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For example, the
runaway chapatti from a well known hotel
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There it avoided the head teacher, the secretary, the cleaner and down to
the classes
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As a teacher allows children time to construct their own plots from the known stories the
teacher should construct her own plot first, from a known story
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Start with simple and short stories and advance to stories with more
characters
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Plot completion
Many teachers make use of the idea of plot completion that is, reading a story but stopping
before the end so children are motivated to finish it
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Old familiar folktales, as well as modern stories, can be used this way
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One child finished the story
in this version
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Then she bumped into a watchman outside
the house
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Grandmother could feel the wolf’s heart go
thump, thump
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The watchman knew
just what to do
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The wolf fell, he took his
sword and cut the wolf grandmother, walked out and they went home
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ix
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Alternatively children can dramatize the story and
became the characters in the story
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One day the old man
went to pull out potatoes for supper but one particular potato turned out be extraordinary
big compared to others
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He therefore called the wife to
come and help him pull out the potato but they could not pull it out
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The boy called the young girl
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They all carried it home for supper
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Get a big ball to be the enormous
potato and let them pull until it comes out
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References
Anderson, Nancy (2006)
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Boston: Pearson Education
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S
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(2008)
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Topics in Language Disorders, 28, 162-177
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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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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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A
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M
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A-B-C's of bridging home and school expectations for
children and families of diverse backgrounds
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Chapleau, Sebastien (2004)
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Lichfield: Pied Piper
Publishing
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"Understanding Diversity Through Children's Books
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pp
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Huck, Charlotte (2001)
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New York:
McGraw-Hill
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Criticism, Theory, and Children's Literature
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All for the Children: Multicultural Essentials of Literature
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Kim, H
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, & Johnson, C
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(2007, November)
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Presentation at the Association of Speech-Language-Hearing
Association Convention, Boston, MA
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Eyeopeners!: How to Choose and Use Children's Books About Real People,
Places, and Things
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pp
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This book also has
interesting activities associated with some of the stories listed
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"No Single Season: Multicultural Literature for All Children
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February 1992
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30-33+
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, (1938)
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Kenyatta, J
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My People of Kikuyu, Oxford University Press, Nairobi
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Children's Literature: New Approaches
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Michaels, S
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"Sharing time": Children's narrative styles and differential access to literacy
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Norton, Donna E
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Columbus: Charles E
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pp
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Reynolds, Kimberley (2011)
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Oxford: Oxford
University Press
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The Case of Peter Pan or the Impossibility of Children's Fiction (1993
ed
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Shavit, Zohar (2009)
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University of Georgia Press

Van Groenou, M
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“Tell me a story”: Using children’s oral culture in a
preschool setting
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Wright, A
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Storytelling with children
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Whitin, David J
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New Visions for Linking Literature and Mathematics
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Wolf, Shelby (2010)
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Cambridge: Routledge
Wolf, Shelby (2010)
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Cambridge: Routledge
Zipes, Jack, ed
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The Oxford Encyclopedia of Children's Literature
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