EL-111-PPT-1.pptx

Understanding Children and Adolescent Literature Literature The word literature is derived from the Latin word “Litaritura” or writing form with letters, which generally means any written work, although spoken or sung texts are also included or transcribed oral literature. It includes collection of...

Understanding Children and Adolescent Literature Literature The word literature is derived from the Latin word “Litaritura” or writing form with letters, which generally means any written work, although spoken or sung texts are also included or transcribed oral literature. It includes collection of written work. It is often used to describe different art forms such as fiction, poetry, prose, and drama. Generally, it is the means of preserving, recording, and transmitting information and knowledge that influences the moral, social, cultural, psychological, and even political aspects.  Children’s Literature Children’s literature refers to the material written, published, and used for instruction, information, and entertainment of children, and adolescents. The unique qualities of children’s literature lie in giving target readers the particular kind of reading experiences and how they relate their childhood experiences with the text. Children’s literature varies from fiction, non-fiction, poetry and other artistic genres. It also covers different relevant topics that are of interest to children and adolescents. Children and adult literature both have the same literary elements but diffrent features. These include the age and characteristics of the characters, the simplicity or complication of the plot and the emphais on morals or didactic motive/.  Importance of Studying Literature Literature is a body of ideas that need to be explored. It helps readers see the word differently and develop a better perspective. Making It offers a deeper perception of life. It enables understanding of personal and human emotion, presentations issues on society, history, and culture. powerful tools for convincing and teaching. It also allows readers to unlock the world of imagination, creativity, and inspiration. It helps them develop essential skills in connecting with the global environment. It gives them a chance to discover the world through stories, poetry, and plays. Qualities of a Good Story A good story grabs and sparks the readers’ interest. It create change in the readers’ thinkingh. It makes the readers feel what the characters feel, fear and love. A good story changes the psyche of the readers and how they view things. Allen Say defned a good story as “abstract experience, that when one ventures through and comes out of a maze he will feel a slight change.” In terms of elements, a good story must have a relatable theme. It should have a compelling idea, a good stylem and grammar. Qualities of a Good Children and Adolescent Literature Good children’s literature induces strong emotion; it can make children or readers laugh, cry,. It offers a sense of joy and satisfaction. It entertains, instructs, and inspires. Children and even adult readers are hooked with children’s and adolescents’ literature since the stories are interesting and relatable. When children can relate to the story, they establish deeper connection and retention. It captivates readers. Good children and adolescent literature must use engaging language. The flow of the langiage must be plearing. The rhythm must have natural flow. The exposure to a good written story will help children develop phonemic awareness. The words used must be relatable as well as challenging for older readers to acquire new words. Qualities of a Good Children and Adolescent Literature It must be multicultural. Many of the books for children are informative. They show the diverse cultures of the world. These are portrayed in characterization, plot, dialogues, setting, and themes. Good children’s literature must also draw children’s attention to the story itself, and often lead to the questions and further discussion. With good literature, readers will always read repeatedly. Personal Value of Literature to Children Reading and exposure to literature will help children in many aspects of ;life. The personal value of reading literature to children include:  Experience pleasure and enjoyment  Improve imagination  Enhance cognitive development  Stretch attention span  Acquire information about anture and their environment  Develop positive attitude  Appreciate books and develop a love for reading  Understand literature  Learn new hobbies and acquire new interests  Emphatize with others’feelings and concerns  Understand cultural heritage  Improve creativity and artistic tendencies  Stimulate a sense of aesthetic Children always find stories enjoyable to read. Whenever they hear stories, they are transported to a different world, in the world full of adventure and fantasy. Reading helps children expand their imagination. According to Janet Schulman, there are emotional and educational benefits of reading. She claims that “books give children a foundation on a ladder of life.” Constant reading will help develop the bond between children and parents. Some parents read to their children at a very young age to help them develop their listening and language acquisition. At a very young age, it is imperative that children are exposed to literature. Academic Value of Literature to Children Aside from personal development reading also enhances students’ academic progress. Reading fosters language development and fluency, that includes phonetic and phonemic awareness, Title here vocabulary command, structural control, and improvement of the Making tools for convincing overall reading comprehension. and teaching. Making tools for convincing and teaching. Directions: Explain the following statements. Write your explanation on the space provided. 1. “Readers are made, not born.” (Chambers, 1983) 2. “Literature is more experienced than taught. (Glazer, 1986) Lesson 2: The period of Development of Children and Adolescent Literature What is Children’s Literature? Children’s literature is the good-quality written work with the purpose of entertainment and information intended primarily for children from birth to adolescence, covering topics of relevance and interests to children that appropriately reflect the experiences and the realms of childhood, through prose and poetry, fiction and nonfiction. -Lynch-Brown, C. & Tomlinson, C. (2005) What is Children’s Literature? The age range for children's literature is from infancy through the stage of early adolescence, which roughly coincides with the chronological ages of twelve through fourteen. Between that literature most appropriate for children and that most appropriate for adults lies young adult literature. Usually young adult literature is more mature in content and more complex in literary structure than children's literature.  Children's and adolescent literature tells children's and adolescents' special literary texts. This kind of literature also includes a part of the popular oral culture, such as Lullabies, parables,stories, as well as stories, plays and poems, as well as writings in the fields of religion, social science, science and its applications, art and entertainment. -S. Javaran (2017) Literature serves children and adolescent in four major ways:  1. It helps them to better understand themselves, others, their world, and the aesthetic values of written language. 2. When children read fiction, narrative poetry, or biography, they often assume the role of one of the characters. 3. Through that character's thoughts, words, and actions the child develops insight into his or her own character and values. 4. Frequently, because of experiences with literature, the child's modes of behavior and value structures are changed, modified, or extended. How did children’s literature evolve? A knowledge of the historical background of children’s literature through the ages helps us understand the forces affecting the development of children’s literature and Title their characteristics at different periods. The development of here children’s literature Making tools for convincingreflect the spirit and interests of the period. and teaching. Making tools for convincing and teaching. How did children’s literature evolve? 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, this Title here in general, states Making tools that the characteristics of the earliest children’s literature were for convincing and teaching. presented through Making tools oral story telling. The stories were about the adventures of the for convincing and teaching. 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. Early Beginnings: History of Children's Literature under Classical World (Greek and Roman) 500 BCE – 400 CE All literature began with the ancient art of storytelling. Our ancestors told stories Title to entertain eachhere other, to comfort each other, to instruct the young in the lessons Making tools for convincing of living, to and pass on their religious and cultural heritage. Storytelling is an integral teaching. Making tools for convincing part of everyandworld culture. teaching. In early times, Western civilization has its roots in the cultures of ancient Greece and Rome, which flourished between about 500 BCE and 400 CE, now known as the Classical period. Greece in the fifth century BCE is in many ways the birthplace Title here of WesternMaking culture and tools for so that is where our story begins. In convincing and teaching. this cradle Making of democracy and individualism, children grew up tools for convincing and teaching. with the stories of the Trojan War (from Homer's Iliad) and of the travels of Odysseus (from Homer's Odyssey) and the stories of Jason and the Golden Fleece and the adventures of Hercules. In early times, Western civilization has its roots in the cultures of ancient Greece and Rome, which flourished between about 500 BCE and 400 CE, now known as the Classical period. Greece in the fifth century BCE is in many ways the birthplace Title here of WesternMaking culture and tools for so that is where our story begins. In convincing and teaching. this cradle Making of democracy and individualism, children grew up tools for convincing and teaching. with the stories of the Trojan War (from Homer's Iliad) and of the travels of Odysseus (from Homer's Odyssey) and the stories of Jason and the Golden Fleece and the adventures of Hercules. They also knew of the now-famous fables attributed to the slave Aesop, believed to be a teacher, writing to instruct his students in cultural and personal values. With the decline of Greek civilization, the Roman Empire rose to power, Title here but the Romans remained under the long shadow of Greeks, whom they Making tools for convincing and teaching. greatly admired. The power of these ancient stories remains with us, and Making tools for convincing and teaching. modern writers and illustrators frequently turn to the Greek and Roman myths for inspiration and retelling.  The Aesop’s fable Written by a former Greek slave, in the late to mid-6th century BCE, Aesop’s Fables are the world’s best known collection of morality tales. The fables were originally told from person-to- person as much for entertainment purposes but largely as a Title here means for relaying or teaching a moral or lesson. Making tools for convincing and teaching. These early Makingstories are essentially allegorical myths often tools for convincing and teaching. portraying animals or insects e.g. foxes, grasshoppers, frogs, cats, dogs, ants, crabs, stags, and monkeys representing humans engaged in human-like situations (a belief known as animism). Ultimately the fables represent one of the oldest characteristics of human life: storytelling.  Anglo-Saxon Period 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 Title here children was Aldhelm (640-709), abbot of Malmesbury and bishop Making tools for convincing and teaching. of Shernorne. His De Septenario, de Metris, Enigmatibus, ac Making tools for convincing and teaching. Pedum Regulis contained the meaning and use of number seven in the bible, riddles, and puzzles in Latin which children were asked to solve.  The Medieval Period By the fifteenth century, books on manners and morals began to appear in England by 1430. One of these was William Caxton’s Boke of Curtayse published about 1477. Another was The Babies Title here Boke which had the subtitle Manners and Meals in the Olden Making tools for convincing and teaching. Times. This book contained rules of behavior for boys who Making tools for convincing and teaching. trained to become knights during the Age of Chivalry.  ABC Books In the sixteenth century, ABC books or primers appeared. They were so called because they were used at the hour of prime as a book of private devotions in the Angelican Church. Title here Making tools for convincing and teaching. Henry VIII had ordered the printing of both Catholic and Protestant Making tools for convincing and teaching. primers that contained the alphabet and Christian principles, thus, the term primer came to be applied to all the first books for children in school.  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 4½ inches long and 2 inches wide. Capital letters followed by vowels and their combinations with consonants were printed across the top. Title here Making tools for convincing The Lord’s Prayer was printed at the bottom. The paper used for this and teaching. Making tools for convincing was covered with a transparent horn – hence the name “hornbook” – and teaching. and was held in place by metals like silver, brass and copper. These books could be hung around the necks of children. The hornbooks were used to teach the alphabet and combinations of letters and to continue religious instruction.  Chapbooks In the sixteenth century, printing became cheaper. Single sheets of paper printed on one side only called broadsides were issued. These broadsides contained ballads of Robin Hood. In 1697 Charles Title herepublished his collection of tales entitled Perrault, a Frenchman, Making tools for convincing Comtes de Ma Mere L’ Oye or Tales of My Mother Goose. and teaching. Making tools for convincing and teaching. Translations of these tales were published separately in as chapbooks in England. These books were called chapbooks because they were sold by itinerant peddlers called chapmen.  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 Title here enjoy. Children read books that interested them although the books were for adults like John Making tools for convincing and teaching. Bunyan’s Pilgrim’s Progress (1678), Daniel Defoe’s Robinson Crusoe (1714), Jonathan Swift’s Making tools for convincing Gulliver’s Travels and (1726), teaching. Mallory’s Death of King Arthur, Reynard the Fox, and Aesop’s Fables.  Puritan Period 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 4½ 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 for each letter of the alphabet.  First Period Book 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 Moravia 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.  First Period Book 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 Moravia 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.  17th Century and 18th Century Books Books in the seventeenth century stressed religion and morals due to the rise of Protestantism. In 1715, Dr. Isaac Watts published Divine and Moral Songs for Children, a companion volume to The New England Primer. Some writers consider Isaac Watts as the starting point of the history of children’s literature, and “The Cradle Hymn” as the first children’s poem.  17th Century and 18th Century Books The battledore (1746-1770) succeeded the hornbook. It was a 4 by 6½ three-leaved cardboard that folded like a pocketbook. It had the alphabet and easy-reading matter that made it popular until 1840.  John Newberry Era 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 a 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 Jean Jacques Rousseau (1712-1778) was a French philosopher who started a new philosophy in the education of children. His book Emile embodied the philosophy that children be given freedom to develop their natural interests and learn from actual experience. He advocated that children be taught about the real things and the world in which they live.  The Didactic Period Another writer of this period was Thomas Day who published his History of Sanford and Merton, a story about a good little boy and his teacher and both tried to reform a bad boy. The Peter Parley books were informational books about countries of the world, about the wonders of science and about historical figures.  The Return of Fairy Tales Old and New The influence of didacticism was unable to control permanently children’s love for fairy tales. The publication of Grimm’s Fairytales revived the interest for the imaginative stories. Jacob and Wilhelm Grimm collected the old German stories not for the entertainment of children but to record them scientifically for prosperity. These stories were translated into English in 1823 and were called Grimm’s Popular Stories.  The Return of Fairy Tales Old and New 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 New Clothes”, and “The Nightingale”.  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 Louisa M. Alcott’s Little Women in 1868. This is a story of four little girls, their petty quarrels, their courage and their affection for one another. This was followed by Little Men. THANK YOU!