Children's Literature as Pedagogy

2020 ◽  
pp. 329-347
Author(s):  
Alicia Curtin
Keyword(s):  
Children's Literature ◽  
Life Stories ◽  
Meaning Making ◽  
Children’S Literature ◽  
Literacy Learning ◽  
Theoretical Framework ◽  
Multilingual Classrooms ◽  
Literacy Identity ◽  
The Impact ◽  
Knowledge Value

This chapter explores the use of children's literature as pedagogy for literacy learning in diverse and multilingual classrooms. The author employs a sociocultural and relational understanding of literacy and learning to establish a theoretical framework for an approach that focuses on meaning-making, doing, and learning through stories as both a personal journey and a sociocultural practice. The complex sociocultural relationships between learning, literacy, identity, experience, power, agency, knowledge, value, success, and failure at the heart of the learning process remain central throughout this chapter. The reader is encouraged to consider their own life stories, experiences, definitions, and understandings of learning and literacy and the impact these may have on the life stories, experiences, definitions, and understandings of learning and literacy of the students in their care.

scholarly journals When Authenticity Goes Missing: How Monocultural Children’s Literature Is Silencing the Voices and Contributing to Invisibility of Children from Minority Backgrounds

2021 ◽  
Vol 11 (1) ◽  
pp. 32
Author(s):  
Helen Adam
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Children's Literature ◽  
Cultural Diversity ◽  
Day Care ◽  
Children’S Literature ◽  
Long Day ◽  
Day Care Centres ◽  
Book Collections ◽  
The Impact

The importance of recognising, valuing and respecting a child’s family, culture, language and values is central to socially just education and is increasingly articulated in educational policy worldwide. Inclusive children’s literature can support children’s human rights and contribute to equitable and socially just outcomes for all children. However, evidence suggests many educational settings provide monocultural book collections which are counterproductive to principles of diversity and social justice. Further, that educators’ understandings and beliefs about diversity can contribute to inequitable provision and use of diverse books and to inequitable outcomes of book sharing for many children. This paper reports on a larger study investigating factors and relationships influencing the use of children’s literature to support principles of cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted, and convergent design was employed interpret significant relationships and their meanings. Twenty-four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study firstly identified that current book collections in kindergarten rooms of long day care centres promote mono-cultural viewpoints and ‘othering’ of minority groups through limited access to books portraying inclusive and authentic cultural diversity. Secondly, that educators had limited understandings of the role of literature in acknowledging and valuing diversity and rarely used it to promote principles of diversity, resulting in a practice of “othering” those from minority group backgrounds. The key challenges which emerged from the study concerned beliefs, understanding and confidence of educators about diversity and inclusion, and the impact of these on their approaches to promoting principles of diversity through the use of children’s books. This research contributes to discussion on the value of children’s literature in achieving international principles of diversity. These findings have important social justice implications. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those providing higher education and training for early childhood educators.

Inspiration from Translation: The Golden Age of English-Language Children’s Literature and Its Impact on Polish Juvenile Fiction

Tekstualia ◽  
2021 ◽  
Vol 2 (65) ◽  
pp. 69-88
Author(s):  
Aleksandra Wieczorkiewicz
Keyword(s):  
Children's Literature ◽  
Golden Age ◽  
English Language ◽  
Children’S Literature ◽  
Juvenile Literature ◽  
Cross Sectional ◽  
Young Readers ◽  
Literary Convention ◽  
The Impact ◽  
Adventure Novels

The article presents a cross-sectional view of the impact of the translations of English-language juvenile literature of the Golden Age on Polish literary production for young readers. This panorama of infl uences and reception modes is presented in three comparative close-ups, dealing with characters and recipients (English ‘girls’ novels’ and their Polish equivalents), literary convention (adventure novels), and fairytale quality, imagination, and fantasy (Polish literary works inspired by English classic fantasy books). The study shows that Golden Age children’s literature transferred into Polish by means of translation brought new trends, motifs, genres and themes to Polish juvenile literature, signifi cantly contributing to its development.

Introduction

2017 ◽  
Author(s):  
Reuven Snir
Keyword(s):  
Children's Literature ◽  
Basic Assumption ◽  
Children’S Literature ◽  
Theoretical Framework ◽  
Arabic Literature ◽  
Literary Texts ◽  
Russian Formalism ◽  
System P ◽  
Literary System

The Introduction explains why the need for a new theoretical framework for the study of Arabic literature is so urgent. Its main outlines are based on the theoretical achievements of historical poetics, in particular those of Russian Formalism and its theoretical legacy. The basic assumption is that all potential inventories of canonized and non-canonized Arabic literary texts ― including children’s literature and translated texts ― are to be seen as forming one dynamic, autonomous literary system.

Kideogames: Reimagining the Fringe of Literary Studies as the Forefront

2019 ◽  
Vol 15 (7) ◽  
pp. 772-788
Author(s):  
Emma Reay
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Literary Studies ◽  
Games Studies ◽  
Permanent Home ◽  
Low Culture ◽  
The Impact ◽  
Literary Canons ◽  
The Way ◽  
Academic Study

The absence of children’s texts and ludic texts from traditional literary canons, curricula, journals, and conferences might appear obvious, practical, and natural—a straightforward reflection of theoretical and methodological divergence, and of the way texts are grouped outside of academic study. However, these seemingly self-evident explanations do not hold up under scrutiny. In this article, I posit that the omission of children’s texts and ludic texts from well-developed scholarly contexts is partly rooted in the ideological collocation of “children,” “play,” and “low culture.” I compare the strategies used by children’s literature studies and games studies to manage their marginalization and conclude that irrespective of the quality, the variety, the relevance, and the impact of research conducted within these two disciplines, neither will find a permanent home in the serious, sophisticated, “adults-only” space of the literature faculty. I ask whether this is necessarily a problem, and suggest that - when consciously embraced - the lightness of illegitimacy may be a potent as the heft of tradition. Finally, I advocate for an intersectional alliance between children's literature studies and games studies and explore some of the ways in which this kind of academic solidarity might counter the marginalizing effects of infantilization.

The impact of reading children's literature on language development in the preschool child

2003 ◽  
Vol 11 (1) ◽  
pp. 125-135 ◽  
Author(s):  
Ljubica Marjanovi Umek ◽  
Urška Fekonja ◽  
Simona Kranjc ◽  
Petra Lešnik Musek
Keyword(s):  
Children's Literature ◽  
Language Development ◽  
Preschool Child ◽  
Children’S Literature ◽  
The Impact

scholarly journals ΟΙ ΠΡΟΤΕΣΤΑΝΤΙΚΕΣ ΙΔΕΕΣ, Ο MARK TWAIN ΚΑΙ ΤΟ ΠΡΟΤΥΠΟ TOΥ ΠΑΙΔΙΚΟΥ ΧΑΡΑΚΤΗΡΑ ΣΤΟ ΜΙΣΣΙΟΝΑΡΙΚΟ ΒΙΒΛΙΟ ΣΤΗΝ ΕΛΛΑΔΑ (19ΟΣ ΑΙ.)

Μνήμων ◽  
2005 ◽  
Vol 27 ◽  
pp. 109
Author(s):  
ΠΟΛΛΗ ΘΑΝΑΗΛΑΚΗ
Keyword(s):  
Children's Literature ◽  
American Literature ◽  
19Th Century ◽  
Mark Twain ◽  
Children’S Literature ◽  
Historical Evolution ◽  
American Author ◽  
The 19Th Century ◽  
The Impact

<p>Polly Thanailaki, The protestant ideas, Mark Twain and the model of the child's character in the missionary books in Greece in the 19th century</p><p>This essay explores the historical evolution which was observed in the shaping of the child's model of character in the American literature books of the 19th century within the frame of the protestant ideas and values. It also studies the impact of this development in the missionary books for children in Greece in the same century. We particularly focus on Mark Twain's revolutionary presence in the American children's literature by, firstly, placing emphasis on the change that the great American author made to the strict puritan model with the shaping of a more liberal and «innocent» children's character and, secondly, by analyzing the response which Twain's books met from the Greek 19th century readers. In this paper we argue that Twain's writing, known for realism, biting social satire and memorable children's characters, influenced the Greek children's literature in the end of the 19th century. The translations of his works started taking the lead in the end of this century in Greece. Moreover, this essay studies the re-shaping of the child's character in the missionary books published in Greece in the mid 19th century. The missionaries also followed the new trend for the children's character. The missionary stories appeared less didactic and strict.</p>

scholarly journals THE IMPACT OF RECEPTION LITERATURE ON READING COMPETENCE IN CHILDREN WITH MILD MENTAL RETARDATION

2014 ◽  
Vol 61 (1) ◽  
pp. 58-66
Author(s):  
Ana Koritnik ◽  
Metka Kordigel Aberšek
Keyword(s):  
Mental Retardation ◽  
Children's Literature ◽  
Positive Impact ◽  
Reading Speed ◽  
Children’S Literature ◽  
Reading Performance ◽  
Two Dimensions ◽  
Mild Mental Retardation ◽  
Reading Competence ◽  
The Impact

The study investigated the impact of children’s literature reception on literacy at children with mild mental retardation in the process designed on the adapted receptive model of children’s literature didactics. An experiment of a one-group pretest-posttest design was conducted on the sample of seven children with mild mental retardation. In the period of one semester their literacy program was supported with children’s literature education according to the adapted model of receptive children’s literature didactics. After that, their reading competence was tested with the Assessment scheme of reading competence (Pečjak at. al., 2011), which was focused on two dimensions of the reading process: reading comprehension and the quantitative and qualitative data of students’ reading performance. Among the last one a) reading speed was measured, b) reading rhythm was observed, c) reading mistakes were counted and classified, d) reading accurateness was observed and e) reading expression was measured. The results show the positive impact of the adapted model of receptive children’s literature didactics on students’ reading competence – the reading speed, the reading rhythm the accurateness of reading performance and the reading expression improved and the number of reading mistakes decreased. Key words: adapted model of children’s literature didactics, children with mild mental retardation, functional literacy, literature reception.

Sound symbolism in Chinese children’s literature

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiaoxi Wang
Keyword(s):  
Children's Literature ◽  
Quantitative Method ◽  
Children’S Literature ◽  
Fundamental Property ◽  
Sound Symbolism ◽  
Language Experience ◽  
Chinese Speakers ◽  
Chinese Children’S Literature ◽  
The Impact

Abstract Iconicity is a fundamental property of spoken and signed languages. However, quantitative analysis of sound-meaning association in Chinese has not been extensively developed, and little is known about the impact of sound symbolism in children’s literature. As sound symbolism is supposed to be a universal cognitive phenomenon, this research seeks to investigate whether iconic structures of Mandarin are embodied in native Chinese speakers’ language experience. The paper describes a case study of Chinese storybooks with the goal of testing whether phonosemantic association is prominent between name sounds and character features. A quantitative method was used to investigate the distribution of different phonological units in character denomination depending on their physical and emotional traits. The results show that phonemes and syllable combination patterns are closely related to perceivable character features. By comparing schematic mapping in Chinese with other languages, the study illuminates a cross-linguistic tendency in addition to a Chinese-specific iconic relation between sound and meaning.

Sign in / Sign up

Export Citation Format

Share Document