How is Children's Literature an Essential Part of Education? How can a Teacher Expertise in this Field?

 "Once upon a time and a very good time it was there was a moocow coming down along the road and this moocow that was coming down along the road met a nicens little boy named baby tuckoo."

James Joyce (1882 - 1941)

Irish writer.

Opening sentence.

A Portrait of the Artist as a Young Man

Children's literature is an essential part of education that plays a significant role in shaping the collective and socio-emotional development of children. It can shape the character of a child who is the future citizen of the world. As educators, it is crucial to understand the meaning and significance of children's literature, its various types, educational values, selection criteria, and the role of teachers in teaching it.

Explaining the meaning of children's literature:

Children's literature refers to any written or graphics work that is created specifically for children and young adults, usually up to the age of 18, simply, we refer to writings that are specifically meant for children. These writings can be in various forms such as fiction, poetry, biography, and history and even digital content. Children's literature also includes riddles, precepts, fables, legends, myths, and folk poems and folktales which are based on oral traditions. Sometimes, even ancient literature like the stories mythology can be adapted for children's reading because of their straightforward narrative style. The primary goal of children's literature is to engage and entertain young readers while helping them develop their literacy skills and cultivate their imagination. Or As Rudman says, children's literature may cover the wide range of subjects like Siblings, Adoption and Foster Care, Divorce, Family Constellations,  Sexuality, Aging,  Death,  Gender Roles,  Heritage,  Special Needs, Abuse and War and Peace. He expects practical suggestions for using books to help children successfully confront these matters.

History of children's literature:

In the oriental world, "Panchatantra Tales" by Vishnu Sharma is most probably the first of its kind intended for children. The Panchatantra comprises a collection of ancient Sanskrit stories, believed to have been written around 300 CE (plus or minus a century or two). 

During the Middle Ages in England, oral literature which was intended for young kids also was mainly comprised of simple folktales of Celtic and Anglo-Saxon origin, including folk ballads like Robin Hood and narratives about King Arthur and his knights. The earliest books for children were written in Latin during the 7th and 8th centuries and were primarily used as lesson books in monastery schools. These books were authored by distinguished ecclesiastical scholars such as Aldhelm, Alcuin, and Saint Bede the Venerable.

As more vernacular literature was created after the invention of printing, children's books became more common. William Caxton, the first English printer, published books such as the "Book of Curtesye", "Le Morte d'Arthur", "Reynard the Fox", and "Aesop's Fables". During the 16th century, a new type of children's book called the hornbook emerged.

In the 17th and 18th centuries, Puritanism increased the importance of moral and religious instruction for children. "The New England Primer", printed by Benjamin Harris in 1690, was a popular example of this type of literature. The religious tone of children's literature at the time is also shown by the title of another book, "Spiritual Milk for Boston Babes". The "New England Primer" continued to be published until the 19th century.

The use of illustrations in children's literature was a significant development in 17th century. The first children's picture book, "Orbis Sensualium Pictus", was published in Latin in 1658 and covered a variety of subjects through woodcut illustrations. The 18th century saw the emergence of inexpensive, attractive books for children by English publisher John Newbery.  William Blake's "Songs of Innocence and Experience" were concerned with the essential goodness of children and their corruption by adult standards of belief and behavior, portraying childhood as a happy and virtuous time.

The romantic wave that swept Europe in the early 19th century affected children's literature, leading to a renewal of interest in folklore, myths, legends, and wonder stories. The works of Sir Walter Scott, Charles Lamb, Washington Irving, James Fenimore Cooper, the Grimm Brothers, Hans Christian Andersen, Nathaniel Hawthorne, Andrew Lang, Edward Lear, Lewis Carroll, and Oscar Wilde, among others, exemplify this trend. These authors created some of the most enduring works of children's literature, including " Tales from Shakespeare", "Grimm's Fairy Tales", "A Wonder Book for Girls and Boys", "Alice's Adventures in Wonderland", and "The Happy Prince and Other Tales".

In the early 20th century, fantasy continued to be a major mode of children's literature, with notable works including L. Frank Baum's "Wizard of Oz series", James Matthew Barrie's "Peter Pan", and Kenneth Grahame's "The Wind in the Willows". These authors created stories that have become classics and have inspired generations of children's writers to come.

Magazines like "Youth's Companion" and "St. Nicholas" played a significant role in developing children's literature in 19th century. Contributors included famous writers like Kipling, Alcott, Twain, Pyle, and Holmes, as well as Canadian-born author and illustrator Palmer Cox. Some of these contributors became famous for their own children's books, such as Alcott's "Little Women", Twain's "The Adventures of Tom Sawyer" and "The Adventures of Huckleberry Finn", and Pyle's retellings of English legends. 

In the mid-19th century, books for older boys and girls became popular, and their popularity continued to grow throughout the 20th century. Horatio Alger's books, such as "Ragged Dick" and "From Farm Boy to Senator", were particularly famous for their message of success through hard work and thrift. Other popular books included the "Frank Merriwell series" by Burt L. Standish and the "Onward and Upward" series by Oliver Optic. Love stories for adolescent girls, like "Ramona" by Helen Hunt Jackson and "What Katy Did" by Susan Coolidge, also gained popularity during this time.

After World War I, there was an increase in the quantity and quality of children's books. Notable authors include Hugh Lofting, A.A. Milne, and Pamela L. Travers. "The Little Prince", a book by Antoine de Saint-Exupéry, is about the joys of sharing. Other notable children's writers include James Thurber, who illustrated his own fantasies "Many Moons" and "The White Deer", and E.B. White, whose books "Stuart Little" and Charlotte's "Web" are popular. "The Chronicles of Narnia" by C.S. Lewis is a great fantasy series for kids, while "A Hole Is to Dig" by Ruth Krauss and "The Cat in the Hat" by Dr. Seuss are also interesting reads.

In the 1960s and 1970s, children's books focused on science and social studies, and many great poetry collections were also published, such as "A Journey of Poems" and "Reflections on a Gift of Watermelon Pickle." In 1982, Nancy Willard's book "A Visit to William Blake's Inn: Poems for Innocent and Experienced Travelers" became the first poetry book to receive both the Newbery Medal and the Caldecott Award for its illustrations.

Children's literature has evolved to include more realistic portrayals of social issues such as death, divorce, race relations, and drug addiction. Books like "Are You There, God?" "It's Me, Margaret" and "Out of the Dust" have won awards but also faced censorship. The availability of children's literature has expanded to include non-printed forms like recordings and pop-up books. Recently, children's books have explored topics like multiculturalism, homosexuality, the environment, and AIDS. The Harry Potter series has been widely popular but also controversial due to its portrayal of magic.

Identifying and discussing varieties of children's literature:

So children's literature can be broadly classified into various genres based on the style, theme, and format of the work. These genres include:

• Picture books: These are books that combine illustrations and text to tell a story. They are usually designed for younger children, often featuring simple storylines and colorful visuals.
• Chapter books: Chapter books are longer stories that are divided into chapters, suitable for children who are transitioning from picture books to more complex texts.
• Young adult fiction: This genre is specifically targeted towards teenagers, featuring more mature themes and complex storylines.
• Non-fiction: Non-fiction children's literature includes books that are informative and educational, such as science books, history books, and biographies.
• Poetry: Poetry for children is often written in a fun and playful way, using rhyming schemes and rhythms to capture their attention and imagination.

Identifying and explaining the educational values of children's literature:

Simply, Children's literature has numerous educational values that make it a valuable tool in teaching young learners. These values include:

• Promoting literacy: Reading children's literature is an effective way of developing literacy skills in children, including vocabulary, comprehension, and critical thinking.
• Encouraging imagination: Children's literature often features fantastical settings and characters that encourage children to use their imagination and creativity.
• Developing empathy: Reading stories that feature diverse characters and situations can help children develop empathy and understanding of other people and cultures.
• Teaching values: Baconian voice is obvious as it builds characters. So, Children's literature often imparts important moral and ethical values, such as kindness, honesty, and perseverance.

Identifying and explaining the criteria for selection of children's literature:

Selecting appropriate children's literature is essential for ensuring that children are exposed to high-quality, age-appropriate materials that promote learning and development. While selecting children's literature, we must remember:

• Age-appropriate: The material should be suitable for the age and developmental level of the child.
• Relevance: The material should be relevant to the child's interests and experiences.
• Quality: The material should be well-written, engaging, and have a positive impact on the child's development.
• Diversity: The material should feature diverse characters and experiences to promote cultural awareness and understanding.
• Accuracy: Non-fiction materials should be accurate and factual.

Identifying and discussing the role of the teacher in teaching children's literature:

Teaching children's literature is an important and complex task that requires the guidance and expertise of a skilled teacher. As a teacher, you play a critical role in helping children develop a love for reading, and in shaping their understanding and appreciation of literature.  As a teacher while teaching children's literature, we must be trained in few things.

• Creating a Positive Reading Environment: The first and perhaps most important role of the teacher is to create a positive reading environment. This means providing a classroom that is filled with a variety of books that are age-appropriate and of high quality. Teachers should ensure that the classroom is a safe and comfortable space where children can explore and enjoy literature.
• Encouraging Reading for Pleasure: Teachers should also encourage reading for pleasure. Children are more likely to become lifelong readers when they enjoy reading. Teachers can help by reading aloud to their students, recommending books, and providing time for independent reading.
• Developing Reading Skills: Another key role of the teacher is to develop reading skills. Children need to learn how to read critically, understand complex ideas, and appreciate different genres of literature. Teachers can help by providing instruction on reading comprehension strategies, analyzing literature, and writing responses to what they have read.
• Promoting Diversity: Teachers have a responsibility to promote diversity and inclusivity in children's literature. This means selecting books that represent a range of cultures, backgrounds, and experiences. By doing so, teachers can help children develop empathy and understanding for those who are different from themselves.
• Assessing Student Learning: Teachers need to assess their students' understanding of literature and reading skills regularly. This helps them to tailor instruction to meet the needs of individual students. Teachers can use a variety of assessments, such as reading logs, written responses, and book talks, to evaluate student learning.
• Engaging Students: Teachers can engage students by providing a variety of activities that relate to children's literature. For example, they can use drama, art, and technology to enhance student learning. This helps to create a fun and interactive classroom environment that fosters a love of reading.
• Collaborating with Parents: Teachers should also collaborate with parents to support their children's reading development. This can involve providing resources and recommendations for reading at home, communicating with parents about their child's progress, and involving them in classroom activities related to children's literature.

Conclusion:

 Teaching children's literature is a critical and challenging task that requires a skilled and knowledgeable teacher. Apart from knowing the literary content, one should know the child psychology and the tender soft core of child's heart. As Charles Lamb describes dream children in "Dream Children: A Reverie" or Swami and his Friends in "Malgudi Days" by R. K. Narayana or Ruskin Bond's tales of Dehradun - everywhere there is a minute observation of child's sphere of thoughts. As mentioned already, by creating a positive reading environment, understanding the soft tender hearts of children, encouraging reading for pleasure, developing reading skills, promoting diversity, assessing student learning, engaging students, and collaborating with parents, teachers can help children develop a love for reading that will last a lifetime. Even a teacher can remodel any story from adult world to fit his students' learning capabilities.

Ardhendu De

References:

1.Children’s literature | History, Books, Types, Awards, & Facts. (n.d.). Encyclopedia Britannica. https://www.britannica.com/art/childrens-literature

2. Rudman, M. K. (n.d.). ERIC - ED379684 - Children’s Literature: An Issues Approach. Third Edition., 1995. ERIC - ED379684 - Children’s Literature: An Issues Approach. Third Edition., 1995. https://eric.ed.gov/?id=ED379684

3. Galda, L., Ash, G. E., & Cullinan, B. E. (2001). Research on Children's Literature. Reading Online, 4(9), n9.

4. Hunt, P. (Ed.). (2006). Understanding children's literature. Routledge.

5. Nodelman, P. (2008). The hidden adult: Defining children's literature. JHU Press.

6. De, A., & profile, V. (2017, June 20). What is the Meaning of Children’s Literature? Why is it Important that Children should Read Literature in School? What Is the Meaning of Children’s Literature? Why Is It Important That Children Should Read Literature in School? https://ardhendude.blogspot.com/2017/06/what-is-meaning-of-childrens-literature.html