CHAPTEB 1: Learning about Child,ren and, Their Literature

xi have enioyed
rs of the seven-
vw, the BabYsit-
prizes, but manY
rdent readers to
s calibre to read
tryable
books in-
and other books
il and the human
Bracters and sit-
enB for film and
l books rePresent
g the values into
r child and are all
dlibrarians
must
Ets the most con-
; one--+njoYment.
so funny that
You
r tlat was so scary
nd to a lifetime of
er than their own,
paths that our an-
e vicarious exPeri-
r imaginations.
In
nme obstacles, ac-
through an exPeri-
r has
given them a
ui,carious experience. Experiences such as these are broadening for children because they, as readers,
are taken to places and times that they could never actuallyvisit-and might notwant to! Avicarious
experience can also be a good mental exercise for children, since they are asked to view situations from
perspectives other than their own.
Understanding and Empathy
Literature helps young people to gain an appreciation of the universality of human needs across history
which makes it possible for them to understand that all humans are, to some degree, alike. By intro-
ducing children to stories from many lands and cultures, teachers and librarians are building a solid
foundation for multicultural and international understanding. Walking in someone else's shoes often
helps children to develop a greater capacity to empathize with others. Children around the world can
benefit from stories that explain what life is like for people who are restricted by disabilities, politics,
or circumstance or whose lives are different from theirs because of culture or geography. Likewise,
young readers of today can relate on a more personal level with the events and people
of history.
Heritage
Stories that are handed down from one generation to the next connect us to our past, to the roots of our
specific cultures, national heritage, and general human condition. Stories are the repositories of cul-
ture. Knowing the tales, characters, expressions, and adages that are part of our cultural heritage is
part of being culturally literate. In addition, stories based on actual events in the past help young people
to gain a greater appreciation for what history is and for the people, both ordinary and extraordinary
who made history.
Moral Reasoni,ng
Often, story characters are placed in situations that require them to make moral decisions. Young read-
ers naturally consider what they themselves would do in such a situation. As the story unfolds and the
character's decision and the consequences of that choice are disclosed, readers discover whether their
own decisions would have had positive outcomes. Regular experience with these types of stories can
help young people to formulate their own concepts of right and wrong.
Literary and, Artistic Preferences
Another valuable result of children interacting with literature is that they quickly come to recognize the
literary and artistic styles of many authors and illustrators. This is an important first step to literary
awareness-that is, to recognize that the style of one writer or illustrator differs from another and that
a piece of witing or an illustration
has
personal appeal. Children who read regularly from a wide vari-
ety of children's books soon develop their own personal preferences for types of books and select fa-
vorite authors and illustrators. Good teachers and librarians have long recognized that personal
preference and interest as expressed through self-selection of reading materials are powerful reading
motivators. They also know that the more children read and the greater the variety of literature they
read, the more discerning readers they become.
The more children know about their world, the more they discover about themselves-who they
are, what they value, and what they stand for. These personal insights alone are sufficient to warrant
036338