Educational Value

To be considered substantive, the content of children's literature courses must include two critical elements. One is educational: Children's literature must be seen as a significant educational tool. The other is literary: Children's literature is a valuable, beautiful, and impressive part of literary history and as such is certainly worthy of study and analysis at the university level. The distinct educational value of children's literature to children's lives has been well documented over the years. I think teacher educators would find it difficult to identify the same level of research support to suggest that any other subject or content area so thoroughly enhances the literacy and academic lives of children. Preservice teachers need exposure to the educational benefits of children's literature and to ways of effectively sharing literature with their students. The course content I feel is necessary for this to happen must include the following elements: History of the discipline Opportunity to interact with the relevant instructional materials Pedagogical principles Field experience

For many, this might seem like an obvious list for most any course in teacher training. We might look at our current children's literature content to see whether these elements are present. They are, aren't they? We all know that the history of children's literature is being taught -- for goodness sake, it's usually the very first chapter in the required textbook. And of course preservice teachers have the opportunity to interact with books -- they're required to read all the award-winners from the past decade, more or less, in 16 weeks. And students obviously deal with pedagogical issues when they develop that good old thematic unit using children's books as the basis. During their capstone field experience, student teaching, preservice teachers can implement their literature-based units with children (unless, of course, their topic was apples and they wind up teaching in the spring when butterflies are the theme). Sadly, children's literature hardly becomes educationally worthy when the content associated with it looks this shallow. The critical issue for instructors of children's literature then becomes how effectively the elements of history, opportunity, pedagogy, and field experience are being dealt with currently in our courses. Are preservice teachers really learning enough about children's literature to capitalize on its educational benefits with children? My experience tells me no. I have observed enough children's literature courses, attended sufficient International Reading Association presentations, and read and reviewed a large enough variety of articles and books related to the classroom use of children's literature to know that many are still dealing with children's literature in trite, stale, and educationally empty ways. How many pots of pasta will first graders be forced to cook after reading Strega Nona before we ask ourselves, Why? Why are they making pots of pasta? What are the educational benefits? Is cooking pasta the real lesson from Strega Nona that we ought to be highlighting with our students? Preservice teachers cannot be expected to know how to use children's literature as a purposeful and meaningful educational tool unless we teach them well. Surely preservice teachers must do more than deal with the history of children's literature as a simple timeline of events from the invention of the printing press to the proliferation of paperbacks in discount stores. Reading 30 or 100 or even 1000 children's books during a semester only to

jot down the characters, setting, and plot on index cards will probably not influence preservice teachers' instructional pedagogy in ways we intend and in ways they need. Likewise, having preservice teachers listen to the children's literature instructor spout off recent winners of the Caldecott and Newbery medals so they can spout them back later for the final exam does little to promote the type of thinking and reflection we want them to develop. History. Obviously, there is a great deal for preservice teachers to learn about children's literature that is educationally valuable and academically rigorous. For example, preservice teachers do need to learn that the history and evolution of children's literature over four centuries -- from stories heavily laden with didactic moral lessons to adventure stories and so on -- have paralleled changes in society, politics, and education. They need to understand that children's books published today are not exactly like the stories they read as children, but that there are constant classics that each generation enjoys. Preservice teachers must therefore be encouraged to analyze (not memorize) society's important influences on historic literary milestones, to examine the impact of art, music, science, politics -- and, of course, education. They need to thoughtfully weigh, both in a historic and an educational context, the range of characters, themes, and perspectives presented in literature for children over time. For example, they need to understand the repercussions of the 1962 publication of The Snowy Day, before which there had been few children's stories written and illustrated with African American characters. They should evaluate the current availability of books that represent minorities and diverse perspectives. They should consider whether Cinderella is blatantly sexist or a timeless classic. They need to gain perspective about the differences between the lessons subtlety shared within the plots of the Peter Rabbittales and those didactically imparted in the resolutions of the Berenstain Bears books. Preservice teachers should develop a sense of the influences on the historic progression of illustrators, from Greenaway to Gag to Gammell. They should be having serious discussions about the influence of censorship, from the banning of Shakespeare in 1864 to present-day parental objections to Lois Lowry's The Giver (Donelsson & Nilsen, 1997). And they need to be acquainted with the authors, illustrators, and others (such as educators, curriculum designers, publishers, and censors) who influence children's literature and how it is used in school settings. Opportunity. Preservice teachers can understand and appreciate this history more effectively, however, as they have the opportunity to select, read, and analyze a wide variety of literature (and relevant technology and related resources) for themselves. Considering the number of children's books from which to choose, particular communities' beliefs about censorship, and the level of demand that literature be used to teach, preservice teachers must learn to distinguish which are the best and most appropriate books to share with their future students. And they really must come to this knowledge themselves. Are the tasteless, gruesome R.L. Stine books to be left on the shelf? Or is there some merit in a book that reluctant readers can't wait to get their hands on? Instructors of children's literature content can either didactically provide their students with lists of good and bad literature, or they can provide preservice teachers with supportive opportunities to select, read, and analyze literature in order to construct criteria for themselves about how to judge what is great literature for sharing with children. Rosenblatt's (1976) transactional view of reading supports this need. As readers interact with stories, they find personal and significant ways to relate to characters, settings, and conflicts. A friend or teacher telling you about a book is not an act of reading -engagement -- for you, nor is reading a summary an act of experiencing the text...the

range of possible readings of a given text is potentially infinite considering the variety of personalities and the breadth of experiences among readers (Karolides, 1997, pp. 9-10). This changes the role of the instructor from a lecturer to a collaborator. Karolides asserts that directly or indirectly, the teacher or the textbook's questions and instructions can markedly affect the stance that operates in student transactions [with literature]. Key ingredients are classroom atmosphere and teacher's expectations (p. 15). As a collaborator, the role of the children's literature instructor can be to create a classroom atmosphere that encourages and values preservice teachers' choice of readings from a wide range of genres, authors, and illustrators, past and present. Boyd-Batstone (1997) explains that part of the process of opening up the classroom to self-selection is trusting that students will follow a natural curiosity and impulse. This impulse is at the discretion of the student.... Allowing for students to pursue their interest moves the student from being a passive recipient of knowledge to an active, self-directed learner (p. 193). In addition to encouraging students to select a variety of readings, instructors of children's literature must also set high expectations for learning about and analyzing those selections. Analysis of literature is a far deeper and far more meaningful activity than trading opinions about which Eric Carle book has the cutest illustrations. Allen (1997) explains that analysis helps readers become aware of the more sophisticated attributes of books, such as authors' writing styles (p. 56) or an illustrator's artistic choices. An effective way to promote sophisticated analysis is through small-group literature discussions (Allen; Peterson & Eeds, 1990; Pierce & Gilles, 1993; Rosenblatt, 1983). Lauritzen and Jaeger (1997) explain since stories can be approached from a variety of intellectual and developmental levels, everyone has the opportunity to find a measure of delight...to stretch their minds, and to inquire and explore the possibilities (p. 42). Allen found that small-group discussions helped readers to fully share, examine, and clarify their responses to literature (p. 55), invited personal responses, and encouraged sophisticated literary meaning making (p. 67). When readers share what they have gleaned from a text they help others see dimensions of characters and plots they might not have noticed alone. They begin to understand the value of certain themes, styles, and illustrations, and come to respect others' perspectives (Eeds & Wells, 1989). Pedagogy. Knowing which books to choose is crucial for preservice teachers, but so is knowing how to use them most effectively with students, particularly in schools moving to more literature-based and interdisciplinary curricula. Sound pedagogy tells us that children's literature cannot be used as a simple, trendy device for organizing instruction, offered as the revolutionary replacement for textbooks or curriculum guides. We have to ask ourselves whether having preservice teachers dress up like Mrs. Frizzle so they can rattle off oral reports on a series of Magic School Bus books to their peers really prepares them for the serious instructional task of selecting books and planning literature-based lessons for their students. We have to ask ourselves whether activities unrelated to school curriculum standards reinforce the notion that children's literature is not a serious and powerful educational tool. Unfortunately, teacher educators must battle these and other powerful influences on preservice teachers' pedagogical beliefs. Lortie (1975) states that often much of what preservice teachers believe to be most educationally effective is learned in the 13 or so years of schooling they have prior to their teacher training. For most preservice teachers, this did not include participation in literature-based or interdisciplinary teaching and learning. In fact, today's preservice teachers probably experienced mostly textbook-driven and compartmentalized curricula. A decade ago, Tyson and Woodward (1989) found that

textbooks structure from 75-90 percent of classroom instruction. In most subject areas, textbooks define the scope and sequence of instruction, and the accompanying teacher guides provide a road map from which few teachers make major detours (p. 14). And perhaps most distressing, the present-day teacher resource market is being flooded by thousands of attractively packaged workbooks masquerading as literature-based teaching tools. Many are either skill and drill with literature instead of basals, or encourage only nonacademic postreading activities like cooking pasta or making quilts. But rather than develop a long list of best practices for using literature as an effective educational tool or for integrating instruction (there are many), I'd like to suggest that good teaching comes after development of a theoretical basis for instructional decisions (Kagan, 1992; Lortie, 1975). Posner (1996) states that in order to develop a theory base, preservice teachers must have the opportunity to reflect on actual experiences, otherwise they will rely on routine behavior...guided more by impulse, tradition, and authority than by reflection (p. 21). The role of the children's literature instructor, then, is to provide firsthand opportunities to select, read, and analyze children's literature and relevant resources, as I have already suggested. Lectures and textbook readings can provide preservice teachers with an important foundation of information about children's literature. However, actual experiences with children's literature and suitable field experiences using literature in education settings are likewise critical for developing a pedagogical theory base for instructional decision making. Field experiences. The difficulty in presenting preservice teachers with opportunities to read, analyze, and select children's books and examine the relevant resources to learn pedagogical principles that may be new or unfamiliar to them is that their beliefs may be difficult to change unless they are able actually to experience the success of the methods with children (Campoy, 1998; Hoewisch, 1998a; Kagan, 1992; Lortie, 1975; Richardson, 1986; Richardson-Koehler, 1988). Since convincing teachers what works and what doesn't is a matter of experience and experimentation, preservice teachers must have the chance to test and reflect on the instructional methods that they hear and read about in courses (Campoy;Hoewisch, 1998b; Posner, 1996; Schon, 1983). And if we really believe children's literature is as valuable to children as the research says it is, preservice teachers must have this chance long before student teaching. Children's literature courses must be designed to provide preservice teachers with field experiences in classrooms with children using children's literature and complimentary instructional methods even as they are learning about children's literature. While most would agree that field experiences are a critical component of teacher training, there are those -- including instructors and students -- who believe they are not a convenientcomponent. Preservice teachers have jobs, families, and other commitments outside of their teacher-preparation responsibilities that can complicate scheduling of appropriate field experiences. Finding, scheduling, placing, and then supervising field experiences for preservice teachers can also become a logistical nightmare for the individual instructor -- especially if more than one school or educational setting is needed to support a large number of preservice teachers. However, for every reasonable problem associated with attaching field experiences to children's literature or any teacher-education course, there is at least one solution. For example, students who take evening-only programs, field experiences can be arranged with after-school clubs, scouting organizations, library programs, preschools that operate before and after the traditional work day, and child-care centers attended by school-age children before and after the school day. Instructors can build relationships with schools that have a

commitment to improving literacy and are willing to partner with the university so that schedules, goals, and even staff development are created to include preservice teachers and children's literature course components. In this way, cooperating classroom teachers and building administrators, and even parents of students in the school, can participate in the supervision of the preservice teachers' field experiences along with the course instructor. Certainly, a host of other solutions and innovations can satisfy logistical concerns or objections to field experiences for preservice teachers. The real issue here is the undeniable benefit of having preservice teachers participate in authentic experiences with children and books. The challenge is to establish the best sort of field experiences for preservice teachers in order that they become more reflective about the books they share and the instructional methods they implement with children. I would suggest that providing preservice teachers with opportunities simply to read aloud to children is one of the best sorts of field experience in a children's literature course. Preservice teachers should have the opportunity to determine through personal experience how best to hold a book so 28 kindergartners can see the illustrations. They should experiment with seating arrangements to consider whether fifth graders can listen while lounging on bean-bag chairs. And they should be responsible for selecting literature they believe is appropriate, so that when their students yawn in apathy they will seriously consider why. Preservice teachers should also go into the field to talk to kids, teachers, parents, and librarians about children's literature. They can determine for themselves that not all public or even school libraries and librarians are created equal. They can discover how much or how little children actually care about certain authors, illustrators, and stories. They can investigate the extent to which classroom teachers and parents find literature helpful in supporting children's learning and perhaps share their own insights about its value. And preservice teachers should implement literature-based lessons related to reading in content areas. In this way they can discover that not all books that refer to or illustrate numbers are useful for teaching math. Or they can determine that some of the best books to support science learning are actually fictional accounts of flying frogs, such as Tuesday, in which concepts like gravity and physics can be explored. And they can consider how best to capitalize on children's strong emotional responses to Faithful Elephants, The Endless Steppe, andSadako and the Thousand Paper Cranes in order to assist them in examining the underlying historical causes and effects of and perspectives on World War II. In addition, preservice teachers' experiences must be supported by opportunities to reflect on their level of success with certain books and seating arrangements, with children and lessons. Since we do not actually learn from experience as much as we learn from reflecting on experience (Posner, 1996, p. 21), preservice teachers must be encouraged to consider the significance of their instructional decisions. The unreflective teacher might give up on The True Story of the Three Little Pigs after it flops with children because he has not considered that they cannot possibly appreciate the book's rich irony without having heard the original Three Little Pigs. On the other hand, the preservice teacher who reflects on her suburban students' languid response to Charlotte's Web after the opening chapters might consider developing a concept map related to farming and rural life in order to activate schemata while building her students' vocabulary and interest in the topic.

Literary Issues

Although children's books have enormous potential as educational tools, there is far more to literature than its usefulness for teaching academic skills. Preservice teachers must understand that while Kevin Henkes' The Purple Plastic Purse is great to pair with a phonics lesson on the letter p, the author probably had a very different purpose in mind for readers and listeners. And while Mildred Taylor's Roll of Thunder, Hear My Cry is an excellent choice for teachers who want to address social, historical, and even geographical issues related to the Civil Rights era with their students, the book's distinct characters, theme, and style affect readers far beyond the parameters of a social studies curriculum. Children's literature instructors whose courses focus on how to teach with trade books do a disservice to preservice teachers, children, and children's literature. In a commentary about the role of literature in teaching phonics skills, Trachtenburg (1990) states that if we wish to stimulate the imagination, provide stimulating language models, expose students to lucid discourse, and expand their cultural awareness, we need quality, meaningful literature (p. 649). A third issue related to children's literature, then, is its literary value and how best to convey it. According to C.S. Lewis, who wrote books for both children and adults, children's literature is a true literary art form. Picture storybooks are both literary and artistic art forms; as Huck et al. (1997) point out, The picture storybook conveys its messages through two media, the art of illustrating and the art of writing (p. 198). Rosenblatt (1976) explains the literary power of children's books, stating that through the medium of words, the text brings into the reader's consciousness certain concepts, certain sensuous experiences, certain images of things, people, actions, scenes (p. 30). Preservice teachers must be shown the aesthetic worth of children's worth and have opportunities to savor its literary value. They should be able to wallow in the wonder of naughty rabbits who steal vegetables from gardens and resourceful spiders who weave messages into webs. I have already suggested that instructors of children's literature should provide preservice teachers with opportunities to select, read, and analyze literature -something that will promote their understanding of a book's educational benefits. This same opportunity can also provide them with literary satisfaction. Britton (1978) asserts that a student should read more books with satisfaction...[and] he should read books with more satisfaction (p. 110). The nuances of meaning that preservice teachers derive from text can be enhanced by the adept instructor of children's literature, so as to highlight the significant aesthetic aspects of literature. Stories, poetry, and passages from literature selected by the instructor or by the students should be read aloud during class. The heads down, eyes closed technique as someone reads a chapter from a children's novel aloud might be the best way to encourage aesthetic awareness and appreciation of children's literature. Huck et al. (1997), Pappas (1993), and Smith (1979) note that children's books often include their very own brand of rich and sophisticated language, rhythm, and structure, different from the language we use to talk with one another. Hearing stories read aloud can assist listeners -- children or preservice teachers -- in grasping the differences among literary forms and functions, teach them to anticipate story patterns and endings, help motivate additional reading, and expand vocabulary. I have already suggested that preservice teachers should have the opportunity to explore children's literature in small-group discussions, giving them a chance to explore aa practice they can apply to their own future classrooms as well as encouraging insights about stories. Small-group discussions also provide a means for preservice teachers to enjoy the beauty of

books as they share their insights about the literature they have read and hear and describe personal responses to it. Allen (1997) comments on a classroom designed this way: Through their interchanges with each other and the teacher, the students mulled over and clarified their literary responses. Although they spent time simply retelling story events, they also shared interpretations and evaluated the author's choices (p. 65).

Defining and Valuing Childrens Literature - Presentation Transcript

1. 2. Defining and Valuing Childrens Literature ELE 616 Readings and Research in Childrens Literature Fall 2009 What is Childrens Literature?

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Literature written for children? Literature written by children? Literature read by children, no matter who it was written for? C. S. Lewis I am almost inclined to set it up as a canon that a childrens story that is enjoyed only by children is a bad childrens story. The good ones last. Those of us who are blamed when old for reading childish books were blamed when children for reading books too old for us. No reader worth his salt trots along in obedience to a time-table.

From Lewis, C. S. On Three Ways of Writing for Children. Of Other Worlds: Essays and Stories . 1952. Ed. Walter Hooper. San Diego, CA: Harcourt, 2002. 22-34. Quoted by David Beagley in Discovering

4.

Children's Literature: A Personal Journey What IS childrens literature?

This is the nub of the Fascination [with childrens literature] What makes one book a childrens book and another an adult book? When I read the one, must I read as a child while the other must be seen only in adult terms?

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Beagley, Discovering Children's Literature: A Personal Journey

Another view of childrens lit o Gerald Early :

I firmly believe there is no such thing as children's literature, Early writes. Children's literatureexists as an idea in the adult mind about the ways one speaks to children, about how we adults configure childhood. Childrens literature celebrates the imagination we think is necessary for us to engage childhood as adults. It is a way for adults, in short, to distinguish children from adults.

Quoted by Liam Otten in More mainstream than ever, children's literature remains hard to define, poorly understood and frequently underestimated .

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What Is Children's Literature? Belles Lettres, Vol. III, no. 3 [Original article no longer online] A safe definition?

Laura Laffrado: It is probably most useful to define childrens literature broadly, as literature that doesn't exclude children, family literature, literature for a number of generations.


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Teaching American Children's Literature in The Heath Anthology of American LiteratureNewsletter Number

XII, Fall 1995 What is the value of childrens literature?

John Cech: Inspiring Children With Words (3 rd article down!) Childrens books represent our first encounters with literature, in which we hear words used beautifully and tune ourselves to the rhythms of our language. One cant overstate the value ofchildren's literature. Millions of people who will never read Tolstoy or Shakespeare will read Charlottes Web - and never forget the experience. Einstein kept a volume of Grimms Fairy Tales on his night table throughout his life because he said they sparked his

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imagination. What is the function of literature?

Nina Bawden: From the inaugural Dorothy Briley Lecture, delivered at the third IBBY Regional Conference in Madison, Wisconsin, on October

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8, 1999 Why do children read?

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Many reasons: reading can provide a safe environment for experimenting with moral and psychological risk. reading may provide a safe haven in a world of real-life risk. Either way, the reader needs to feel a sense of control over his or her reading matter Margaret Mackey, Risk, Safety, and Control in Young People's Reading Experiences . School Libraries Worldwide 9 no1 50-63 Ja 2003

10. Controlling reading

Margaret Mackey: . . . too many adults want children to read, and read with enthusiasm, without conceding to them any vestige of the sense of real control that is one of the social and psychological triumphs of reading. Children, who are trying to win at growing up as Beverly Clearys (1984, p. 182) Ramona so succinctly expresses the challenge, are being given a false passport that lets them only into a fenced-off field.

Risk, Safety, and Control in Young People's Reading Experiences .

11. A Canadians view

Russell Smith, a young Canadian novelist: . . . what turns off young readers? A moral approach to literature. A lack of clever wickedness. And an outdated belief in an outdated version of Canada. . . . Books that are good for you. Canadian cultural nationalism is the literary equivalent of Sunday school, and young people wont sit through it.

Quoted in Mackey, Risk, Safety, and Control in Young People's Reading Experiences . 12. Another Canadian viewpoint 13. What does literature teach? o Pauline Davey Zeece: 14. Does educational value cancel out the personal value of a book? o Comment on Amazon.com :

. . . instead of intimidating a young audience away, Harry Potter is showing children as young as 8 that reading is one of the most wonderful pastimes available to them. Its working! Please, as educators, parents, and librarians, encourage that. I read those classics in Middle School, Johnny Tremain and The Moon is Down almost lost me as a reader forever. They were dry and horrible and full of educational value. Spotlight Reviews: Literature Guide: Harry Potter and the Chamber of Secrets (Grades 4-8)

15. The End

Character Education in Children's Literature

[Tablet PC]
Contents
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1 Descriptions, definitions, synonyms, organizer terms, types of Character Education 2 Application in classrooms 3 Evidence of effectiveness 4 Critics and their rationale 5 Alternative explanations due to Diversity considerations 6 Signed life experiences, testimonies and stories 7 References and other links of interest

Descriptions, definitions, synonyms, organizer terms, types of Character Education

Character Education is defined as the deliberate instruction in basic values and morals, ideally woven into lessons throughout the curriculum and community. Some common values O'Sullivan and Edginton identified that should be incorporated into the curriculum are: compassion, fairness, kindness, honesty, perseverance, courage, justice, empathy, and acceptance (as cited in Gibbs & Earley, 1994; C.S. Lewis, 1947). Each school and community could certainly choose values that would seem to be appropriate for the population it serves. Character Education has become a subject of interest to many lawmakers, educators, and parents. President Clinton challenged our schools to teach character education, values, and citizenship in his 1996 State of the Union Address. The endorsement of federal and state laws shows the importance of building good character in our nations' children. The Character Education Parnership (CEP) has identified 11 broad principles as defining a comprehensive approach to character education. (www.communityofcaring.org/ServicesAndResources/Battistich%20Paper.pdf) They are as follows:

Promote core ethical values as the basis of good character. Define character comprehensively to include thinking, feeling, and behavior. Use a comprehensive, intentional, proactive, and effective approach Create a caring school community. Provide students with opportunities to engage in moral action. Provide a meaningful and challenging curriculum that helps all students to succeed. Foster students' intrinsic motivation to learn and to be good people. Engage school staff as professionals in a learning and moral community. Foster shared moral leadership and long-term suport for character education. Engage families and community members as partners in character education. Evaluate the character of the school, its staff, and its students to inform the character education effort.

Application in classrooms
The promotion of character education in the classroom can occur in a variety of ways. Role-playing and the use of children's literature are two ways educators can promote character education. Picture books and children's literature have been used over countless years to entertain, inform, engage, and evoke thought in the classroom. Since teachers are already using literature with students, it is imperative that they make their instruction more meaningful by engaging their students and promoting important moral values.If children are exposed to character-rich literature in a manner that can serve those dual purposes, character education can be taught, encouraged, and promoted in our classrooms. Role-playing is another type of teaching tool that has shown to have positive effects when promoting values. Character education can be very affective, when used with role-playing and children's literature since both have such promising outcomes on affecting students' value development. There are many strategies teachers can incorporate when utilizing literature that have important character building issues. One particular study indicates that teachers should preview the books used carefully (Lake, 2001). Having background knowledge of the issues involved in a piece of literature with a moral dilemma, helps teachers "guide" class discussions. Teachers should ask questions and provide details that will have students begin thinking about the circumstances or the story's dilemma. Teachers also need to "tell students what to listen for, set a purpose that underscores the story's message" (Jalongo, 2004). After setting the story's purpose, teachers should read the story, "paying attention to inunciation, proper inflections, correct tone, and thoughtful pacing" (Lake, 2001). A good picture book allows students to use visualizing to assist with the story's meaning. Teachers need to draw attention to the point of the story as they read (Jalongo, 2004). She also notes that "wondering out loud" during the time it takes to turn the page is more effective than stopping during the reading to quiz students.

After reading stories that have important values embedded in them, there are a wide variety of activities that teachers can utilize to help students comprehend and get personally involved in the story's dilemma. Role-playing, using open-ended questions, identifying with characters and their feelings, providing an emotional release or catharsis (Jalongo, 2004), group discussions, story expansion, and written responses are just some of the different strategies teachers can use after reading literature to promote good character in children. The following is a list of books to use within the classroom that promote good character in students. Dancing with Wings, Debbie Allen Girraffes Can't Dance, Giles Andreae The Way I Feel, Janan Cain The Story of Ruby Bridges, Rober Coles Wemberly Worried, Kevin Henkes Best Friends for Frances, Russell Hoban Amazing Grace, Mary Hoffman Stand Tall Molly Lou Melon, Patty Lovell Elmer, David McKee Rolling Along with Goldilocks and the Three Bears, Cindy Meyers The Recess Queen, Alexis O'Neill A Bad Case of Stripes, David Shannon Mufaro's Beautiful Daughters, John Steptoe The Giving Tree, Shel Silverstein Horton Hatches the Egg, Dr. Seuss The Emperor's New Clothes, H.C. Andersen

The Berenstein Bear series, by Stan and Jan Berenstein, are great books to include in character education. They offer great stories that children can relate to and connect with. Young children learn about the pros of having good character and the consequences if they do not have good character. community service activities. Character education must be communicated with parents, this could be done by sending a weekly character education newsletter home detailing certain activities for student participation outside the school.

Signed life experiences, testimonies and stories

I have found the use of children's literature to teach positive character traits to be rewarding as well as effective. Children love a good story, and they love to talk - about the stories and about themselves and

their experiences. Three books that stand out to me in this area are The Giving Tree by Shel Silverstein, Horton Hatches the Egg by Dr. Seuss and The Emperor's New Clothes by H.C. Andersen. The Giving Tree is a moving story about a tree who literally sacrifices itself for a boy. It teaches caring and compassion as well as a lesson in giving.Horton Hatches the Egg is a classic, but I wonder how many people have thought to talk to children about Horton and Mayzie, and the responsibility of hatching an egg? Mayzie because she abandoned her egg to Horton and shirked her responsibility. Horton because he took up a responsibility that wasn't even his - and kept his promise even when it wasn't easy. Another classic, The Emperor's New Clothes, is often overlooked for its moral of honesty and truth telling - as well as the consequences of not! The list could go on and on. It's a win-win situation. Teachers will enjoy reading a favorite book to children, learn about their students as they open up in discussions, and reap the rewards of character building in their students. Children are exposed to good literature, learn to enjoy reading, are encouraged to relate what was read to their own experiences, and learn valuable life lessons. -Pam Olivito I think it is beneficial to use literature that promotes good character with older students, such as middle and high school students. When discussing a larger or more difficult concept, such as honesty, betrayal, commitment, etc. with older students, it is helpful to introduce or review that concept through a much simpler story, and allow students to draw the connection between the two. Also, using children's literature to elicit discussions about character allows students to also make connections to their own lives, which is ultimately the goal of character education. -S. Becker Almost any book in children's literature could have a connection with positive character traits and/or the consequences of the book character not having good character traits. When reading a book aloud to the classroom, I always try to ask questions about the character, what type of person or qualities s/he has, and how the personality and qualities of the book character could help or hurt the situation. Students are always willing to share connections, personal stories, or ideas of how the situation could have changed had the character done something different. This is a link to a website for specific book titles for each character trait. http://www.desertskyone.com/character/books.html M. Bear

Introduction to Childrens Literature Classics

Why was this site created?

Are you looking for a great book to share with your child, grandchild, class, or library group? Would you like to know more about one of the classics? This site was created for anyone who loves childrens literature, and especially for educators, parents, librarians, students, and grandparents. Its purpose is to guide, inform, enlighten, and above all inspire, by introducing you to the enchanting world of childrens books. Click on a genre for an examination of its main features, a discussion of representative novels, and a list of recommended books. Although each novel is discussed under a specific genre, childrens stories can cross boundaries.

Why read childrens classics?

Some people mistakenly believe, writes childrens author Jill Paton Walsh, that something written for children is necessarily inferior, could not be a serious work of art.1 As award-winning Katherine Paterson argues, many intelligent, well-meaning people think that while adult literature may aim to be art, the object of children's books is to whip the little rascals into shape.2 But great childrens stories are powerful, imaginative, and memorable; they resonate with readers of all ages and have a lasting and profound impact. This site will examine a selection of classic children's novels as distinguished works of art. It will look at what makes these novels notable and why they have such universal appeal. Joseph Conrad wrote that every word in a good novel should contribute to the works overall purpose.3 A great novel for either children or adults is like a symphony; it has many separate elements but they all work together to create a unified effect. Back to top

Why should you care about childrens literature?

If you are in a position of influence with children, be it as parent, teacher, librarian, or grandparent, you can make a definitive impact on their lives by fostering a love of reading. Research has shown a demonstrated relationship between reading, cognitive development, verbal skills, and academic achievement. Children who are read to, not only are more articulate, but also have higher order reasoning skills, a more effective writing style, superior reading comprehension, and more advanced critical-thinking skills.4 Stories teach children how to cope with lifes challenges. They provide a trial run of lifes possibilities. They also transmit the accumulated wisdom and values of our culture. Children learn through models and heroes.

Key themes and concerns in childrens literature

home school parents siblings

grandparents friendship toys, dolls, play pets and animals birthdays holidays friendship magic the imagination

Patterns in childrens literature

Children thrive on patterns that provide order and meaning to their lives. As Jon Stott points out, the best childrens authors choose details that are significant and arrange them into meaningful patterns.5 Peoples lives are like a series of random events; an effective author shows the connections between events, thereby creating meaning and significance.

Examples of characteristic patterns

home away home movement from a protected environment to a new, adverse, or challenging environment city country city (sometimes reversed) real world fantasy world real world life death rebirth separation from and reunion with parents (many classic adult novels end with marriage; many childrens stories end with a reunion with parents) help others less fortunate and they will help you movement from innocence to experience, often patterned after the biblical Fall coming of age, rite of passage journey symbolizing development seasonal cycle

Changes in childrens literature

Alice in Wonderland (1865) is usually considered the first successful childrens novel. Before the time of its writing, children were viewed as adults-in-training so few works were written specifically for them. Childrens authors for the next hundred years believed that it was their duty to protect the young. Few writers exposed readers to the harsh facts of life. Since the 1970s, the trend has been towards the depiction of a grittier realism. Childrens writers have introduced topics such as violence, death, divorce, and abandonment into their stories.

Why do we tell children to read ?

We're always telling children that books and reading are good for them, but have we ever really thought about why that's true ? Exactly what do older children get out of reading novels ? What do younger kids get from being read to ? Does reading matter ? The purpose of this article is to say that, yes, it's true, reading really is important, and that there are some solid reasons why that is so. Let's begin with the practical benefits and then move on to the less tangible rewards of a life filled with reading.

Books help children develop vital language skills.

Reading is an important skill that needs to be developed in children. Not only is it necessary for survival in the world of schools and (later on) universities, but in adult life as well. The ability to learn about new subjects and find helpful information on anything from health problems and consumer protection to more academic research into science or the arts depends on the ability to read. Futurologists used to predict the death of the printed word but, ironically, Internet has made reading more and more a part of people's daily lives. The paperless society is a myth. The computer's ability to process and analyze data means that endless variations on reports and other types of documents can be and are generated. Internet, itself an enormous new source of information and recreation, is based on the humble written word. To effectively utilize the web and judge the authenticity and value of what is found there, both reading and critical thinking skills are of prime importance. The more children read, the better they become at reading. It's as simple as that. The more enjoyable the things they read are, the more they'll stick with them and develop the reading skills that they'll need for full access to information in their adult lives. Reading should be viewed as a pleasurable activity - as a source of entertaining tales and useful and interesting factual information. The more young children are read to, the greater their interest in mastering reading. Reading out loud exposes children to proper grammar and phrasing. It enhances the development of their spoken language skills, their ability to express themselves verbally. Reading, by way of books, magazines or websites, exposes kids to new

vocabulary. Even when they don't understand every new word, they absorb something from the context that may deepen their understanding of it the next time the word is encountered. When parents read aloud to children, the children also hear correct pronunciation as they see the words on the page, even if they can't yet read the words on their own.

Reading can open up new worlds and enrich children's lives.

As mentioned above, reading opens doors doors to factual information about any subject on earth, practical or theoretical. Given the wealth of available resources such as Internet, libraries, schools and bookstores, if children can read well and if they see reading as a source of information, then for the rest of their lives they will have access to all of the accumulated knowledge of mankind, access to all of the great minds and ideas of the past and present. It truly is magic ! Through books, children can also learn about people and places from other parts of the world, improving their understanding of and concern for all of humanity. This, in turn, contributes towards our sense that we truly live in a "global village" and may help us bring about a more peaceful future for everyone.This can happen through nonfiction but, perhaps even more importantly, reading novels that are set in other places and time periods can give children a deeper understanding of others through identification with individual characters and their plights. Through stories and novels children can vicariously try out new experiences and test new ideas, with no negative consequences in their real lives. They can meet characters who they'll enjoy returning to for comforting and satisfying visits when they reread a cherished book or discover a sequel. Books also give kids the opportunity to flex their critical thinking skills in such areas as problem solving, the concepts of cause and effect, conflict resolution, and acceptance of responsibility for one's actions. Mysteries allow children to follow clues to their logical conclusions and to try to outguess the author. Even for very young children, a simple story with a repetitive refrain or a simple mystery to

solve gives a confidence boost. Children can predict the patterns and successfully solve the riddles. Children are influenced by and imitate the world around them. While a steady diet of violent cartoons may have a detrimental effect on children's development, carefully chosen stories and books can have a positive influence on children, sensitizing them to the needs of others. For example, books can encourage children to be more cooperative, to share with others, to be kind to animals, or to respect the natural environment.

Reading can enhance children's social skills.

Although reading is thought of as the quintessential solitary activity, in certain circumstances reading can be a socializing activity. For example, a parent or grandparent reading a story aloud, whether from a traditional printed book or from an ebook, can be a great opportunity for adult and child to share some quiet, relaxed quality time together away from the rush and stresses of the business of daily living. They share a few minutes of precious time, plus they share the ideas that are contained in the story. In addition, older children can be encouraged to read aloud to younger ones as a means of enhancing their relationship. At school or at a library story hour, books can bring children together and can be part of a positive shared experience. For some preschoolers this may be their primary opportunity to socialize and to learn how to behave around other children or how to sit quietly for a group activity. Make the most of this experience by encouraging children to talk about what they've read or heard.

Reading can improve hand-eye coordination.

Reading can provide children with plenty of good, clean fun !

It may sound funny, but ebooks can be a way for children to improve their fine motor skills and their hand-eye coordination, as they click around a childfriendly website or click the backward and forward buttons of online story pages. They may also be picking up valuable computer skills that they'll need in school and later in life.

I've saved the most important point for last. Reading can provide children with endless hours of fun and entertainment. All of the pragmatic reasons above aren't at all necessary to justify reading's place in children's lives. Stories can free up imaginations and open up exciting new worlds of fantasy or reality. They allow children to dream and may give them a good start on the road to viewing reading as a lifelong source of pleasure, so read to your young children every day. Inspire your older children to read. Give them access to plenty of reading material that they'll enjoy and discuss it with them. Sample everything - traditional printed books and ebooks on Internet, classic children's novels and fairy tales, as well as more modern stories. If a child wants to hear the same story over and over again, don't worry about it. Children take comfort from the familiarity and predictability of a beloved story that they know by heart. There's no harm in that. Reread old favorites and, at the same time, introduce your children to new stories. Your child's mind and heart have room for both.

So reading really does matter after all !

There are so many ways in which reading continues to be both a vital skill for children to master, and an important source of knowledge and pleasure that can last a lifetime. Nurture it in your children. Make the most of all the resources that are available and waiting for you: printed books, online books, magazines and so forth. Encourage followup activities involving creative writing skills and the arts, as well, so that your children can reflect upon or expand on what they've absorbed and, at the same time, develop their own creativity. As you help your kids appreciate the magic of reading, you'll find that there's a whole wonderful world full of children's literature out there that YOU can enjoy too.