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Thus, this novel is pleasant to read by the young readers and children is the easy target for instilling new information as their minds are still fresh and clean. Children act as a sponge, and absorb almost everything that is being taught.

Since before a child has been born they have introduced to the world of reading. Reading goes far beyond education, it creates a relationship between parent and child, provides fundamentals of language and speech skills, and helps to communicate society’s values. The values that are taught through books can be positive or negative and be stated implicitly or explicitly. The values that are taught also transition, as a child grows older. In the book, A Chair for My Mother by Vera B. Williams, they discuss the values of empathy and kindness.

Children are encouraged to communicate their needs, feelings and thoughts. They are given opportunities to choose and use reading materials.

Literature teaches kids to feel empathetic for each other. A story allows the reader to put themselves in the character’s shoes and gives us a different perspective on the character’s life. It also shows the reader not to judge someone by their cover because you never know what outside factors are affecting them. For example, Daphne's book is about a shy girl named Daphne, commonly known to others as Daffy Duck. She was raised by an impoverished, mentally ill grandmother, so the other kids would make fun of her. Instead of sympathizing with her, kids pitied her and called her names. “These are the experiences for a young person in which the sort of commonplace

When readers read a story written by an author they will usually think that the author likes to read books and is what led the author to writing a book. William Goldman said, “As a child, I had no Interest in reading” (Goldman 3), this can lead readers to imagining the author as a young child rather than an adult not wanting to read a book. When Readers imagine the author as a young child the image imagined can give a better sense of how the author felt as a young child. The imagination of a child giving the reader a picture to think about is less complex than that of a adult giving a reader a picture to think about.

Children’s literature has existed for as long as there have been stories to be told to children. Stories, books, songs, poems are all made for children. Children’s literature does not have a definite definition of what it is; basically, it is anything a child reads (Lerer, 2008). Children begin to learn what reading and writing are used for before even knowing how the system works. Children recognise the function of written language by seeing examples of written language that are being used around them. Many children know the difference between reading and talking, they are aware that written language is used to do things in this world (Emitt, Zbaracki, Komesaroff and Pollock, 2015). Quintilian, John Locke, Saint Augustine and Doctor Seuss speculated on the ways children learn the Australian language and learn about their lives from literature (Lerer, 2008). In fact, Lerer states that “the history of children’s literature is inseparable from the history of childhood, for the child was made through texts and tales he/she studied, heard and told back,” (2008, p.1). Children’s literature nurtures an understanding of narrative structures and visual images played in storytelling, this helps develop

Reading is the beginning of every child’s learning. The basis of education begins with learning to read. Short (2010) explained that literature acts as “an inquiry to life” and a “way of knowing” (p. 50). However, in order to support children’s learning, it is essential to show children that learning is interesting from a young age. When Short first began teaching using worksheets and a basal reading program, she wrote, “I often felt that children were learning to read in spite of me” (p. 49). The students were not learning to think critically. However, when she began introducing literature circles to her students, she saw them “critically exploring their understandings with each other” (p. 49).

Through the course, I learned that there are many benefits of reading books to children. Children would improve their communicative skills by talking about their favorite part of the story. Children would respect each other by taking turns. They would improve their cognitive skills by predicting the events of a story. Moreover, reading books would expand children’s vocabularies by introducing new words.

Chapter 3 states that picture books are a child’s first invitation into the world of literature and the potential start of a lifelong adventures with reading. As a parent, making time and space to read together is the simplest, most effective way to nurture compassion for a child. At school, the teacher can introduce a good book that will open the door to a new perspective, creating a wonderful opportunity to teach empathy, cooperation, and sharing. I once had chance to read a book called How Full is Your Bucket by Tom Rath. Although it consists of simple text and vivid illustrations, this book encourages positive behavior as

Books have a great impact on many people. People learn about the world, and can be inspired by them. Schools encourage young kids to read lots of books to become more educated. Many people want books to glorify the world, and leave out the harsh realities that everyone will come face to face with. If books are written realistically with all the hardships that life contains, the readers can prepare for those challenges and accomplish more towards a greater society and fixing some of the problems. Books should portray the world as it is to prepare readers to face and understand issues of corruption and poverty, the pain of growing up from childhood, and the brutality of war.

Diversity in literature has increased over the years, but there still a lot of change and improvement to make in diversity. In children’s literature is not just about race and ethnicity, it can also include, sexuality, gender, cultural, and religious aspects. It is important for children to be able to reflect themselves in different stories and to also learn about other cultures. If books are more diverse it can improve children's behavior, beliefs, and education towards different multicultural societies. The United States is form by a large diverse population, so it is important for teachers, authors, and parents to understand the importance in including diversity in children's books. In the textbook A Critical Handbook of Children’s Literature,

In chapter one of the text, Through the Eyes of A Chlid it explains why literature is important for children, as well as what children literature is. While reading I learned there are alot of values for children to know about within literature and that books are a huge way for us to transmit our literacy from one generation to the next. I was reminded while reading that children are effected through liteature more than anything as it helps the child to develop and grow. Litature in books help children learn from how people in the world feel, react and handle with their problems while also understand others feelings, it helps children relate to others when they may be feeling a certian way.

According to Dr.Seuss, “The more that you read, The more things you will know. The more that you learn, The more places you’ll go”. I was about seventeen years old, watching my little cousin “Autumn” , while my aunt was in the hospital. Every chance I get I would read a Dr.Seuss book to Autumn, because reading kept her quiet or either put her to sleep. Reading to your child at an early age, As a child, I was introduced to books that competition my interest, hobbies and had plenty of sources to receive books. “How to make your child want to read? Encourage your child to read, by raising your child to love to read.”

Literature if used correctly can enhance a child’s life. It can become a valuable tool in helping children to understand their home, communities and the world in which they live. Through literature children’s vocabulary, imaginations, and self understanding is built. Children should be exposed to literature that is age appropriate and within the context of learning respect for themselves and others by the diversity of the books. My literature plan is based upon multicultural diversity which reinforces reading readiness, read-along that emphasis multicultural songs and rhymes, build self esteem through art, music and movement and responses to literature.

Fiction allows us to experience events vicariously (Appendix 2.3 – teacher’s viewpoint), enabling us to gain a greater depth of understanding regarding a topic, a different perspective and engender empathy for the circumstances of our peers (Emery, 1996; Wise, no date; Mulet, 2014; Rowling, 2010; Barnett, 2014; Tomasino, Zarnowski, and Backner, 2003; Lysaker, Tonge, 2013; Medwell, Wray, and Moore, 2014). Vygotsky’s theories of cognitive development support this perspective, stating that children develop as a direct result of encountering new experiences and from using the new information to construct or reconstruct existing knowledge (Johnson, 2003). Arguably, therefore, there is a link between the process of social and cultural interaction in conjunction with life experiences and the impact upon the linguistic, cognitive, social, and emotional development of children (Johnson,