The Importance Of Oral Interpretation Of Children 's Literature

Thesis: All three authors portray the voice of many people, who, on a daily basis, are underprivileged of speaking their own language, thus, emphasizing onto the lives of linguistic minority students around the world and how they struggle to cope in school and at home.

In the modern world, children’s literature, fairy tales, and fiction books influence our childhood and early development. In the 1500’s and 1600’s no children’s literature for entertainment existed, they had educational books. As babies, toddlers, and preschoolers, my parents and teachers read us books after books. It is proven that reading to young kids is important for their imagination, vocabulary, and communication skills in early life.

Why do certain people rule over what each child can and cannot read? Is that not the parents’ job to determine whether or not is it appropriate for their child? When a book is considered banned, parents, teachers, and librarians are discouraged from providing the book to their children. Many of these adults then disapprove of the book without even reading it. Junie B. Jones is thrown from the realm of possibility for many children just because the loveable character has some flaws.

Since the view of childhood changes in the nineteenth century, the potential of children’s literature becomes evident. With the reference to the sources of children’s literature, they can be traced back to alterations in translation and in the literature for adults, where a child or childhood are essential concepts; moreover folk literature is concerned to be a wide source for this literary genre. According to Peter Hunt

Furthermore, the illustrations paint a beautiful picture that I like to think is an insight into a child’s mind, which I is a key element in this book and what makes it so great. Since the book is narrated by a child the intentional simplicity of the words and the controlled chaos that is the illustrations breathes unadulterated life into a rather normal children’s book.

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 novels is an experience unlike any other. With the crack of a new book, the reader is transported into the pages, into a new land, ready to take on the role of protagonist. Each little girl has the chance to be a pirate-fighting hero, each little boy able to become the doting husband. If that sentence sounds strange, it is because society has socialized individuals to gender any and all activities, reading included. Elizabeth Segel drives this point home in her article “As the Twig is Bent… Gender and Childhood Reading,” which gives an in-depth analysis of gender in children’s book, and the implications it has for readers.

Through this week learning resources, I have learned that there are evidences that demonstrate that when a child has limited experiences he or she is more likely to have difficult comprehending what is read. It is why early childhood professionals affirm that oral language is the foundation for literacy development. Everything that children learn about speaking and listening they use for writing and reading and what they learn from writing and reading they use in listening and speaking. In other words, oral language and literacy develop simultaneously. When parents provide rich language and literacy reinforcement at home, children do better in school than those who do not. It is also known for early childhood professionals that for a child with limited experiences is more difficult comprehending what is read. For example, a child who has being exposed to many environments like a farm or like a museum will have more mentally engagement in classrooms activities about things he or she already know that children who have not had experience in those environments. Many researches showed that children that have not have a literacy development or an oral language development years before formal schooling, are less likely to be successful beginning readers, opening an achievement lag that might last through the primary grades. Some of the reasons why parents are not actively involved into their children’s educations are their socioeconomic or legal status. For example, in an immigrant family sometimes both parents have to work and sometimes they have to work two shifts. I have known families where children are the whole day in school and with nannies. Those children do not develop any skills that help them to succeed at the time of attending forming school.

Lewis Carroll’s Alice and Frank Baum’s Dorothy are two of the most well-known and well-loved heroines of all time. At first glance, both Alice and Dorothy appear to be rather accurate renditions of actual little girls who embark on their own adventures in strange and fantastical lands. However, closer scrutiny reveals that only one of these characters is a true portrayal of what a little girl is really like, while the other is but a fulfillment of what most girls would only dream of being like.

This charming story reverses the typical roles within a children’s book. With underlying issues of stereotypes, independence and empowerment, it fills children with imagination and teaches them the importance of being strong, smart, and the realization that beauty comes from within.

Although many view children's fiction as suitable only to children, and an embarrassingly immature pursuit for a serious person, children' stories mold the way we think. They allows us to look at very complex and difficult issues in a safe and playful way, and they give us the freedom to imagine the unimaginable.

Through the eyes of society everyone has a set role they are expected to fulfill and certain characteristics they are supposed to exemplify. These roles and characteristics, this discourse, tells everyone how they should act and speak. For women it is the role of the mother. In our culture, that means raising the children, completing the household chores, and cooking all of the meals to perfection. Women are typical thought of as being demure and polite, small in stature, and submissive to the male gender. In the reverse, men also have certain roles that they are expected to fill and characteristics they are supposed to exemplify. Men are expected to be strong, dominant, and in charge of their families. They are often depicted, both in the media and in life, as the leaders. This discourse that we all follow can frequently be seen in Svava Jakobsdottir’s “A Story for Children.” The short story tells the tale of a woman as she raises her children and takes care of her household. The mother is completely devoted to her children and seeks to fulfill her role in the home to the fullest extent. As the story progresses, the main character slowly has pieces of herself removed by her children: her toe, her brain, and finally her heart. At the end of the text, after all of the children have become adults started families of their own, the mother realizes that she now has nothing and feels useless. In her short story, Jakobsdottir uses dramatization to depict the gender stereotypes and

I agree whole-heartedly with the conclusions that she drew from her observations. It is very hard to get the whole “picture” from a children’s storybook that has no pictures. The children find it harder to identify with the characters and often find

Reading – the ability to represent the sounds of language by written symbols has existed for approximately 4000 to 5000 years and is inarguably one of the most fundamental and wonderful technique humans have ever developed. However, despite much effort and funding dedicating to wide literacy development, even now in America for instance, 50% of adults cannot read a book written at an eighth grade level (National Center for Learning Disabilities). In order for the entire population of today’s society to have proper reading skills, scholars and educators around the world realize that literacy movements need to focus on much earlier stages of human development. Researchers in the education field have reached a consensus that reading is crucial in childhood by revealing supporting evidence from studies focused on children aged 0-6 years, 6-12, and young adolescents. Many interesting findings also include that reading proficiency of children is critical because it can reflect society’s criminal and economical status. Moreover, modern studies show that the importance of childhood reading cannot be fully explained without mentioning the environment where children are raised, as the environment greatly affects children’s reading proficiency.

There are numerous children’s books available for educators to utilize as they create, integrate, and incorporate reading books into their lessons. When selecting books for students, many factors come into play. One central component to employ when selecting Children’s books is ensuring the book is developmentally appropriate for the child (Lennox, 2013). In order to select