There are many different definitions of children’s literature and even varying definitions for

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There are many different definitions of children’s literature and even varying definitions for literature and children! Before the nineteenth century, very few books were especially written for children. Since then, changing attitudes towards childhood and children’s development, along with the increased sophistication of print technology, have led to the development of children’s literature as a major industry. There is, however, no simple, straightforward definition of children’s literature that can be applied with equal validity at different times and in different contexts. Just as concepts of ‘child’, 'childhood’ and ‘literature’ have changed over time, so too have definitions of ‘children’s literature’. It is not a simple matter to…show more content…
For many writers, children’s literature is simply a body of texts that is intended for a particular readership, that is, children, children being defined loosely in terms of a range of socio-cultural and individual example, Galda & Cullinan, 2002; Hunt, 1996; Lesnik-Oberstein, 1999; McDowell, 1973; Weinreich & Bartlett, 2000). Also common are definitions of children’s literature that focus on purpose. That purpose is sometimes seen in terms of both information and entertainment sometimes, however, entertainment alone is the critical definitional feature, the emphasis generally being on works belonging to the narrative genre . Less often, definitions that relate primarily to purpose focus on empathy, children’s literature being classified as literature that is designed to help children to understand, and emphasize with, the world views and experiences of others, including other children . Finally, there are those who believe that children’s literature should be defined in terms of style and quality 1.1.1. The children’s literature of Audience- oriented Weinreich & Bartlett do not define children’s literature explicitly. They claim, however, that in any account of children’s literature, “the child must . . . be regarded as a necessary condition which the author consciously or unconsciously relates to in the creative process”. For McDowell and Hunt , the
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