Trends In Literature And The Child

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

Euphemism, a form of indirect censorship, is often used to substitute certain phrases in order to soften their influence. The word “dead” becomes “passed away”, one who was once “disabled” is now “physically impaired”, and what used to be considered “firing a worker”, is called “employee termination”. These euphemisms are used to protect their audience from the reality, and although they sometimes serve to censor people from the truth, they ineffectively protect children from explicit content in many forms of literature. Despite the fact that And Tango Makes Three by Justin Richardson and Peter Parnell, and Charlotte’s Web by E.B. White are excellent children novels that teach meaningful lessons,

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.

It is on a very basic level imperative that those forming the creation and spread of kids' books have the information and social instinct required when working with content (Crisp, 1, 2010). In the event that the writer and artist of a book are not the scarcest worried with the significant absence of multicultural books for kids then nothing will change. It is vital that creators and artists turn out to be firmly mindful of the requirement for change in youngsters' writing. On the off chance that they start to make books with substance that shows thankfulness for all races, ethnicities and skin tones…

Literature reflects many aspects of human ideas, beliefs, and societies. It does not only enlighten readers, but it broadens their perspective by exposing them to large human questions that have troubled humanity for centuries. The readings exposed complex topics such as feminism during the 19th century and how women carry the same stigma until today. The Dolls House by Henrik Ibsen and The Yellow Paper by Charlotte Perkins Gilman made me think about my place in the world as a woman, and the significance of the movement to end sexist oppression. Literature gives the reader a chance to inhabit characters and make them feel connected to the author and the author’s work.

Since the 1970s, there has been a significant increasing in academic interest surrounding gender in children’s literature. Peter Hunt (2009) argues literature has gained academic focus as society comes to recognise how it can shape it “in fundamental and long-lasting ways” (15-16). This is particularly true of children’s literature, which Hunt argues functions as an “introductory exposure” for children to “recurrent ideas” about culture and

When we told boys that they can not read “girls books” we constraint them and put them in boxes. They will only be able to see though their own eyes not through someone else eyes. “When a boy is directed to books that reflect only a narrow aspect of the world — often a part he already knows — or he is shamed for any interest in what is considered a “girl books,” his understanding of girls and of himself is devastatingly incomplete” says Caroline Paul an American author. Caroline was declined to speak with middle school’s student about new book because it would exclude boys. Many female authors have a similar experience like Caroline where they only see girls at their readings because a professor or a librarian tell the boys that this type of books is for girls only. If we only let boys read books, we determine as for boys; we are telling them that only their perspective matter in the world and the perspective of the opposite gender does not matter. People should let them choose what they think they will enjoy most and should not discourage them from reading a “girl

Little Red Riding Hood is a book I would use in second-grade as part of the Common Core standards for recounting fairytales or folktales and determining the message or moral. It would be beneficial to read this traditional version of the story to the students and then the Chinese version, Lon Po Po, by Ed Young. I would have the students write a letter to Little Red Riding Hood explaining what she should watch out for the next time she visits grandma’s house. This would be a creative way to have the students recount the story using their own words and a way for me to quickly assess whether the students were able to infer the message of the story.

In my earliest memories, I recall my parents reading me different stories such as Goodnight Moon and The Moral Compass. They encouraged me to read even before I began school. When I finally started school, I was an advanced reader, and I have been one ever since. Even though I was an advanced reader, my teachers would force me to read short, boring books that did not give me what I craved: adventure. The mundane books I was assigned to read caused me to resent reading for a while, but in third grade, I came across a series that quenched my thirst for adventure and challenged me as a reader. J.K. Rowling’s Harry Potter series taught me to love reading and learning.

A good book can stimulate the imagination, comfort the soul, and put a smile on a sad face. Reviews of children’s books indicate that most of the better-written ones include themes that are important to a child’s development (Sheiman, 1999). Major themes commonly used in children’s literature include: developing and attaining goals, striving to meet challenges and coping with outcomes, moral accountability and consequences of actions, developing an understanding of the world, developing attributes such as self-esteem and kindness, and developing and understanding relationships. Three of the books that I enjoyed as a child include these same themes: A Big Fat Enormous Lie, and Oh, the Places You’ll Go!. A good book has important things

In this content analysis study, Marshall looks at social science research concerning gender in children’s stories, gender and sexuality of children’s bodies as cultural products in stories, and then 3 specifically variations of “Little Red Riding Hood” where poststructural feminist literary theory is applied. She starts off by defining the feminist poststructural literary theory, since it is applied to the research she conducted. This is a discourse theory that looks at the representation of gender and cultural struggles of girls and Marshall applies this theory to children’s

Young Adult fiction brings confronted, controversial themes of unconventional family structures, drugs, sex, abuse, race, violence and offensive language which are contested in the society (Mulet 2014). There are exceptional and a careless young reader who would find himself by surrounded images perhaps not of joy or beauty but of damage, violence and victims of the most horrific kinds (Gurdon 2011). Content of YA novels directs young readers towards damaged and extremely self-destructive behaviors. Also, teens who explore the work would disturb by negative aspect of life (Alexie 2011). Thus, such Illustrations challenge the young by being negative role models. However, YA novels could use to mirror the real picture of the world issues and

Young adult literature is a blooming literary category. This newly discovered territory is ever developing. Elysia Liang, author of Canonical Angst in Young Adolescent Literature, insists, “The notion of adolescence as a stepping-stone between childhood and adulthood is recent” (2). She associates this with a direct change in childhood development, stating, “Before the 20th century, the marker of adulthood was entrance into the work-force. With children as young as 10 holding jobs to help support their families, few entertained the existence of an in-between stage of development” (2). Before the explosive growth of YA, adolescents were subject to read either children’s books or “‘Adult Books for Young People’ ” (3). To truly understand the growth of the young adult category, one must look at the figures. In 1997, 3,000 books were published that fit the YA category, according to R.R. Bowker’s Publishers Weekly. In 2009, that number jumped to well over 30,000.

Literature has always been a part of society. Some are deemed superior to others and have unique, artistic merit. Some are read as adolescents. A large portion of literature for growing children is fairy tales. Modern fairy tales are about Alice falling down a rabbit hole, into Wonderland, or Dorothy traveling to Oz. The old classics are Cinderella and her glass slipper, or the adventures of Peter Pan in Neverland. These are stories that are suppose to teach younger to be good when they grow up. It teaches them to follow their dreams and express themselves. It's wonderful way to teach children how to read and how to dream.

Literature is an imitation of societal values and is thus a reflection of the human experience of a time period. Written works emphasize the elements of culture, by means of characters, particular events, setting and theme, specific to the time period in which it was composed. Furthermore, literature mirrors the troubles or hardships of society and projects the core values that define said society. Thus, as culture has changed over time, literature has remained a critical facet in representing time periods of the past. Essentially, the culture of a time period is manifested through writing in the projection of society’s values, symbolism of the center of community and literature itself.