Module-1-Children and Adolescent Literature 1
Module-1-Children and Adolescent Literature 1
Module-1-Children and Adolescent Literature 1
Giving children the access to literature is extremely important for their success
for the reason tha,t it will provide them with the opportunities to respond to literature.
By exposing them, appreciation to their own cultural heritage develops. Emotional
intelligence and creativity will also be honed. More so, personality and social skills will
be developed as well.
The age range for Children Literature is from infancy through the stage of early
adolescence (between 12-14 years old) covering relevance and interests to children of
those ages.
In this module, the history, content and quality of Children Literature will then be
discussed.
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LEARNING
OUTCOMES
Objectives:
A. Define and discuss the history and purposes of children’s literature.
B. Differentiate the genre of children’s literature.
LEARNING
OBJECTIVES
Objectives:
At the end of the lesson, the students should be able to:
A. Define and describe children’s literature;
B. Outline the birth of children’s literature;
C. Evaluate different book illustration; and
D. Present sample book illustrations.
ENGAGE
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EXPLORE
EXPLAIN
Source: https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457
Jean Piaget believed that children play an active role in the learning process, making
and doing some experiments on their own to formulate conclusions as the product of
learning. This is also observed when children are being exposed to literature.
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They continually add up and build new knowledge and generally adapt to new ideas in
every topic presented to them.
The infant knows the world through their movements and sensations.
Children learn about the world through basic actions such as sucking, grasping,
looking, and listening.
Infants learn that things continue to exist even though they cannot be seen
(object permanence).
They are separate beings from the people and objects around them.
They realize that their actions can cause things to happen in the world around
them.
The Preoperational Stage
Ages: 2 to 7 Years
Children begin to think symbolically and learn to use words and pictures to
represent objects.
Children at this stage tend to be egocentric and struggle to see things from the
perspective of others.
While they are getting better with language and thinking, they still tend to think
about things in very concrete terms.
The Concrete Operational Stage
Ages: 7 to 11 Years
During this stage, children begin to thinking logically about concrete events.
They begin to understand the concept of conservation; that the amount of liquid
in a short, wide cup is equal to that in a tall, skinny glass, for example.
Their thinking becomes more logical and organized, but still very concrete.
Children begin using inductive logic, or reasoning from specific information to a
general principle.
The Formal Operational Stage
Ages: 12 and Up
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Major Characteristics and Developmental Changes:
At this stage, the adolescent or young adult begins to think abstractly and reason
about hypothetical problems.
Abstract thought emerges.
Teens begin to think more about moral, philosophical, ethical, social, and political
issues that require theoretical and abstract reasoning.
Begin to use deductive logic, or reasoning from a general principle to specific
information.
2. It provides an avenue for the children to learn about their cuiltural heritage.
This is why it is important to be selective in choosing a reading material to be
given to children because it will give a direct impact on their social and
personal development.
3. It also helps develop children’s emotional intelligence. Stories have the
power to promote emotional and moral development. Children’s Literature
contains numerous moments of crisis where the main character has to reflect
and create decisions.
4. Children Literature nurtures creativity as it promotes the development of
children’s internal imagination.
5. It fosters personality and social development.
6. It is a timeless tradition of transmitting literary heritage from one generation
to next.
Middle Ages - Religious tales / Biblical stories - set examples for children, for
476 CE – 1400 - Romantic tales / Legends a didactic purpose
- created a mixture of realism
and fantasy
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Renaissance - The printing press made it possible - promoted mass education
World to make multiple copies of books
1400 – 1700 - Rise of Educational books
* Orbis Sensualism Pictus
- the emphasis was on
by John Comenius (1658) - the 1st spiritual and intellectual
children’s picture book development; schooling
* New England Primer became important for a
Puritan child's upbringing
(1690 -1886) - the most famous
early school book - emphasized giving lessons in
proper behavior for boys
- Emergence of Chapbooks (small
and cheaply made books containing
fairy tales - helped to keep interest in
traditional tales alive during
the Puritan Movement
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*Note: CE stands for “Common Era.” It is a relatively new term that is experiencing
increased usage and is eventually expected to replace AD (“Anno Domini” in Latin or
“the year of the Lord” in English). BCE stands for “Before the Common Era.” It is
eventually expected to replace BC, which means “Before Christ.”
ELABORAT
E
Should we expose children in this kind of stories? Share your thoughts. A link on a
google document will be provided.
EVALUATE
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https://docs.google.com/forms/d/e/1FAIpQLSdpHerRrHq9bPRWyNQnY3vLkwxMBE2
Zgm0OD_BHZzt3zaxSbA/viewform
REFERENCE
S
ADDITIONAL
MATERIALS
PREPARED BY:
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