Lehman, B. A. (2007). Skills instruction and children’s literature. In Children’s literature and learning : literary study across the curriculum (pp. 43-56). New York, N.Y. : Teachers College Press.
Two common approaches of teaching literacy are usually treated separately is didactic or aesthetical approaches. Lehman (2007, p. 43-44) suggests a third approach which includes both methods concurrently in literary study to intellectually stimulate and with developmentally appropriate methods to increase students constructing meaning. He lists out his eight overarching points that can be used as a framework in explaining literacy instruction and concepts. One point that is detrimental to literacy learning if a student is inadequately exposed is a sound foundation in a sense of story.
It has been noted through personal experience many students are fortunate to develop a sense of story from constantly being immersed in story telling experiences before preschool. A sense of story is one of Lehman (2007) important instructional foundations that improve reading achievement. He is aware that there are students that lack this experience and part of the instructional program is to immerse them and all students that have been exposed already into a rich storying environment which further benefits to both cohorts.
Mcgregor, J. (n.d.). Definition of Children literature [ETL402 Module 1]. Retrieved November 24, 2014 from Charles Sturt university website: http://interact.csu.edu.au/portal/site/ETL402_201490_W_D/page/e01b27e4-b56b-4b05-00cf-9cd2cadb5e00
The definition of children’s literature cannot be determined by a simple outline of specific criteria. In McGregor’s (n.d.) definition of literature one entry stood out beyond others that is the distinction between adult and children literature is one that publishers devised for Classification purposes. Apart from picture books and easy readers children’s literature should not be beyond the development age appropriateness of the readers. The writer has to choose ideas, words and themes that a child should wish to be informed. In conclusion literature is to be enjoyed and it is very difficult to predict a child’s response to a book. However children/adolescents must decide what ultimately they like to read even though it is specified adult title or not. What they like to read is a self attaining decision that is consciously taken by them for the purpose of being informed, enjoy, to suit their current developmental level or developmental level they consider challenging to eventually master.
Some key elements for a definition of children’s literature:
- A personal perception developed from our own conscious or unconscious understanding of this term based on our own experiences, reading and needs.
- Books, tapes and films produce specifically for children as an audience. This material is targeted at various developmental stages worked out by psychologists.
- Literature is considered to be imaginative works such as fiction, drama, petry, nonfiction of exceptional quality and sometimes works of historical significance.
- Language and story literature that children can grow as individuals. If this literature is chosen with the child’s development level in mind and is presented in the right way the child grows into reading and then through reading.
- A children’s book is classed as one if it is in linguistic terms of image and metaphor can be apprehended and comprehended by young readers.
- Whilst children’s books are usually shorter than those for adults which is due to a matter of expectation and economics as well as attention span and concentration, they are not necessary less complex.
- Children’s literature in a wider sense is any story or work of fiction of a large body of writings that amuse, enlighten or entertain children.
- Some say it is anything children read and enjoy is a part of their literature.
- It might be said that a child’s book is a book a child is reading and an adult book is a book occupying the attention of an adult.