BACKGROUND

OF CHILDREN’S
LITERATURE
DEFINING CHILDREN’S
LITERATURE
Generally in the preschool stage children are not
acquainted with the alphabet. they listen to stories
told either by their teacher or grand-parents or
anybody else. they also need different types and
forms of literature depending on their vocabulary
items up to their teens. as such this type of
literature should appeal young readers and
listeners. (kohli et al. 1982) define children’s
literature from this angle visions:

Children’s literature is a body of literature that has

appeal fro young readers and listeners. these young
people can be defined as individuals from pre-
school stage to the teens (p. 162)
Some also present children’s literature as a kind of
literature which is suitable to children in respect of tis
content, theme and style. Marshall (1982) defines
children’s literature from this point of view:

It is the written word which collectively embraces all

the features mentioned so far, subject matter,
characters and settings, style of writing and use of
vocabulary presented from an angle of vision which
matches the child’s perspectives (p. 28)
Jetley (1982) defines children’s literature
with the mention of the age-group of
children for whom this branch of literature is
meant and states:
The term children’s literature generally
means that branch of literature which is
specifically meant for children of the age-
group four to fifteen years (p. 176)
Encyclopedia Britannica (1963, Vol. 5)
defines children’s literature as:

Children’s literature may be said to include

all books-written especially for children,
other that text books (q.v), and also the
many books written: for adults, which have
been widely read by children (p. 520)
Encyclopedia of Education (1971, vol 6) defines children’s
literature from a wider point of view and states:

Children’s literature is any literature which is; appropriate

for children. Operationally, children’s literature comprises
those books written and published for young people who are
not yet interested in adult literature or who may not
possess the reading skills necessary for its perusal. In
addition to book form, children’s literature also includes
materials published in magazine form and intended for pre
adult audiences. The age range embranced by children’s
literature is from preschool age, when children can first
comprehend stories being read or told them and can enjoy
the picture story books which are now so plentiful through
the stage of early adolescence, which roughly coincides with
the chronological ages of 12 through 14 (p.7)
Nature of Children’s Literature

1. Suitability of Children’s Literature

 Literature for children is specifically
suitable for them
 A.) Appropriateness of the topic
 B.) Interest and relevance to the
children
 C.) Enjoyable experience
2. Children’s literature is meant for children
but very often read by adults
- Stories that adults and children like to read
• Examples:
The Chronicles of Alice's Adventure in Hansel and Gretel
Narnia Wonderland
3. Children’s literature is a high level of
writing
 Children are no less intelligent than
adults although they know less than
adults.
 A.) Use understandable words sentences.
 B.) Be careful of the pictures or images
that you use.
4. Children’s literature involves both child and Adult characters
 Simple and Straight Forward
 Joy and Innocence
 Contrast extremes
5. Language as a Characteristics of Children’s Literature
 Repetition
 Didacticism
 Illustration
 Optimism
 Fantastic
6. Subject-content as a Characteristics of Chuldren’s Literature
- Suitable for the mental, emotional and language standard of the child.
 Distinct Features of Children’s
Literature
ENJOYMENT
 The most important gain that good books offer to children
is the most obvious one- enjoyment.
 Funny stories
 Poem
 Mystery
IMAGINATION AND INSPIRATION
 By seeing the world around them in new ways and by
considering ways of living other that their own, children
increase their ability to think divergently.
 Through the vicarious experience of entering a different
world from the present one, children develop their
imaginations. Stories about people, both real and
imaginary, can inspire children to overcome obstacles,
accept different perspectives, and formulate personal
goals.
1. UNDERSTANDING AND EMPATHY
 Literature helps young people to gain an appreciation of
the universality of human needs across history, which
makes it possible for them to understand that all humans
are, to some degree, alike. By introducing children to
stories from many lands and cultures, teachers, and
librarians are building a solid foundation of multicultural
and international understanding.
HERITAGE
- Stories that are handed down from one generation
to the next connect us to our past, to the roots of
our specific cultures, national heritage, and general
human condition. Stories are the repositories of
culture. Stories based on fact help young people to
gain a greater appreciation for what history is and
for the people, both ordinary and extraordinary who
made history.
MORAL REASONING
- Story characters are placed in situations that require them
to make moral decisions. Young readers naturally consider
what they would do in such a situation. As the story unfolds
and the character’s decisions and the consequences of that
choice are disclosed, readers discover whether their own
decisions would have had positive outcomes. Regular
experience with these types of stories can help young people
to formulate their own concepts of right and wrong.
LITERARY AND ARTISTIC PREFERENCES
- Another valuable result children interacting with literature is that
they quickly come to recognize the literary and artistic styles of many
authors and illustrators-the literary first step to literary awareness.
The more children know about their world, the more they discover
about themselves who they are, what they value and what they stand
for. These personal insights alone are sufficient to warrant making
good books an essential part of any children’s home and school
experiences. Literature is also valuable for its academic benefits
reading writing content area subjects and art appreciation.
History of Children’s Literature

Knowledge of the historical background of

children’s literature through the ages helps
us understand the force affecting the
development of children’s literature and
their characteristics at different periods.
The developments of children’s literature
reflect the spirit and interest of the period.
Early Beginnings: Anglo-Saxon Period
 As far backs as the Anglo-Saxon Period, monks and
other learned men wrote “lesson books” for children.
These lesson books were designed for teaching. The
first man to write lesson books for children was
Aldhelm (640-709) abbot of Malmesbury and bishop of
Shernorne. His De Septenario, De Metris, Enigmatibus,
ac Pedum Reg Ulis contained the meaning and use of
the number seven in the bible, riddles and puzzles in
Latin which children were asked to solve.
The Midieval Period
- By the 15th century, books on manners and
morals began to appear in England, by 1430. One
of these was William Caxtons Boke of Curtayse
publish about 1477.
ABC Books
- In the 16th century, books or primers
appeared. Henry the VIII had ordered the
printing of both Catholic and Protestant
primers that contained the alphabet and
principles.
1. Hornbook
 The hornbooks which were not really books appeared
toward the end of the sixteenth century. Capital letters
followed by vowels and their combinations with consonants
were printed across the top. The lord’s Prayer was printed
at the bottom.
2. Chapbooks
 Printing became cheaper. Single sheets of paper printed on one
side only called broadsides issued
 These broadsides contained ballads of Robin Hood. In 1967,
Charles Perault, a Frechman, published his collection of tales
entitled Comtes de Mere L’ oye or tales of My Mother Goose.
These books were called chapbooks because they were sold by
itinerant peddlers called chapmen.
3. Puritan Period
- Books for children were influenced by Puritan ideas.
The books stressed fear of God, religious instruction
and preparation for death which the children did not
enjoy.
4. First Picture Book
- The first illustrated school book appeared. It was
known as Orbis Sensualum or Orbis Pictus (The World
in Pictures.) It was invented by Johann Amos
Comenius, Bishop of Moravin and an educator who
believed in teaching children by letting them see
things with their own eyes. The book was originally
written in Latin and German, but was later translated
by Charles Hooke in England in 1664
John Newberry Era
 John Newberry (1713-1767) was a writer and publisher who
first thought of publishing books solely for children. He was
called the “Father of children’s Literature” for he
conceived the idea of publishing books for the enjoyment
and entertainment of children.
 In 1744, he published his Little Pretty Pocket Book, the
first book that can be truly called child’s book. He also
published a collection of nursery rhymes and called it
Mother Goose Melody. An award for the most distinguished
children’s book- The Newberry Award- was named after
him in 1922.
The Didactic Period
 Jean Jacques Rousseau (1712-1778) was a French
philosopher who started a new Philosophy in the education
of children. His book Emile embodied the philosophy that
children are given freedom to develop their natural interests
and learn from actual experience.
 He advocated that children be taught about the real things
and the world in which they live. Another writer of this
period was Thomas Day who published his history of Stanford
and Merton, a story about a good little boy and his teacher
and both tried to reform a bad boy. The Peter parley books
were informational books about countries of the world, about
the wonders of science and about historical figures.
The Return of Fairy Tales old and New
- The influence of didacticism was unable to control
permanently children’s love for fairy tales. The
publication of the Grimm’s Fairy tales revived the
interest for the imaginative stories. Jacob and Wilhelm
Grimm collected the Old German Stories not for the
entertainment of children but to record them
scientifically for posterity. These stories were translated
into English in 1823 and were called Grimm’s Popular
Stories.
THE END!