The Relationship Between Children's Development and Their Literature

MODULE
CHILDREN and ADOLESCENT

LITERATURE
Relationship between
Children’s Development
and their Literature
Eng Ed 9- Children and Adolescent Literature
Relationship between Children’s Development and their Literature
I. What is this lesson about?

In this module, you will be asked information about children’s literature. You may have
already heard things and information about the relationship between Children’s Development
and their literature. This module aims to help you get ideas and be familiarized on the effects of
children’s literature to a child’s development.
II. What will you learn?

At the end of this module, you should have described the importance of children’s
literature to children’s development. You should also have made and presented creative
outputs of the aforementioned topic.
III. What are the activities /tasks you will engage in? (Flow of Instructions)
A. Answering “Let’s Try it” (Pre-assessment).
B. Watching youtube Videos related to the topics
C. Researching additional information about the relationship between children’s development
and their literature
D. Brain storming about the information gathered and how to come up with a creative
presentation
E. Presenting outputs through creative ways (also sharing it to the class)
F. Reflective Writing (what can you say about the relationship between Children’s
Development and their literature
IV. What do you already know? (Pre-requisite concepts)

Recall your high school lessons about children’s literature. You may also look back to
your childhood and recall the children’s books (like bedtime stories) that your loved ones read
to you.
Let’s Try
A-1. Answer the following questionnaire. Put a check in the column that best describes
what is true to you.
Always/ Sometimes/ Never/I do

Yes I do Yes but I am not have
not sure any idea at
(5) about it all
(3) (0)
1. I have experienced reading (or being read to)
children’s books when I was still young.
2. I have children’s books at home.
3. I read or used to read children’s books.
4. I can name a lot of children’s books.
5. I can describe the different kinds of children’s books.
6. I know that children’s books affect children’s
development.
7. I know the relationship between Children’s
Development and their literature
8. I can share some things about the relationship
between Children’s Development and their literature
9. I can identify the different stages of children’s
development.
10. I can describe and elaborate the different stages of
children’s development and the books that are
appropriate for every stage.
*Sum up your score and see the interpretation in the appendix part.
B. Let’s Read
1. Read the relationship between children’s development and their literature.
2. Understand and describe the relationship between children’s development and their
literature.
3. Identify and describe the different stages of children’s development and the books that
are appropriate for every stage
4. Surf the internet for additional readings on the relationship between children’s
development and their literature
C. Let’s Study
Children's Literature and Child Development

Ages 0-2 - nursery rhymes for reading aloud
- brief, plotless, concept books with brightly colored pictures

sensorimotor
- interactive books (e.g. touching and opening little doors)
period
- often in the form of heavy, nontoxic cardboard or cloth books

Ages 2-4 - simple-plot picture storybooks and folktales for reading aloud
- nursery rhymes for them to memorize
pre-conceptual stage
- concept books including numbers, letters, and more complex concepts
like opposites (e.g. counting books, word books, and illustrated
dictionaries)
Ages 4-7 - easy-to-read picture storybooks, folktales, and rhymes for reading
aloud, storytelling, and “play-reading”
Beginning readers
- informational books for beginning readers that help children find out

about the world and how it works
intuitive stage
- they begin to understand the notion of stories, letter-sound relationship,
left-to-right and top-to-bottom progression of print on the page, and a slight
vocabulary
Ages 7-9 - longer picture books and short chapter books with simple,
straightforward plots and writing styles
Transitional readers
- their interest in folktales begin to fall off by age 8; they show more
period of concrete
interest in realistic stories and adventures of young characters
operations
(7-11 years)
Ages 9-12 - sophisticated picture storybooks and novels (chapter books) with more
complicated plots, including realistic fiction (survival stories, peer stories,
Competent readers
animal stories, mysteries, and romances), historical fiction, and science
fiction

- series books containing similar topics, recurring characters, and
formulaic patterns of plots
Children’s literature provides students with the opportunity to respond to literature
and develop their own opinions about the topic. This strengthens the cognitive
developmental domain as it encourages deeper thought about literature. Quality literature
does not tell the reader everything he/she needs to know; it allows for some difference in
opinion. One reader may take something completely different away from the piece of literature
than the next reader, based on the two personal viewpoints and experiences. Students can
learn to evaluate and analyze literature, as well as summarize and hypothesize about the
topic. These experiences strengthen students’ cognitive functions in being able to form opinions
on their own and to express themselves through language in summarizing the plot of a book.
Second, children’s literature provides an avenue for students to learn about their
own cultural heritage and the cultures of other people. It is crucial for children to learn these
values because, “developing positive attitudes toward our own culture and the cultures of others
is necessary for both social and personal development” (Norton, 2010, p. 3). In saying this,
however, when teaching students about the cultural heritage of others, one should be very
careful in selecting which books to recommend to young readers. There are many stories,
some folktales, which contain blatant stereotypes and inaccuracies about certain cultural
groups. Many books are available that depict culture as an important piece of society that is
to be treasured and valued, and those books can have great value for students.
Third, children’s literature helps students develop emotional intelligence. Stories

have the power to promote emotional and moral development. Children’s literature “contains
numerous moments of crisis, when characters make moral decisions and contemplate the
reasons for their decisions,” an important skill for children to see modeled (Norton, 2010, p. 34).
For example the story “The Scar” (Moundlic, 2007) is an effective book to read with students in
order to teach them about responding to grief, as it is about a boy whose mother dies. This
requires a complex level of emotional intelligence, as many young children do not understand
death. The topic of death would be more appropriate for an older grade level, but it is an
important topic to discuss with students. Children’s literature encourages students to think
deeper about their own feelings.
Children’s literature also encourages creativity. Norton stresses “the role that
literature plays in nurturing and expanding the imagination” (2010, p. 4). For example the
book Look Closer: Art Masterpieces Through The Ages (Desnoettes, 2006) are imaginative and
original books that encourage students to learn about music and art, and they are engaging in
their design and interactivity. Children’s literature promotes the development of students’
internal imaginations.
Finally, children’s literature is of value because it is a timeless tradition, one in which

“books are the major means of transmitting our literary heritage from one generation to
the next” (Norton, 2010, p. 3). Children are only young for a short time, and so we must give
them access to a basic literary heritage of timeless books. Quality children’s literature has the
great power to captivate audiences for many generations.
Children’s literature is extremely valuable in both the school setting and at home.
Teachers and parents should both be able to differentiate between quality and mediocre
literature, in order to give students access to the best books to encourage these important
values of literature and considering developmental domains. Children’s literature is
valuable in providing an opportunity to respond to literature, as well as cultural knowledge,
emotional intelligence and creativity, social and personality development, and literature
history to students across generations. Exposing children to quality literature can contribute
to the creation of responsible, successful, and caring individuals.
D. Let’s Think About This

1. How much do you know about the relationship between children’s development and their
literature?
2. If given the chance to change your childhood experiences with children’s literature, what are
the things that you want to include in your experience?
3. What are the advantages of reading (or having read to) children’s literature?
4. How can we improve children’s literature in this era?
Let’s Remember
All literature, and literacy, is born from the human need to tell stories, to tell stories
about one self or about others, to tell stories about the world to better understand our
existence, the others and the universe we live in. All the stories, the myths, the fables
and the novels, including those addressed to children are, in fact, the result of this wish
and this basic need: they help us to live, to survive; they help children to grow up and
develop.
Children’s literature is important because it provides students with opportunities
to respond to literature; it gives students appreciation about their own cultural heritage
as well as those of others; it helps students develop emotional intelligence and
creativity; it nurtures growth and development of the student’s personality and social
skills; and it transmits important literature and themes from one generation to the next.
V. How much have you learned?

Feedback
1. How do you feel about the relationship between children’s development and their literature
based on the information that we learned in this module?
2. What do you want to learn more about the relationship between children’s development and
their literature?
Let’s Apply
The class will be divided into 5 groups. Each group will show and describe the relationship
between children’s development and their literature through a CREATIVE presentation. It can
be through a poem, drama, song, dance, art work.
Reflective Writing
Fill out this blank in 5 minutes
1. From the module on the relationship between children’s development and their
literature
, I realized that …
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Scoring for Creative Output/Assessment Tasks
PROCESS
Criteria
Below Standard (1-2) Approaching Standard (3) At standard (4) Above standard (5)
Purpose
Description
Explanation
Scoring Rubrics for Reflective Writing

APPENDICES
Appendix A
A-1 Interpretation: Here is the interpretation of the result of your activity.
Score (36-50) Score (21-35) Score (0-20)

You may have been exposed You know books for You may know something
to children’s literature and children/children’s books. about the topic (the
have ideas about the You have knowledge about relationship between
relationship between the topic (the relationship children’s development and
children’s development and between children’s their literature
their literature. Your ideas will development and their ). You may encounter things
help you participate during literature) that will help you that need to be clarified
class discussions. It is easier understand the lesson more. during class discussions so
for you to connect your prior You can participate during that you can understand the
knowledge (existing class discussions and relate lesson. You can participate
knowledge) to the new your existing ideas to the new during class discussions and
knowledge that you will learn knowledge as you go on with relate your existing ideas to
in course’s modules. the course using the course’s the new knowledge as you go
modules. on with the course using the
course’s modules.
Suggested Readings and Websites

http://www.breitlinks.com/my_libmedia/literature.htm
https://www.youtube.com/watch?v=I73oIAcQh1Q
https://www.ibby.org/index.php?id=718
http://www2.nkfust.edu.tw/~emchen/CLit/intro_develop.htm

The Relationship Between Children's Development and Their Literature

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Read this document in other languages

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Relationship Between Children's Development and Their Literature

Uploaded by

Copyright:

Available Formats

MODULE

CHILDREN and ADOLESCENT

I. What is this lesson about?

II. What will you learn?

IV. What do you already know? (Pre-requisite concepts)

Always/ Sometimes/ Never/I do

Children's Literature and Child Development

- brief, plotless, concept books with brightly colored pictures

Third, children’s literature helps students develop emotional intelligence. Stories

Finally, children’s literature is of value because it is a timeless tradition, one in which

D. Let’s Think About This

V. How much have you learned?

Scoring for Creative Output/Assessment Tasks

Scoring Rubrics for Reflective Writing

A-1 Interpretation: Here is the interpretation of the result of your activity.

Score (36-50) Score (21-35) Score (0-20)

Suggested Readings and Websites

You might also like