LESSON
FOUR
THE VALUE OF CL
Eng. 29 Children and Adolescent Literature
THE NEEDS
OF CHILDREN
MATERIAL
the need to be nourished, clothed, and be
raised in a home that flourishes with love
Love reading about beautiful castles and
palaces, lovely gardens, delicious food
and beautiful clothing
Fantasizing about what they read
TO LOVE AND BE LOVED
unsatisfiedemotional needs finds tangible
expression for the unseen craving
learn to love when they feel loved
Parent – child, sister-brother, grandparents-child
love
Loving experience provide affirmation of basic
needs for affection
TO BELONG TO KNOW
Need to feel secure within the Children are curiosity in motion
family Explores the five senses
Discover other circles like friends in Do not stop until they find answers
the neighborhood or in school and begin a new set
Begins to relate interests with An inquisitive child is a bright child
others
Feels upset when excluded
Communication breakdown makes
them feel miserable
TO ACHIEVE
Requires concrete responses like a
smile and a pat on the shoulder
Signs of approval and craves for
recognition
Reading about the helpless and
ignored who overcomes
discouragement gives thrill
FOR BEAUTY AND
ORDER
Innate need for harmony, beauty, and
a sense of well-being
The love for rhymes and bold colors
and big pictures
Manifest by God, heroes and fairy
Godmothers
Fight against the bad
FOR PLAY
Child’s imagination is limitless
Skips instead of just walking
Way of coping with reality
Way to deal with fears, pain, and
abandonment
SPECIFIC BENEFITS
CHILDREN DERIVE
FROM READING AND
LISTENING TO BOOKS
• Strengthening a bond between the child and adult reader
• Experiencing the pleasure of escaping into a fantasy world or an exciting
adventure
• Developing a favorable attitude toward books as an enrichment to their lives
• Stimulating cognitive development
• Gaining new vocabulary and syntax
• Becoming familiar with story and text structures
• Stimulating and expanding their imaginations
• Stretching attention spans
• Empathizing with other people’s feelings and problems
• Learning ways to cope with their own feelings and problems
• Widening horizons as they vicariously learn about the world
• Developing an interest in new subjects and hobbies
• Understanding the heritage of their own and other cultures
• Acquiring new knowledge about nature
• Bringing history to life
• Stimulating aesthetic development through illustrations
• Exploring artistic media used in illustrations
PREREADING
SCHEMA
BUILDING
WHAT IS
SCHEMA?
SCHEMA IS...
“a system of cognitive structures stored in memory that are abstract
representations of events, objects, and relationships in the world” (Harris
& Hodges, 1995, p. 227 )
Schemata (the plural of schema ) are more generally referred to as
background experience or prior knowledge.
SCHEMA IS...
In order to comprehend (and therefore fully enjoy) a
book, readers must be able to integrate or connect
new information in the text with their networks of
prior knowledge. Reading then becomes an active
process of constructing meaning.
THE PROCESS OF
SCHEMA BUILDING
1: BEGIN AT THE END
Please, do not read the end of the book first! However, starting
with the last text page, look at each page until you reach the
back cover. These last pages often contain critical information
for understanding the book, such as glossaries, maps, or after
words that will provide helpful information you can refer to
while reading. You also may find information about the author.
Usually books do not mention that these aids are provided at
the end.
2: COVER TO COVER
Sometimes information such as a brief biographical sketch of
the author is printed on the inside back cover of a paperback book,
so always look. If nothing is there, turn the book over and look at the
back cover. Most paperbacks will have a short synopsis of the story
there. The ending is not revealed, but information such as the name
and age of the main character and where and when the story takes
place is usually provided. Sometimes there are excerpts from
reviews, and these may add a bit of additional information, such as
the theme. (On hardcover books, the synopsis and reviews are on
the inside flaps of the book jacket. Information about the author
and illustrator is also provided there.)
2: COVER TO COVER
Next, look at the front cover. On a paperback book, or on the jacket
of a hardcover book, you should find an illustration. If the book
jacket is missing, turn to the first illustration in the book. Think like a
detective and look for clues as to what the story might be about.
Here are some questions that will help you make predictions:
• What clues can you find that tell about the setting of this story—
where and when it happened?
• What do you think the characters might be doing?
2: COVER TO COVER
• What does the title tell you about the story? Predict what kind of
story it might be (fantasy, realistic, humorous).
• What do you think might happen in this story? Why do you think
so?
• What do you think the illustrations or designs on the colored
endpapers or title page mean? What additional information about
the story can be found in these illustrations?
• Do these clues remind you of events in your own life or events in
other books you have read?
3: FINISH AT THE FRONT
The final stage of building a story schema is reviewing all the front
matter—the pages that precede the first text page. Locate the title
page that shows the title, author, and publisher. The back of this
page lists publication information, including the copyright date. (In
a few pcture books, the copyright page is at the end.) There may be
more than one edition of the book, so look for the year of original
publication. This gives you an idea of when the author wrote the
story. It is sometimes important to know the decade in which a book
was written—particularly in the case of contemporary fiction, which
may not seem contemporary to readers who are younger than the
book.
3: FINISH AT THE FRONT
The information you gain by previewing the end pages, the back
and front covers, and the front matter should give you enough
background to allow full enjoyment of the book. After reading the
first few pages, stop and confirm or disprove your earlier
predictions.
ACTIVITY
ANSWER L4 A1
THANK YOU FOR
LISTENING!
Don't hesitate to ask any questions!