Charlotte Huck's Children's Literature A Brief Guide 4e Barbara
Kiefer, Cynthia Tyson (Instructor's Manual (Lecture Notes Only) All
Chapters, 100% Original Verified, A+ Grade) All Chapters
Instructor's Manual Supplement files download link at the end of
this file.
1: Knowing Children’s Literature
CHAPTER SUMMARY AND OUTLINE
Children’s literature differs from that of adults in that the content is limited by children’s
experience and understanding. Children’s books are centered on children; intrinsic personal
values are fundamental to children’s literature. Among other values, books provide enjoyment,
give vicarious experiences, and develop insight into human behavior. Books also offer
educational values such as language development and the development of a sense of story.
Thoughtful evaluation of children’s literature requires an understanding of criteria for many
genres of books. In this chapter, we focus on evaluating the literary elements of plot, setting,
characterization, theme, style, point of view, illustration, presentation, and cultural implications.
In Beyond the Book: Inviting Conversations About Children’s Literature, we introduce a space
for thinking about and discussing specific topics that are critical in children’s literature. We also
discuss the numerous awards for children’s literature. In the United States, the most prestigious
prizes are the Newbery and Caldecott Awards. Recent trends in children’s book publishing are
highlighted. Finally, resources are provided to help adults select children’s literature.
I. CHILDREN’S LITERATURE DEFINED
A. What Is Children’s Literature?
B. Writing for Children
II. VALUING LITERATURE FOR CHILDREN
A. Personal Values
1. Enjoyment
2. Imagination
3. Vicarious Experience
4. Insight into Human Behavior
5. Universality of Experience
B. Educational Values
C. Teaching Feature 1.1: Books at the Center
III. EVALUATING CHILDREN’S FICTION
A. Plot
B. Setting
C. Characterization
D. Theme
E. Style
F. Point of View
G. Presentation
H. Cultural Implications
1. Accuracy of Representation
2. Author’s Qualifications
3. Single Stories and Complicating Experiences
4. Windows and Mirrors
I. Beyond the Book: Inviting Conversations About Children’s Literature
J. Evaluating Children’s Fiction
K. Resources for Selecting Books
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC. IM-1 |1
,IV. CHILDREN’S LITERATURE
ASSISTING STUDENT LEARNING
INTRODUCTION: CHILDREN’S LITERATURE DEFINED
1. Distinguish between literature for children and literature for adults.
VALUING LITERATURE FOR CHILDREN
1. Find five personal values that literature offers children.
2. Discover research that supports the importance of literature for each of these areas of
children’s learning: language development, reading, and writing.
EVALUATING CHILDREN’S LITERATURE
1. Be able to define the elements of literature.
2. Explore the evaluation criteria for children’s literature.
3. Discuss the importance of moving Beyond the Book by inviting readers to have
conversations about current and relevant topics in children’s literature.
4. Identify several resources for selecting quality children’s books including review sources and
book awards.
Key Vocabulary
Caldecott Medal
characterization
climax
correlation
Coretta Scott King Awards
cultural implications
cynicism
didacticism
interactional patterns
literature
lexical development
narrator
Newbery Medal
omniscient point of view
plot
phonological development
point of view
presentation
setting
style
syntactic development
text patterns
theme
vicarious experiences
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC. IM-1 |2
,ORGANIZING THE TEXTUAL MATERIAL
1. COMBINING WITH OTHER CHAPTERS
This chapter provides a powerful introduction to the study of children’s literature. For this
reason, it stands alone as the important beginning chapter. Students will find that the “Evaluating
Children’s Literature” guidelines chart is a useful reference for each of the genre and format
chapters. Students will also find the introduction to the Beyond the Book: Inviting Conversations
About… section that will be found in each chapter. These sections are designed to spark
thinking, reflection, and conversation on current and relevant topics in children’s literature.
Encourage students to review the sections on personal and educational values before
reading Chapter 12.
2. PLANNING FOR SPECIAL AUDIENCES
Undergraduate students will react to books remembered from their childhood because of the
select combination of old and new books mentioned in the chapter. Encourage undergraduates,
particularly those going into education, to review the section that describes sources for choosing
books. They will feel more confident looking for children’s books in libraries if they have a
sound list for guidance.
Point graduate students who are teachers or media specialists to the up-to-date research
studies listed throughout the chapter. Encourage administrators, counselors, and English majors
to focus on understanding the place of literature in the lives of children and in the school
curriculum.
INTRODUCING THE CHAPTER
To introduce children’s literature, have your students complete a Values of Children’s Literature
Book Title “Hunt.” Pass out one piece of paper with several listed values (personal and
educational) to each student. See example listed below. Have them keep the paper face down
until you tell them to flip it over. Provide the following directions: When it is time to flip the
paper, you will see a list of values of children’s literature. Your job is to think of a children’s
book that has that value. Think about books you remember from your childhood, books you’ve
read recently, books you’ve listened to, etc. Each title may only be used once. Then answer any
questions students may have before you instruct them to flip over the page. After 5-8 minutes
(judge based on how many students are still writing), have them put their writing utensils down
and discuss their titles with shoulder partners or small groups. Then have a whole group
discussion about books that they vividly remember from their childhood and why they are so
memorable.
Potential Follow-up Activity: Have students write their names down and highlight the titles they
remembered on the first day of class. Then, hand the papers back to them on the last day of class
and challenge them to fill in the empty values with titles they read this semester.
Example of the Values of Children’s Literature Book Title “Hunt”
• Entertains
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC. IM-1 |3
, • Informs
• Enables young people to explore and understand their world
• Enriches their lives and widens their horizons
• Describes people and places around the world
• Describes people down the street
• Travels back and forth
• Explores their own feelings
• Shapes their own values
• Encourages readers to imagine lives beyond the ones they live
• Contributes to language growth and development
• Develops new vocabulary
• Uses a great variety of words
• Builds abilities in speaking, writing, listening, and reading
• Provides resources upon which to draw
• Develops readers’ facility with language
• Develops reading skills
• Entices children to read
• Improves writing abilities- borrowing structures, patterns, and words
TEACHING WITH THE TEXTBOOK
1. DEFINING CHILDREN’S LITERATURE
Preparation: Select a pair of books that have strong contrasts concerning whether they are truly
written as children’s literature.
Activity: Either read both books aloud, or have multiple copies of the books so that each small
group can read aloud. As the finish reading both books, have them discuss the following
questions in small groups.
• What are some elements of the books that are definitely childlike?
• What elements are decidedly childish?
• What is the difference between the two elements?
• What factors will appeal to children?
• In what ways is either book a parody of childhood?
• Are there elements within either book that are beyond the sophistication level of
children?
• How can we judge over-sophistication?
• What is your opinion about the child appeal of each book now that you have heard this
discussion?
After the group has finished discussing, have them determine which of the two books is the
better example of children’s literature.
Discussion: Begin the whole-class discussion by asking small groups to share their findings. As
they discuss their reasons behind their decisions, make notes on a board or chart paper of key
aspects of defining children’s literature. After each group has shared, review the definition of
children’s literature and then have students reflect on this activity. How did this activity help you
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC. IM-1 |4
Kiefer, Cynthia Tyson (Instructor's Manual (Lecture Notes Only) All
Chapters, 100% Original Verified, A+ Grade) All Chapters
Instructor's Manual Supplement files download link at the end of
this file.
1: Knowing Children’s Literature
CHAPTER SUMMARY AND OUTLINE
Children’s literature differs from that of adults in that the content is limited by children’s
experience and understanding. Children’s books are centered on children; intrinsic personal
values are fundamental to children’s literature. Among other values, books provide enjoyment,
give vicarious experiences, and develop insight into human behavior. Books also offer
educational values such as language development and the development of a sense of story.
Thoughtful evaluation of children’s literature requires an understanding of criteria for many
genres of books. In this chapter, we focus on evaluating the literary elements of plot, setting,
characterization, theme, style, point of view, illustration, presentation, and cultural implications.
In Beyond the Book: Inviting Conversations About Children’s Literature, we introduce a space
for thinking about and discussing specific topics that are critical in children’s literature. We also
discuss the numerous awards for children’s literature. In the United States, the most prestigious
prizes are the Newbery and Caldecott Awards. Recent trends in children’s book publishing are
highlighted. Finally, resources are provided to help adults select children’s literature.
I. CHILDREN’S LITERATURE DEFINED
A. What Is Children’s Literature?
B. Writing for Children
II. VALUING LITERATURE FOR CHILDREN
A. Personal Values
1. Enjoyment
2. Imagination
3. Vicarious Experience
4. Insight into Human Behavior
5. Universality of Experience
B. Educational Values
C. Teaching Feature 1.1: Books at the Center
III. EVALUATING CHILDREN’S FICTION
A. Plot
B. Setting
C. Characterization
D. Theme
E. Style
F. Point of View
G. Presentation
H. Cultural Implications
1. Accuracy of Representation
2. Author’s Qualifications
3. Single Stories and Complicating Experiences
4. Windows and Mirrors
I. Beyond the Book: Inviting Conversations About Children’s Literature
J. Evaluating Children’s Fiction
K. Resources for Selecting Books
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC. IM-1 |1
,IV. CHILDREN’S LITERATURE
ASSISTING STUDENT LEARNING
INTRODUCTION: CHILDREN’S LITERATURE DEFINED
1. Distinguish between literature for children and literature for adults.
VALUING LITERATURE FOR CHILDREN
1. Find five personal values that literature offers children.
2. Discover research that supports the importance of literature for each of these areas of
children’s learning: language development, reading, and writing.
EVALUATING CHILDREN’S LITERATURE
1. Be able to define the elements of literature.
2. Explore the evaluation criteria for children’s literature.
3. Discuss the importance of moving Beyond the Book by inviting readers to have
conversations about current and relevant topics in children’s literature.
4. Identify several resources for selecting quality children’s books including review sources and
book awards.
Key Vocabulary
Caldecott Medal
characterization
climax
correlation
Coretta Scott King Awards
cultural implications
cynicism
didacticism
interactional patterns
literature
lexical development
narrator
Newbery Medal
omniscient point of view
plot
phonological development
point of view
presentation
setting
style
syntactic development
text patterns
theme
vicarious experiences
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC. IM-1 |2
,ORGANIZING THE TEXTUAL MATERIAL
1. COMBINING WITH OTHER CHAPTERS
This chapter provides a powerful introduction to the study of children’s literature. For this
reason, it stands alone as the important beginning chapter. Students will find that the “Evaluating
Children’s Literature” guidelines chart is a useful reference for each of the genre and format
chapters. Students will also find the introduction to the Beyond the Book: Inviting Conversations
About… section that will be found in each chapter. These sections are designed to spark
thinking, reflection, and conversation on current and relevant topics in children’s literature.
Encourage students to review the sections on personal and educational values before
reading Chapter 12.
2. PLANNING FOR SPECIAL AUDIENCES
Undergraduate students will react to books remembered from their childhood because of the
select combination of old and new books mentioned in the chapter. Encourage undergraduates,
particularly those going into education, to review the section that describes sources for choosing
books. They will feel more confident looking for children’s books in libraries if they have a
sound list for guidance.
Point graduate students who are teachers or media specialists to the up-to-date research
studies listed throughout the chapter. Encourage administrators, counselors, and English majors
to focus on understanding the place of literature in the lives of children and in the school
curriculum.
INTRODUCING THE CHAPTER
To introduce children’s literature, have your students complete a Values of Children’s Literature
Book Title “Hunt.” Pass out one piece of paper with several listed values (personal and
educational) to each student. See example listed below. Have them keep the paper face down
until you tell them to flip it over. Provide the following directions: When it is time to flip the
paper, you will see a list of values of children’s literature. Your job is to think of a children’s
book that has that value. Think about books you remember from your childhood, books you’ve
read recently, books you’ve listened to, etc. Each title may only be used once. Then answer any
questions students may have before you instruct them to flip over the page. After 5-8 minutes
(judge based on how many students are still writing), have them put their writing utensils down
and discuss their titles with shoulder partners or small groups. Then have a whole group
discussion about books that they vividly remember from their childhood and why they are so
memorable.
Potential Follow-up Activity: Have students write their names down and highlight the titles they
remembered on the first day of class. Then, hand the papers back to them on the last day of class
and challenge them to fill in the empty values with titles they read this semester.
Example of the Values of Children’s Literature Book Title “Hunt”
• Entertains
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC. IM-1 |3
, • Informs
• Enables young people to explore and understand their world
• Enriches their lives and widens their horizons
• Describes people and places around the world
• Describes people down the street
• Travels back and forth
• Explores their own feelings
• Shapes their own values
• Encourages readers to imagine lives beyond the ones they live
• Contributes to language growth and development
• Develops new vocabulary
• Uses a great variety of words
• Builds abilities in speaking, writing, listening, and reading
• Provides resources upon which to draw
• Develops readers’ facility with language
• Develops reading skills
• Entices children to read
• Improves writing abilities- borrowing structures, patterns, and words
TEACHING WITH THE TEXTBOOK
1. DEFINING CHILDREN’S LITERATURE
Preparation: Select a pair of books that have strong contrasts concerning whether they are truly
written as children’s literature.
Activity: Either read both books aloud, or have multiple copies of the books so that each small
group can read aloud. As the finish reading both books, have them discuss the following
questions in small groups.
• What are some elements of the books that are definitely childlike?
• What elements are decidedly childish?
• What is the difference between the two elements?
• What factors will appeal to children?
• In what ways is either book a parody of childhood?
• Are there elements within either book that are beyond the sophistication level of
children?
• How can we judge over-sophistication?
• What is your opinion about the child appeal of each book now that you have heard this
discussion?
After the group has finished discussing, have them determine which of the two books is the
better example of children’s literature.
Discussion: Begin the whole-class discussion by asking small groups to share their findings. As
they discuss their reasons behind their decisions, make notes on a board or chart paper of key
aspects of defining children’s literature. After each group has shared, review the definition of
children’s literature and then have students reflect on this activity. How did this activity help you
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC. IM-1 |4
