Analysis: Three Important Take Aways

There are numerous genre’s in literature, but the level of importance and influence on an individual will differ. Exposure to books and stories is especially important for children because it their chance to acclimate themselves to written language and in turn create their own visuals for the toneless words. “Why Fairy Tales Matter: The Performative and the Transformative”, by Maria Tatar contains an ample amount of textual evidence from author’s research into fairytales, as well as writer’s personal experiences with fairytales. Although Tatar supports her claims with evidence, her resources are not concrete, and seems excessive at times. Also, her assertions are weakened by her failure to defend her conclusion against competing beliefs.

Children’s literature is the precedent for the development of all children. Children’s literature varies from poetry to children’s picture books. Every aspect of children’s literature gives an ability to grow a child mentally and develop their ideas and imagination. In early literature, children were romanized to be perfect and well behaved. Author Maurice Sendak counters the idea of a perfect child in his book “Where The Wild Things Are”. Sendak uses his picture book to illustrate a child’s ability to have feelings of anger, resentment, and frustration. The interviewer, Patrick F. Roughen of Red Feather Journal states that“Where the Wild Things Are (1963) contains some of the earliest attempts in children’s literature to represent the intrapsychic challenges of the lives of children. Anger, frustration, and the complexities of parent-child relationships can be found throughout its pages”. “Where the Wild Things Are” reinforces the idea that children are capable of emotions that one would imagine are only depicted in the adult world.

Thus, this novel is pleasant to read by the young readers and children is the easy target for instilling new information as their minds are still fresh and clean. Children act as a sponge, and absorb almost everything that is being taught.

As a child daydreaming and imagining was essential to survive the extensive abominable days of summer, or the weekends. Likewise, in the texts “Red Cranes” by Jacey Choy and “The Firefly Hunt” by Jun’ichiro Tanizaki two children who still express their imagination and creativity, have to realize the harsh realities that everyone must incorporate. In the texts “Red Cranes” and “The Firefly Hunt” they express the ambition and creativity of a child’s mind. However, the development of the two characters dealing with the realities in their adolescent years, varies tremendously between the two stories.

Children’s literature has existed for as long as there have been stories to be told to children. Stories, books, songs, poems are all made for children. Children’s literature does not have a definite definition of what it is; basically, it is anything a child reads (Lerer, 2008). Children begin to learn what reading and writing are used for before even knowing how the system works. Children recognise the function of written language by seeing examples of written language that are being used around them. Many children know the difference between reading and talking, they are aware that written language is used to do things in this world (Emitt, Zbaracki, Komesaroff and Pollock, 2015). Quintilian, John Locke, Saint Augustine and Doctor Seuss speculated on the ways children learn the Australian language and learn about their lives from literature (Lerer, 2008). In fact, Lerer states that “the history of children’s literature is inseparable from the history of childhood, for the child was made through texts and tales he/she studied, heard and told back,” (2008, p.1). Children’s literature nurtures an understanding of narrative structures and visual images played in storytelling, this helps develop

Well-written and inspirational literature not only has the ability to carry a reader into another world but they are able to accomplish this feat while simultaneously delivering deep messages that surpass the written text. Children’s literature is sometimes overlooked in terms of reaching these standards and being considered worthy of critical analysis; this genre is often perceived as having juvenile storylines and concepts portrayed through simplistic language. However, the common writing styles in children’s literature, often being either illustrated books or picture-books, offer the genre with a unique opportunity to achieve deep themes and messages through the dynamic

The fifteenth through the sixteenth centuries brought more to children’s literature. Children made a progression from hornbooks, to ABC books and primers, to the small

One of the themes that characterize children’s literature is the question of agency. Agency in children’s literature allows the child reader to experience a degree of autonomy in the imagined world, which the child does not possess in a world governed by adult rules and authority. However, a close reading of Milne’s Winnie-the-Pooh and Collins’ The Hunger Games demonstrates that children have more power and agency than they believe they do. Although children’s worlds are controlled by various restrictions, children possess the power of imagination, the ability to create their own worlds, and that is their source of autonomy and agency. As they grow older, they gradually start losing that agency as they enter into the adult world, a world governed by a different kind of obedience.

There is no single definition of children's literature. It can be defined broadly as anything that children read or more specifically as fiction, non-fiction, poetry, novel, or drama. The focus of this essay will be the boyhood of Laurie in Little Women and boyhood of Jim in Treasure Island.

If everyone had the imagination of a child, the world would have seven billion writers. The imagination of a child is limitless and stunning. One never knows what to expect when exploring a child's mind. It races from one thought to another, forgetting old ideas one second and making new ones the next. What fuels the imaginations of children is the world around them. Children take the world around them and remold it in their minds into something completely new and fantastic. Such is true in the fantasy worlds of Lewis Carroll's Alice's Adventures in Wonderland and J. M. Barrie's Peter Pan. The authors use these magical worlds to bring the readers into the minds of children and show the readers how children see the world, although they do so

Literature if used correctly can enhance a child’s life. It can become a valuable tool in helping children to understand their home, communities and the world in which they live. Through literature children’s vocabulary, imaginations, and self understanding is built. Children should be exposed to literature that is age appropriate and within the context of learning respect for themselves and others by the diversity of the books. My literature plan is based upon multicultural diversity which reinforces reading readiness, read-along that emphasis multicultural songs and rhymes, build self esteem through art, music and movement and responses to literature.

The text’s humorous style is therefore very important in drawing the attention of its readers.

Although many view children's fiction as suitable only to children, and an embarrassingly immature pursuit for a serious person, children' stories mold the way we think. They allows us to look at very complex and difficult issues in a safe and playful way, and they give us the freedom to imagine the unimaginable.

Sometimes things in life get busy these are the 3 things that bother me. The first thing that bothers me is my truck it needs the engine to be rebuilt and the body work to be done. The second thing is I need to get a job to be able to support me and to be able to buy occasional gifts for my girl. The third thing is I need to get my drivers license so I can drive my self and my girl.

'In children 's literature the notion and construct of 'childhood ' became an influential force...it became associated with freedom...and play; focusing on educating children malleablly. '