Children’s Literature

Children’s literature
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Children’s literature
The first books a child accesses is of great significance since it marks his or her introduction to literature. It is advisable that they impact the child positively and lay the foundation of a reading culture in them. Giving children quality literature books at a tender age increase the chances of the kid to curl up with a good book in future. Considering that children at their early stages do not know what is good or bad for them, teachers and parents have to help in selecting for them what they should read (Tan & Campbell, 2014). Numerous criterions can be used in picking a book wisely. Below are checklists of criteria one may use:
The book should be well written. The language used must be age appropriate, and it should be rich, imaginative and challenging.
A quality literature manuscript ought to be providing a kid with the opportunity to gain valuable knowledge. It should just not only be entertaining pictures and words, but it should also be educative for the child.
Books offer a channel for development and growth for its reader. As an educator one should select a book that has qualities that will ease fostering development in a child.
Quality literature for children should be well illustrated. A book that has quality illustrations will assist in maintaining the concentration and interest of a child in reading for an extended period.
A quality kid’s book should be well worded. The flow of the words ought to use repetition, rhythm, rhyme, and humor.

The book should also have a theme that kids enjoy and can identify with.
Educators should select quality literature books that advocate for the current moral values and behavior.
Another criterion that can be used when selecting an appropriate book for kids is researching on prominent and reputable authors in the field. Choosing a book written by a good writer can assure parents and teachers that a child will not only enjoy it but will also gain knowledge.
Although most fairy tales are just fictions, they do reflect social values that are accepted in the society. These narrations are crafted in a manner that despite entertaining they also educate on some morals. For instance, from the fairy tale of Cinderella, we get to learn that despite the physical condition that one is in they should not be mistreated or denied an opportunity. When the princes came to Cinderella’s household with the glass shoe after the stepsisters trying it, they did not see the essence in Cinderella trying it on.
Stereotyping is a belief or thinking that a particular set of people have specific characteristics on the grounds of their age, gender, race or past experiences with similar persons. A stereotype will just pass judgment on someone without taking time to know them. For example, because someone from an individual community robbed you, as a stereotype you start believing that everyone from that society is a thief. From the fairy tale of Cinderella there is gender stereotyping. Being female made it seem okay for her always to be indoors doing house chores.
Another stereotype evident in the tale is low-class people should not be treated equally as high-class people. It is as a result of this ode of thinking that Cinderella’s stepmother and step-sisters did not want her to try the shoe. When using fairy tale in literacy programming, the ECE should avoid repetition. Creativity should be a critical aspect as it will ensure the audience is not bored.
References
Tan, M., & Campbell, S. (2014). Selecting Fiction Books for a Children’s Health Collection by M. Tan & S. Campbell. The Deakin Review of Children’s Literature, 4(2).