Teaching Of Childhood Literature

TEACHING OF CHILDHOOD LITERATURE

In this text the author, Teresa Colomer, intends that the reader understand and understand the importance of literature in the integral and systematic development of the human being;From the moment she is able to understand the phonemes of the stories told by her parents.

In this way, Colomer (2001) defends, among other aspects, the importance of literary education, since the reading process allows the acquisition of the majority of knowledge that, in this society, will acquire a human being (with the exception of theacquired through oral sources);Data very similar to that stated by Camps (1997) about the importance of writing. It should be noted, therefore, that this data is not banal, since both skills are intimately related, as Mendoza (1998) argues, indicating that activities related to literary education favor interdisciplinary learning of communicative competences.

Also, Colomer also exposes the importance of instilling pleasure for reading students. In this way, not only is it possible to create avid readers, but also to develop or acquire the aforementioned competences, as well as continue with literary education.

In the text, a large amount of interest data related to literary education is successfully exposed, but, before exposing some literary didactic proposals, I would like to highlight that, despite the fact that, the possibility of constituting a library of a library ofClassroom, the center library has not been contemplated: one of the vital elements for school literary practice and development, where not only the correspondence between grapheme and phoneme is learned, but respect for the rules and care for theworks, among other aspects that make up this space and make it a temple where we can go in search of knowledge, advice or remedies, for personal enjoyment, etc.

so similar to municipal libraries.

Regarding how to address literary education in the primary education classroom, I consider that several aspects must be taken into account, which vary depending on the level and group of students, as well as the characteristics of these;since, logically, reading competition is not the same in first as in sixth grade. However, we can choose didactic activities or routines that can be used at all levels of primary education (and even in other educational stages), such as those that will be exposed below.

As for the selection of readings, these can be, for the most part, free choice, with the intention that students enjoy it individually, since, each child has different interests, motivations, concerns and concernscapabilities, so they enjoy reading if they are themselves who choose the book they have to read. However, based on these mentioned variables, the teacher could choose several to carry out the proposed class group activities (dialogic gathering, traveling suitcase, etc.). The school is the perfect scenario for the practice of literature, but we must take into account the diversity of social environments, as well as previous knowledge, inherited culture, cultural experiences … that students have, in order to enrich teachingof literature at each level. In addition, all this would also promote other non -school institutions, to develop innovative strategies about the way of reading literature at school. (Bombini, 1996).

The pleasure of reading can also be encouraged from the realization of activities of students’ interest, through projects, or with activities such as traveling suitcase or dialogic gatherings. In addition, especially in the first primary education courses, the participation of families in these projects to integrate families (and make them participate) of the teaching-learning process would be advisable, so that students see that their relatives alsoThey are interested in reading and to offer more individualized attention to students;since as it is known that the human being, especially at his earliest age, learns by imitation and takes as a model of behavior the closest relatives of him (Córdoba et al., 2006);Therefore, if a student realizes that in her family there is interest in reading, this fact can arouse the interest of the infant and contribute to the development of her education and literary competence.

Therefore, to conclude, we can affirm that literary education plays a fundamental role in the development of the individual, not only because of the importance of reading: Expand vocabulary, transport ourselves to other worlds, know other realities, develop critical sense ..

Thus, one of the missions that we will have, as future teachers, will consist in arouseing interest in literature in our students and helping them grow free, with critical sense and desire for knowledge. After all, working as a teacher consists in being the light of future generations and educators have to guide them so that, gradually, they are able to drive their own path.

Finally, I would like to conclude this writing with an appointment by Miguel de Cervantes that reflects, my humble to understand, why literary education is so important.

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