March 2004 E. Olivier

Classification of books

FormatSize, shape, illustrations, design, paper, binding, typographyToy books, board books, wordless books, picture books, illustrated books, chapter books

GenreLiterature in which the members share common characteristicsFiction, nonfiction, prose, poetry, realism, fantasy

Format:Ratio of text to illustrations

Wordless picture books: no textPicture books: text & pictures tell the storyIllustrated books: text gains more importance & illustrations are fewerJunior novels: no illustrations at all

Books for the early years:Toybooks & Board books

ToybooksToylike elements: flaps, levers, fabric, movable parts, pop-upsVery young children

Board booksHeavy cardboard & laminatedToddlers – licking & chewing, turned easily

ValueDevelop closeness & mutual enjoymentIntroduction to the world of literature

Books for the early years:Mother Goose

Nursery rhymesWritten by adults for adultsAppeal:

RhythmRhymeHumorParticipationAssociations with home & pleasant surroundings

Value:Useful preschool & primary gradesDevelop language skills, story sequence & structureEncourage children to read

Books for the early years:Concept books

Organize objects/events into categoriesData falls into patterns under a general concept/ideaHelp children to understand concrete & abstract ideasCounting books & alphabet booksValue:

Introduce & clarify objectsDevelop vocabulary & language skills

Books for emergent readers:Predictable books

Patterns allow the reader to predict what is going to happen nextEvents are repeatedRepetition of languageRhythm & rhymeValue

Children say along or “read”Help children to read naturally

Books for emergent readers:Big books

Large format booksA group can see the illustrations & text clearlyValue

EnjoymentReading instructionShared reading experiencesParticipationReading is placed in a social context

Books for emergent readers:Beginning to read books

Children are eager to read on their ownEasy to read, I can read, Ready to readFantasy, realistic fiction, folk talesValue

Children read new material with a good chance of successOpportunity to figure out the meaning on their ownReinforce the idea of reading

Discussion time

Visualize your room & home when you were a child. What in your environment contributed to your literary development?Plan a concept book for preschool childrenPlan a toy book for preschool childrenWhat was your favourite rhyme as a child? Motivate.

Picture books

Any book in which the illustrations are as important as the textThis includes toy & board books, Mother Goose, concept books & books for beginning readersTypes

Picture story books Narratives that use text & illustrations

Wordless booksNo or very little text

Picture books of poetry and songNarratives in rhyme & rhythm

Evaluating picture books

Text & illustrations should tell the storyIllustrations should be appropriateClear languageCharacters should be well developedNo stereotypingAccurate setting Not be condescendingSize, type, jacket, title page, text should be appropriatePaper & binding of high quality

Poetry books

Concentrated languageSound, rhyme, rhythm, figurative language, imagery, spacingPoetry books may also be narrativesGood poetry has fresh ideas & insightTeachers should consider:

QualityAge / backgroundPoetry preferences Cultural diversityVariety in form & contentRelationship between children’s experiences & classroom activities

Traditional literatureFolktales / Fairy tales

Origin: oral traditionAssociations with writer: Grimm’s fairy talesFormula

Openings : Once upon a timeQuick presentation of the problemUncomplicated characters: good & badQuick pace of the plotInevitable fate of the villains

ValueStrengthens the imaginationSimplifies moral questionsIt can promote cultural & global awareness

Traditional literature Fables

Stories usually about animals that teach a lesson Stories are short but the meaning complexOne-line moral at the end Aesop’s tales well-knownAges 8 – 9 years oldValue

Quick retellings & dramatizationCooperative learning

Traditional literature Myths

Longer stories that explain the origins of the earthFocus: gods, ancient heroes, ancestors and natural phenomenaSetting: home of the gods

Traditional literature Legends

Focus on people that are extraordinaryBased on the lives of real /supposedly real peopleKing ArthurPicture books reflects life in medieval times

Fantasy

Elements do not exist outside the imaginationCategories

Talking toys – Winnie the PoohPersonified animals Imaginary animals – dragonsTiny people – elvesCurious occurrences – time travelScience fiction – space travel

ValueHelps children understand real life

Evaluating fantasy

The fantastic element must be believableFantasy must be central to the storyDetails must be consistent with the rest of the storyMain characters must be plausible & believable

Realistic fiction

Based on what happened or could have happenedCommon themes:

Common experiences – everyday eventsPersonal growth – physical or emotional maturingRelationships with family or friendsProblems – deathLife in a pluralistic society – other countries

Categories of realistic fiction

Sports storiesAnimal storiesMysteries – action and suspenseHumorous storiesGood realistic fiction

Accurate settingAvoids clichés in contentShould avoid didacticismConsistent style

ValueHelps children see similarities & differences among peoples

Informational books

More nonfiction books than any other writingPresent facts, concepts & generalizations about a topicEvaluating non-fiction

Accuracy of factsOrganization – logicalWriting style – interesting & understandableIllustrations – accurate & enhance

Value:Broadens children’s knowledge

Discussion time

What was your favourite folktale and why?Read and compare the first line in several folktales. Which line is the most effective?Select a picture book and evaluate it according to the criteriaSelect a book of animal fantasy and one in which animals are portrayed realistically. Which do you prefer and why?Read a fantasy book and evaluate it according to the criteria

BibliographyAesopus, Paxton, T. & Rayevsky, R. 1993. Birds of a feather and other Aesop’s fables. New York : Morrow Junior books [J 398.245 AESO]. Bunting, E. 1994. Smoky night. San Diego Harcourt Brace & Co [J 823 BUNT]. By die skool. 1993. Boleswa: Macmillan [439.368 KOM]. Carle, E. 1987. Papa, please get the moon for me. London : Hodder and Stoughton [J 823 CARL]. Corbett, G. 1984. Working in the garden. London: Walker House [J 428.12 COR]. De Paola, T. 1985. Tomie de Paola’s Mother Goose. London: Methuen Children’s Books [FJ 398.9 MOT]. Dodd, H. & Iversen, D. 1999. Hercules and other Greek legends. Auckland : Lands End [428.6 WILD]. Dupasquier, P. 1993. Follow that chimp. London : Walker Books [J 823.06 DUPA].Fowler, R. 1982. ‘n Muis in die huis. Pretoria: JP van der Walt.

Glazer, J.I. 1997. Introduction to children’s literature. Prentice Hall: Macmillan.Hawkins, C. 1983. What's the time, Mr Wolf. Johannesburg: William Heinemann [J 529.7 HAW]. Hughes, M. 1997. Minibeast encyclopedia. Oxford : Heinemann [Pr 595.7 HUGH]. Kleynhans, A. & Kincaid, E. 1984. Sneeuwitjie – Ek lees lekker. Kaapstad: Human & Rossouw [J 398.21 GRI]. Komnick, G. 1974. Botter aas. Kaapstad : Malherbe [J 839.363 LIND]. Kruger, J.A. 1991. Kinderkeur: ‘n gids tot bekroonde Suid-Afrikaanse kleuter-, kinder- en jeugboeke sedert 1989. Pretoria: UNISA [028.5079 KRU]. Lewis, S. 1987. One-minute Greek myths. New York: Doubleday [K 398.45 LEW]. Loewen, V.H. & Pearson, D. 1997. The best book for Terry Lee. Auckland : Shortland Publications [Pr 823 BEST]. Lohann, C. 1986. Kinderlektuur. Pretoria: HAUM.

Pienkowski, J. 1992. Phone book. London : Orchard Books [J 823 PIEN]. Rousseau, L. and Harries, K. 1976. Herelandgoed. Kaapstad: Human & Rousseau [EDUJ 839.363 ROUSSEAU]. Sendak, M. 1967. Wildekanis land. Kaapstad : HAUM [EDUJ 839.363 SENDAK]. Snyman, L. 1983. Die kind se literatuur. Durbanville : Kinderpers. Small, T. 1991. The legend of William Tell. New York: Bantam [K 398.2 SMA].Stock, C. 1991. Armien gaan see toe. Kaapstad : Human & Rousseau [J 839.363 STOC]. Three little pigs. 1983. Brimax Story Time Board Books [J 398.21 JAC]. Vels, V. 1999. Liewe Heksie en die rekenaar en ander nuwe Liewe Heksie-stories. Kaapstad : Human en Rousseau [J 839.363 VELS]