Eileen Uchima LIS 681 November 28, 2007

The Power of Childrens Literature in the Lives of Children

Childrens literature is a powerful force in the lives of children because if its ability to stimulate the imagination. In Re-Imagining the Possibilities, Julius Lester (2000) discusses the influence of literature on the imagination. literature is the royal road that enables us to enter the realm of the imaginative. Literature enables us to experience what it is like to be someone else. Through literature, we experience other modes of being. Through literature, we recognize who we are and what we might become. Children often enjoy hearing their favorite stories over and over again. While this natural tendency is beneficial for language development, it also resonates with something deep within children that reveals a unique way of looking at the world. Jerry Griswold describes this wide distribution of consciousness as one of the most familiar features of childrens thinking that is equally conspicuous in their literature (124). Childrens literature differs from adult literature primarily in the prevalence of feelings and sensations experienced in childhood. Cynicism and despair are not emotions that are prominently featured in stories for children. Children see beauty where there is ugliness; they are hopeful when adults have given up (Huck 5). Although not all stories for children have happy endings, there is always a ray of hope in the end, even in the most tragic of circumstances. Fairy tales and myths are especially valuable literature experiences for children because they help to stretch the imagination. How many children would imagine creating a coach out of a pumpkin, horses from mice, and coachmen from lizards? (Huck 7) Children have fewer opportunities to develop their ability to imagine since television and media provide an abundance of visual content. As a child growing up in the late 1950s, I recall that a favorite past time for my brothers and I was listening to childrens stories on long-playing records (LPs). Experiencing stories through listening to narration, dialogue, sound effects, and

music forced us to create pictures in our minds as we listened to Aesops Fables, Aladdin and His Magic Lamp, Tubby the Tuba, and others. Although development of the imagination may not be perceived as essential in our current educational climate, it is essential for original and creative thought. Also, imagination is related to empathy, since relating to another persons feeling requires being able to imagine how they feel. Exposure to childrens literature provides children with the opportunity to gain insight into the lives of people which are different from their own. Providing children with the opportunity to experience books and stories helps them to realize that people around the world share their hopes, dreams, and fears. Through stories, they learn about happiness, sadness, fears, warm family relationships, death, and loneliness (Stoodt-Hill & Amspaugh-Corson p. 5). In The Bracelet by Yoshiko Uchida and Small Beauties by Elvira Woodruff, a child is being forced to leave home for an unfamiliar place. In each situation the child retains the support of family but is nevertheless having to deal with tremendous loss and uncertainty. The protagonist in each story is able to cope with their situation and find a way to hold on to precious memories. In these examples, children have the opportunity to gain insight into new ways of thinking and solving problems through the experiences of characters in a story. Literature experiences can play an important role in the development of reasoning abilities in children by provoking them to analyze, synthesize, connect, and respond thoughtfully (Stoodt-Hill & Amspaugh-Corson p. 6). Through literature that offers diverse perspectives on familiar topics, children have the opportunity to try on different roles, imagine new settings, and solve problems. In The Librarian of Basra, children are exposed to the war in Iraq and Muslim culture. Although some people may object to the idea of presenting the Iraq War

in a picture book, the story of a heroic librarian is very inspiring and demonstrates the power of an individual to make a difference in her community. This story also provides an introduction to ways of life in the Middle East which most children in the United States have had little exposure to. Illustrations of people, things, and the environment depict a very different culture, yet people in Iraq are shown to also value knowledge and culture. Stories like these are important for children because it helps to dispel stereotypes based on religion and ethnicity. Multicultural literature can be a very powerful tool for helping children to better understand the world in which all of us live (Levin 2007). Another positive outcome of exposure to multicultural literature is that it offers the chance for more children to see themselves in the stories they read. It offers the opportunity to experience textual images that foster cultural pride, a sense of belonging, and self-respect. Childrens literature provides a rich resource for the development of expressive oral and written language abilities. Hearing books read aloud is a powerful motivation for children to learn to read. As children listen, they not only learn that reading provides enjoyment but also gain exposure to patterns of language and vocabulary. Many stories include rhymes and predictable patterns that invite active participation by children. An example of this can be seen in the rhymes and refrain found in Mouse Look Out. As young children become familiar with the story, they will spontaneously begin joining in on the refrain and other sections of the text on repeated hearings. As children begin to internalize the story, they will spontaneously begin adding movements and acting out the story. Literature has a vital role to play in motivating children to read and developing skills in language arts. Stories that captivate the imagination provide a rich foundation from which skills in speaking, listening, reading, and writing can be developed. Exposure to childrens literature provides the opportunity for children

to hear and read good writing that is beyond the level of their own conversation. Since the capacity of children to produce language has been shown to lag behind their ability to understand it, it is important for children to be provided with opportunities to experience the rich and expressive language to be found in quality childrens literature. As an elementary music specialist, I have participated in several curriculum integration projects over the years. One that was particularly memorable was a production of the African folk tale Anansi and the Moss-covered Rock, by second graders at St. Andrews Priory School. My observation of the students was that bringing the story to life through drama was a highly motivating and stimulating learning experience which encouraged the development of skills and knowledge in several content areas. Such an integrated unit provided the students with experience in the production and performance as well as an opportunity to use their research skills. The results of their research were then applied to the creation of props, sets, costumes, and sound effects representative of West African culture. Through this project, I was able to experience first-hand the power of childrens literature to encourage the development of language skills, foster cultural understanding, and make learning come alive! Childrens literature has an important role to play in fostering health, happiness, and a sense of well-being in children. Literature invites children into the realms of the soul by asking them to imagine that they are someone other than who they are (Lester 2000). The opportunity to step into a character may be what some children need in order to see new possibilities for their own lives. Through rich literature experiences, children are provided with opportunities to enhance the development of their imaginations, gain understanding of people, and develop a range of skills to enhance their learning and quality of life.

Bibliography

Griswold, Jerry. (2006). Feeling Like a Kid. Baltimore: Johns Hopkins University Press. Huck, Charlotte. (2007). Childrens Literature, 9th ed. New York: McGrawHill. Lester, Julius. (May/June 2000). Re-imagining the Possibilities, Horn Book Magazine 76/3:283-289. Retrieved August 20, 2007 from LISTA database. Levin, Fran. (Sept 2007). Encouraging Ethical Respect Through Multicultural Literature, Reading Teacher 61/1: 101-104. Retrieved November 27, 2007 from ERIC database. Stoodt-Hill & Amspaugh-Corson. (2005). Childrens Literature: discovery for a lifetime, 3rd ed. Upper Saddle River, NJ: Pearson Education.