Introduction of Literature to Children at an Early Age

Justin Keith Spring 2012

Lack of Childrens Literature

The lack of real books in the hands of children is not uncommon in today's classrooms as children's literature is increasingly replaced by instructional materials, such as text books and workbooks.
Wipf, J., & Ros-Voseles, D. (2012). LOST OPPORTUNITIES:

REDISCOVERING FAIRY TALES. Library Media Connection, 30(4), 26-28.

Starting Early Leads to Advanced Reading Later

Thomas, 34, has gone from the Berenstains to Tolstoy. He said in a phone interview that he credits his parents' having read the Bears books to him as a child as what motivates him to value and relish literature so much as an adult.
Leber, H. (2012, March 12). Celebrating childhood books in McMinn

County. Chattanooga Times/Free Press (TN).

Start Early!

Canada also stresses exposing children to new concepts, ideas, and words every day, and reading the best children's literature to them, which, puts a child at a huge advantage when they enter school.
Talbert, M., & Goode, R. (2011). NEW LESSONS FOR OUR

CLASSROOMS. Black Enterprise, 42(4), 68-76.

http://www.readtosucceedbuffal o.org/results

Historical Value

the fifty-year birthday of a good children's book marks a real passage, since it means that the book hasn't been passed just from parent to child but from parent to child and on to child again.
Gopnik, A. (2011). BROKEN KINGDOM. New Yorker, 87(32), 30.

Emotional Value

Fairy tales connect children on an emotional level that can help guide them through the complexities of everyday life.
Wipf, J., & Ros-Voseles, D. (2012). LOST OPPORTUNITIES:

REDISCOVERING FAIRY TALES. Library Media Connection, 30(4), 26-28.

Social Influence

childrens literature are recognized as highly influential socialization agents

Bar-Tal, D., & Staub, E. (1997). Introduction:

Patriotism: Its scope and meaning. In D. Bar-Tal & E. Staub (Eds.), Patriotism in the life of individuals and nations (pp. 119). Chicago, IL: Nelson-Hall. Bar-Tal, D. (1993). Patriotism as fundamental beliefs of group members. Politics and Individual, 3, 4562.

Childrens Literature is Educational

As with every classic of children's literature, its real subject is education.

Gopnik, A. (2011). BROKEN KINGDOM. New Yorker, 87(32), 30.

Advanced Learning

When the subject is economics or personal finance, a common reaction is panic, often followed by a call for help to the MCEE or a similar organization. To meet the needs of both new and experienced teachers at all grade levels, the MCEE offers an array of courses, ranging from Using Childrens Literature to

Teach Economics and Personal Finance to Enhancing the Social Studies Curriculum with Economics and Preparing to Teach High School Economics.
Kocherlakota, N. (2011). The Importance of Teaching

Teachers. Region (10453369), 25(3), 2-5.

Teachers and Parents are Needed Too!

Classroom read-alouds are a context with great potential for higher level literacy instruction in early childhood. To reach this potential, students require teacher support during read-alouds to construct complex meanings from high-quality childrens literature.
Hoffman, J. L. (2011). Coconstructing Meaning: Interactive Literary

Discussions in Kindergarten Read-Alouds. Reading Teacher, 65(3), 183-194. doi:10.1002/TRTR.01025

TO READ!

In a 2011 study published in the Psychological Bulletin, data was presented that lends credence to the general belief in society that frequent exposure to print has a long-lasting impact on academic success, as if practicing reading is the miracle drug for the prevention and treatment of reading problems. reading development starts before formal instruction, with book sharing as one of the facets of a stimulating home literacy environment. Books provide a meaningful context for learning to read, not only as a way of stimulating reading comprehension but also as a means of developing technical reading skills even in early childhood.
Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print

exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267-296. doi:10.1037/a0021890