Blog #2 EDRG 3321

A summary of chapter #2: The History of Children’s Literature.

Milestones in the History of Children’s Literature:

Oral tradition occurred long before recorded history. Stories were used by people, family units, and tribes to pass on traditions, beliefs, and values to the young. These tales, like early printed books were not developed specifically for children. Prior to the mid 1400s printed books were rare and expensive. Hornbooks, some of the earliest books used to teach children were developed in the late 1400’s. Hornbooks remained popular into the mid 1700s until replaced by the battledore, a lesson book made of folded paper and cardboard. Chapbooks, sold by peddlers for pennies in markets and fairs were the 1800s most popular reading material for children.

A few authors wrote children’s books before the mid 1700’s, but the 1740’s is commonly regarded as the time when the idea of children’s books began in Europe and North America. The middle class became larger and stronger allowing more people the time, money and education necessary for reading. A growing emphasis on family life and a change in the beliefs about children led to more and more books written not only to educate but to entertain children.

Standards for Evaluating Young Adult Literature:
Books for young adults should have high quality literary standards. Fictional literature should have believable plots and conflicts and characters who overcome problems that are believable to the reader. Nonfiction works should provide inspiration, motivation or instruction. It’s important to ensure books used to provide instruction or information are current and up to date.

The History of Censorship:
Censorship has always existed. It is most often based on the social, religious or political value structure of the dominant culture or society. Censorship has changed throughout time as the value structure has changed.

Children and the Family in Children’s Literature:
A child’s place in the family and social attitudes has changed a great deal over time. Books written or adopted for children have reflected the child’s place, the social attitudes, and the typical family of the time period. As these views change so do the books.

What this means to me:
The information provided in this chapter has allowed me to reflect upon some of my own experiences in school. I remember reading books like Tom Sawyer and Animal Farm for school assignments. The information has made me more aware why certain books are selected and others are not. The chapter also provides important criteria for use during book selection for the classroom.

What it means in the classroom:
In the classroom, I think teachers need to constantly evaluate the materials in use to ensure they meet the standards from this chapter. Books that may have been useful and appropriate 30 years ago (when I started High School) may no longer fit the bill. Classic books are probably safe, but all other reading material requires constant evaluation