LGA3101 Children_s Literature TOPIC 9 & 10 Sem 3

LGA 3101 CHILDREN’S LITERATURE

TOPIC 9 BIBLIOTHERAPHY: USING LITERATURE TO HEAL

9.0 SYNOPSIS

Topic 9 introduces you to the use of bibliotherapy in the classroom . It seeks to develop your understanding on how bibliotheraphy can be used to assist children in overcoming problems by having them read stories about characters who have successfully resolved a dilemma similar to their own.

9.1 LEARNING OUTCOMES

By the end of this session, you will be able to: raise an awareness of the use of children’s literature as a therapy list the benefits of bibliotherapy to help problematic children explain the child’s developmental appropriateness when engaging in bibliotherapy select the right books to use develop suitable strategies in a variety of contexts and identify and find ways to address children’s concerns

9.2

FRAMEWORK OF THE TOPICS

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BIBLIOTHERAPY –USING LITERATURE

TO HEAL

Benefits of

bibliotherapyDevelopmental appropriateness

Addressing children’sconcerns

Choiceof

books

Strategiesfor

presentation


BibliotherapyA library is a hospital for the mind.

-AnonymousBibliotherapy is using the reading of books as a way to heal yourself or solve a problem (Alex.1993). In other words, bibliotherapy is the process of mending one’s life by reading books and it is therapeutic. Although it is often associated with "self-help" books, any kind of book, fiction or nonfiction, can be used. Bibliotherapy is a dynamic process, by which you "meet" the author in the pages of the book. As you read, a dialog begins to take place between you and the author. You interpret what you read in light of your own experiences, and thus become a part of the book. Bibliotherapy can assist children in building confidence and self-esteem. It attempts to normalize a child's world by offering coping skills and reducing their feelings of isolation, reinforcing creativity, and problem solving. It also gives parents an opportunity to discuss the children's issues with their children.

9.2.1 Benefits of bibliotheraphy

Bibliotheraphy can serve as an adjunct to teaching, and there are several compelling reasons for using literature to teach children both how to read and how to break attitudinal or emotional barriers to learning. Bibliotherapy offers benefits beyond the conventional methods and materials that have long been used in teaching reading. The right books offer possible solutions to problems that create children’s inner turmoil. Also, reading about a personal situation has the potential to sharpen perception and deepen understanding. Intervention through a book can make the difference between an emotionally well – adjusted child and one who may later suffer mental anguish.

Identification with a literary model can foster thought and possible resolution to a problem such as dealing with a separation, illness, death, poverty, disability, alienation, disaster, war, etc. The underlying premise of bibliotherapy is that interpreting stories is an ever-changing process to which children bring their own needs and experiences. Since students often have difficulty identifying and communicating their feelings, stories can serve to facilitate open discussion and self-understanding. If children become emotionally involved with literary characters, they are more able to verbalize, act out, or draw pictures describing their innermost thought.

Use of bibliotherapy is not limited to crisis situations, nor is it a cure for severe psychological difficulties. It may not meet the needs of some children, especially those who are not ready to face their specific issue. Other students may be unable to transfer insights gained from reading into their own life, or may use literature as a form of escape. Yet, these experiences with literary characters have been shown to be beneficial to many children.

Teachers and parents must be concerned with the emotional aspect of learning as well as the academic. They can sensitize children to themselves and to others through books. Bibliotherapy is particularly helpful because it has the potential to address the needs of the whole

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child. Caring, competent, and knowledgeable educators fully appreciate how authentic interaction with literature can contribute to overall cognitive and effective growth.

The goals of bibliotherapy are to help children:i. identify and validate their feelings;ii. realize that other children have problems similar to their own;iii. stimulate discussion;iv. foster thought and self-awareness;v. discover possible coping skills and solutions; andvi. decide on a constructive course of action

Bibliotherapy has provides numerous affective and cognitive benefits for children.

Affective benefits

a. Provides self-esteem and self-confidenceb. Provides Cathartic releasec. Provides psychological reliefd. Provides realization that they are not alonee. Helps students with exceptional needs or those dealing with painful issues, deal

with their problems in an effective, realistic, and sensitive manner.

Cognitive benefits

a. Increases literacy skills.b. Develops critical thinking (analysis, drawing conclusions, decision-making, and

problem solving). c. Provides a vehicle for discussion of sensitive issues in non-threatening manner.d. Promotes self-understanding, coping, conflict resolution, and self-evaluations skills

9.2.2 Developmental Appropriateness

Developmentally appropriate refers to activities, lessons and materials (toys, for example)

that corresponds with a child’s mental and physical ability. For example, a little 7-month

old baby is in no way, shape or form able to ride a bike at his age. That would be

ridiculous! An exersaucer is instead “developmentally appropriate” for him at his age and

mental and physical capacity. It goes without saying that there are predictable sequences

of growth and change during childhood because of what we know about human

development. Yet, it is worth mentioning that while chronological age refers to certain

milestones, there is quite a large range of developmental differences in any one age.

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That’s to say, some babies learn to walk at 9 months and others at 14 months. Some

children learn to read as pre-schoolers and others as first graders. Because of this,

developmentally appropriate activities can be generally applied but must be modified

depending on a child’s individual differences. Developmental appropriateness was the

underpinning of how a school curriculum was once conceived prior to no child should be

left behind.

Now, take this concept and let’s add the notion of a child’s Zone of Proximal Development.

Vygotsky’s theory tells us that for a given task, there is a range in how a child is able to do

that task. On one end of the spectrum, a child needs help to complete a particular task.

On the other end of that same spectrum, a child can complete the same task

independently and without any help. What happens as a child moves across that

spectrum for a given task is called “learning.” Let’s use little 7-month old baby again.

Currently, one “task” he is particularly focused on is standing. He is on the “help” side of

the spectrum. That is, he needs an adult’s hands, the couch or the exersaucer to help him

stand because he cannot stand on his own yet. As he is “learning” he will physically

develop the strength and balance to stand on his own. He will mentally gain a sense of

space and coordination. He will eventually need only one hand on the couch or only one

of my hands to stand. Then, he will reach the “independent” side of the spectrum when he

can stand all on his own and master the precursor to walking. The best conditions for

learning - whether at home or at school – resembles an environment that has a vision of

where kids need to be (goals), knows where kids are at (assessment), and understands

how to help them learn (lessons) all within a developmentally appropriate framework. This

theory applies to essentially every skill a child learns to do – standing, walking, writing,

memorizing math facts. The list goes on

The concept of developmental appropriateness has three dimensions: age

appropriateness, individual appropriateness and cultural appropriateness.

i. Age appropriateness is based on human development research which indicates

that there are universal, predictable sequences of growth and change that occur in

children during the first nine years of life. These predictable changes occur in all domains

of development - physical, emotional, social, and cognitive. Knowledge of typical

development of children within the age span provides a framework from which teachers

prepare the learning environment and plan appropriate experiences.

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ii. Individual appropriateness refers to the fact that each child is a unique person

and comes to school with an individual pattern and timing of growth, as will as an

individual personality, learning style, and family background.

iii. Cultural appropriateness recognizes the importance of the knowledge of

the social and cultural contexts in which children live to ensure that learning experiences

are meaningful, relevant, and respectful for the children and their families.

9.2.3 Choice of books

When choosing stories for bibliotherapy, there are specific criteria that the teacher needs to

consider :

The child’s emotional and chronological age should be taken into account

The teacher should know the material

It should be related to the child’s circumstances and feelings

Illustrations should be clear and colourful. Characters in illustrations should preferably be

depicted in active poses rather than passively, but it should not divert the child’s attention

Characters should model healthy adaptation patterns

There should be a character suitable for identification. The hero in the story should also be

portrayed realistically, for instance s/he must have feelings such as uncertainty, fear and

anger. S/he must portray unacceptable behaviour such as being naughty, while people still

accept him/her

There should be other characters in the story that are more or less the same as those in

the child’s situation

Long, complicated stories must be avoided as it is time consuming. It may also be difficult

to remember the whole story with all the plots. When using bibliotherapy with children,

stories should take about 30 minutes or less to read

The teacher should know the child’s reading ability

Unacceptable characters in the story give the child the chance of projecting

negative feelings

In using bibliotherapy with small groups of children, the same principles of book selection should

be followed. However, there must be consideration of the individual needs and characteristics of

group members. Each member of the group must be faced with the same general problem. The

teacher must also assess the readiness of each group member for bibliotherapy, in terms of

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having a good working relationship with the helper. Group members need to be fairly close in age

chronologically or at approximately the same developmental level so that any book selected will

be suitable for all group members

Once the child is ready for the bibliotherapeutic process and book selection has been completed,

the next concern is how to introduce the book. Most teachers feel that it is best to suggest books

rather than prescribe them to the child faced with the problem. The ideal situation would be for the

teachers to have on hand several appropriate books dealing with a certain problem that the child

could choose from.

9.2.4 Strategies for presentation

The first step to implementing bibliotherapy in your classroom is to choose an appropriate book.

Books chosen must address the needs of the student(s) you’re focusing on and the main

character must have similar problems. It is also important to choose books where characters

make good choices when solving their problems, students should not imitate a bad model. Books

should be brief as often students with E(emotional)/BD (behaviour disorder) have short attention

spans and working with a longer book requires a great deal of concentration. Once a book is

chosen, one must decide the setting in which the bibliotherapy will take place; select if the book

will be read by the whole class, a small group, or an individual.

There are four main steps when engaging in a bibliotherapy. Students should never feel as if they

are being taught during any of these steps. The teacher should act as a facilitator to direct

questions and elicit student thought. These steps are “pre-reading, guided reading, post-reading

discussion, problem-solving/reinforcement activity”,. Before reading the story selected, a teacher

must activate background knowledge. This should be done creatively in a manner that introduces

the theme and allows students to compare their experiences with those in the book as well as

make predictions. Following pre-reading is guided reading and this typically involves an adult

reading the story aloud to the student(s). After the story or a portion of it is completed teachers

allow students to journal or reflect in some other way before discussion begins.

Next, is a post-reading discussion of the story. One model that is useful in discussing a story was

the “I-SOLVE” model developed by J.W. Forgan. The steps include having students identify the

problem, find solutions to the problem, look for obstacles that might get in the way of the possible

solutions, look at the solutions again and choose one, very good, try the solution, and evaluate

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the outcome. This model, while being used for characters, is being imprinted into the memory of

the students who will hopefully use the model for insight into their problems.

The final necessity of bibliotherapy in a classroom is a reinforcement activity. This should vary

according to the interests of students and may involve skits, small group work, artwork, or

anything else to reinforce the lesson of the story in an engaging manner .

There are activities that can be conducted using bibliotherapy as follows:

Booktalks

Creating a sequel to the story to share

Read aloud of key passages with discussion and commentaries

"I am" Character Poem or "I know" character poem

Character Webs

Dramatic presentation of the issue or conflict in the book with

alternative resolutions

Panel debates

Reader-on-the-street- interview

Collages representing different characters

A new character for the book

A new ending/resolution for the book

Telling the story from the perspective of a different character(s)

Use of the Internet to build background knowledge

Inquiry done on the Internet in response to questions generated in

response to the reading of the

Letters to or from a character

An Interview with the character (Hot Seat)

Classroom Application of Bibliotherapy

Today, there is a diversity of children in schools, and an influx of children who deal with very

serious: (a) social, (b) emotional, (c) economic, and/or (d) academic issues. Societal and social

issues present children with a number of difficult choices and situations. The choices children

must make, and the problems and issues they face affect teachers everywhere. Regardless of

the degree of risk, whether that is minimal, remote, high, or imminent, teachers must address the

issues of their students. Bibliotherapy can be used as:

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(a) a prevention program,

(b) an early intervention program,

(c) a treatment program.

Classroom teachers can use bibliotherapy to help a specific child or children in a specific situation

or as a general method to teach appropriate social and developmental skills in their classrooms.

Finally, if available, classroom teachers should collaborate with other school personnel such as

counsellors, psychologists, and librarians. Ideally, children could work with bibliotherapy material

in the classroom, discuss their feelings about the book in group settings, and discuss with a

school counsellor more intimate feelings and emotions that were elicited by the book.

Unfortunately, not all schools can offer the help of counsellors and psychologists, in which case,

by themselves, teachers must provide for the children opportunities to grow and learn through

bibliotherapy.

Steps to Implement Bibliotherapy

There are 10 steps guide for the implementation of bibliotherapy into the classroom.

i. Develop rapport, trust, and confidence with the student .

Teachers must create a trusting relationship with students before they begin bibliotherapy.

Students are unlikely to share deep emotions with an adult they do not trust.

ii. Identify other school personnel who may assist. It is important for teachers to obtain help

from other school personnel. Possible help may come from: (a) counsellors, (b)

psychologists, (c) administrators, (d)social workers, (e) nurses, and/or (f) special education

teachers

iii. Solicit support from the student‘s parents or guardians. Parents can be a huge support

and source of information in regard to his or her child‘s behaviours. Parents can offer

advice as to what works for the child and what does not. However, one should be

cautious if the student‘s issue is strongly connected to the parent.

iv. Define a specific problem the student is experiencing. Teachers should observe student

behaviours and talk to students about feelings they may have about: (a) school, (b) social

situation, and (c) other concerns.

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v. Create goals and activities to address the problem. Bibliotherapy should have a specific

goal and defined outcomes. Bibliotherapy and its activities should be evaluated for their

effectiveness.

vi. Research and select books appropriate for the situation. Books should be

selected based on: (a) appropriateness for the developmental age and reading

ability of the student; (b) the portrayal of the topic of interest (e.g., homelessness);

(c) realism and honesty of character portrayals, and (d) literary quality.

vii. Introduce the book to the student. In the introduction of bibliotherapy materials,

care and sensitivity should be employed. If the literature to be used in

bibliotherapy is intended only for one child or a small group, the teacher should

present it only to those students. The teacher should explain to a student that he or

she has noticed a specific behaviour, and suggest working on it together through

an activity (i.e., bibliotherapy).

vii. Incorporate reading activities. It is important for students to interact with the bibliotherapy

literature as they would with any other literature. Teachers can lead activities used for all

other books with bibliotherapy books (e.g., vocabulary, questioning, etc.).

vix. Implement post-reading activities“. Teachers should lead students through discussion of

the bibliotherapy book and encourage students to discuss how the book relates to their

own lives and situations. Also, students can make other creative projects related to the

story. Finally, once students have finished all post-reading activities, the teacher should

meet with the student individually to discuss the work done and the student‘s feelings

about the book.

x. Evaluate the effects of bibliotherapy on the student. Once the student has

completed the bibliotherapy book and projects, the teacher should reflect on the

effectiveness of bibliotherapy for that student. In addition, the teacher should note

successes and areas for improvement.

This 10 step guide can be used in the classroom for any students along the continuum for risk.

This format can be easily applied to the everyday classroom, but for it to be effective, teachers

need to provide carefully selected materials for students.

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9.2.5 Addressing children’s concern

Emotional and Behavioural concern

There are many terms used to describe emotional, behavioural or mental disorders. Currently,

children diagnosed with such disorders are categorized as having a serious emotional

disturbance, which can be characterized by: an inability to learn; an inability to build or maintain

satisfactory interpersonal relationships; inappropriate types of behaviour or feelings under normal

circumstances; general pervasive mood of unhappiness or depression; or a tendency to develop

physical symptoms or fears associated with personal or school problems.

The causes of emotional disturbance have not been adequately determined. Although various

factors such as heredity, brain disorder, diet, stress, and family functioning have been suggested

as possible causes, research has not shown any of these factors to be the direct cause of

behaviour problems. Some of the characteristics and behaviours seen in children who have

emotional disturbances include: hyperactivity; aggression/self-injurious behaviour; withdrawal;

immaturity; and learning difficulties.

Children with the most serious emotional disturbances may exhibit distorted thinking, excessive

anxiety, bizarre motor acts, and mood swings and are sometimes identified as children who have

a severe psychosis or schizophrenia.

Many children who do not have emotional disturbances may display some of these same

behaviours at various times during their development. However, when children have serious

emotional disturbances, these behaviours continue over long periods of time. Their behaviour

thus signals that they are not coping with their environment or peers.

i) Using Children’s Literature to Build Social-Emotional Skills

“As a children's author, I don't just write stories. I build bridges with my words to connect

young readers to the characters in my stories, to themselves, and to other readers. I carefully

construct dialogue for children to gain insight into others' thoughts, feelings, and actions, as well

as their own. My objective, after all, is quite simple: to help children and the adults who work with

them address tough issues that kids face in their everyday social world”. - Trudy Ludwig

(Ludwig, 2012)

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http://www.cfchildren.org/advocacy/about-us/e-newsletter/articletype/articleview/articleid/3163.aspx


The notion that books have therapeutic value for readers is not new and it can be traced back to

ancient Greece. Inscribed over the door of a sacred library in the tomb complex of Ramses II was

the phrase psyches iatreion, "healing place of the soul." In 1916, Reverend Samuel McChord

Crothers coined the term bibliotherapy to describe the guided use of literature to help people

understand and solve problems relevant to their therapeutic needs.

For years, adults have used children's literature as an adjunct tool to help guide a child's thinking,

instil moral values, strengthen personal character, and shape behaviour. More recently, however,

children's books have taken on an additional role: empowering young minds with critical thinking

skills to foster social-emotional learning (SEL) in a safe social setting, in the classroom, and in the

counselling practitioner's office to foster empathy and perspective in children. Through the

imaginative process that reading involves, children have the opportunity to do what they often

cannot do in real life—become thoroughly involved in the inner lives of others, better understand

them, and eventually become more aware of themselves. And the more competent children are in

their SEL skills, the more successful they will be in school and in life.

Well-written, developmentally age-appropriate literature offers wonderful teachable moments that

allow children to:

identify with the story's protagonist

acquire insight into the characters' thoughts, feelings, and actions in relation to the

particular issue

experience catharsis (the release of pent-up emotional feelings) upon the realization

that they aren't the only ones who have this problem

explore other possible ways of working out their own problems by seeing how the

characters handled the problems themselves and how their actions or words played

out

share personal experiences as a natural progression of discussion

NOTE: Complete the task and keep a record in your portfolio

Task

1. Prepare a graphic organiser to show the benefits of bibliotherapy children.

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http://dnndev1.cfchildren.org/advocacy/social-emotional-learning/ten-reasons-you-should-care-about-sel.aspx

http://www.uri.edu/library/inscriptions/psyches.html


2. Find other reading resources or surf any website and search for any

related articles pertaining to the benefits of bibliotheraphy.

3. Surf related web sites and look for further information on the criteria of

selecting bibiliotherapy book for problematic children.

4. Refer to the url listed, read the articles and list down other stages/steps on how to go about using bibliotherapy with children.

a.http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?

b.http://www.recreateiontherapy.com/articles/bibliotherapy.html.

C.http://www.cfchildren.org/advocacy/aboutus/newsletter/articletype/articleview/arti

cleid/3163.aspx

REFERENCES

Norton, D. E. (2003). Through the Eyes of a Child: An Introduction to Children’s Literature.(6th Edition). Pearson Education Ltd. New Jersey.

Anderson, N.A.(2002). Elementary children’s literature: the basics for teachers and parents (2nd ed). USA: Pearson Education, Inc.

Alex,N.K. (1993) Bibliotherapy. ERIC Digest.(ERIC Documentation Reproduction Service No. ED357 3330)

Ludwig, T (2012). Using Children’s Literature to Build Social-Emotional Skills. Retrieved from http://www.cfchildren.org/advocacy/about-us/e- newsletter/articletype/articleview/articleid/3163.aspx

Anti-Defamation League (2005). Words that heal: Using children's literature to increase empathy and help students cope with bullying. ADL curriculum connections: Anti-bias lesson plans and resources for K–12 educators. Retrieved from http://www.adl.org/education/curiculum connections/winter 2005/Words that Heal1.asp

Committee for Children (2011). Self-regulation skills and the new elementary Second Step program. Second Step: Skills for Social and Academic Success. Retrieved PDF: K-5 Self-Regulation Skills.pdf

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http://www.cfchildren.org/Portals/0/SS_K5/K-5_DOC/K-5_Self-Regulation_Skills.pdf

http://www.cfchildren.org/advocacy/aboutus/newsletter/articletype/articleview/arti%20%0B%20%20cleid/3163.aspx



http://www.recreateiontherapy.com/articles/bibliotherapy.html

http://digitalcommons.liberty.edu/cgi/viewcontent.cgi


Myracle, L. (1995). Molding the minds of the young: The history of bibliotherapy as applied to children and adolescents. The ALAN Review, 22(2). Retrieved from http://scholar.lib.vt.edu/ejournals/ALAN/winter95/Myracle.html

Rozalski, M., Stewart, A. L., & Miller, J. (2010). Bibliotherapy: Helping children cope with life's challenges. Kappa Delta Pi Record, 47(1), 33–37.

Shechtman, Z. (2009). Treating child and adolescent aggression through bibliotherapy. New York: Springer, 26–37.

Sullivan, A. K., & Strang, H. R. (2003). Bibliotherapy in the classroom: Using literature to promote the development of emotional intelligence. Childhood Education, 79(2), 74– 80.

Take a break before you move on to the next topic.

Kurotol Aini binti Muhamad MukhtarIPGKTHO

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http://scholar.lib.vt.edu/ejournals/ALAN/winter95/Myracle.html


TOPIC 10 CHILDREN’S LITERATURE IN THE MALAYSIAN PRIMARY

ENGLISH LANGUAGE CURRICULUM (YEAR 1 – YEAR 6)

10.0 SYNOPSIS

This topic introduces you to the children’s literature in Malaysian Primary English Language

curriculum which is implemented to equip pupils with basic language skills in order to enable them

to communicate effectively in a variety of contexts that is appropriate to the pupils’ level of

development. This topic also helps to develop your ability to understand children’s literature and

describe how literature can be used in English language classroom.It also guides you to teach the

pupils to appreciatiate literature through texts read, sing songs, recite rhymes and poems as well

as produce creative works for enjoyment.

10.1 LEARNING OUTCOMES

By the end of this session, you will be able to:

demonstrate an understanding of children’s literature in the Malaysian Primary English

Language Curriculum by examine the literature content of the curiculum

identify and evaluate the different literary genres suitable for the primary English classroom.

demonstrate an awareness of the use of children’s literature in teaching English langugage

through purposeful activities in meaningful contexts.

train the pupils to appreciatiate literature through texts read , sing songs, recite rhymes and

poems as well as produce creative works for enjoyment.

10.2 FRAMEWORK OF TOPICS

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10.2.1. Examine the Literature Content of the Curriculum

The curriculum content is organised in terms of Content Standards and Learning Standards.

Content Standards specify the essential knowledge, skills, understandings and strategies that

pupils need to learn. Learning Standards describe in detail the degree or quality of proficiency that

pupils need to display in relation to the Content Standards for a particular year.

In the initial stages of learning English, pupils will have the opportunity to listen to meaningful

English input, in the form of stories or oral descriptions by teachers based on graphic texts.

Through listening, pupils will become familiar with words that will be introduced in their early

reading and writing lessons. The emphasis in the initial stages will be on vocabulary acquisition.

English is taught as a second language in all Malaysian primary and secondary schools. The

mastery of English is essential for pupils to gain access to information and knowledge written in

English. In line with the government’s policy on strengthening English, the curriculum has been

designed to produce pupils who will be proficient in the language.

The goal of the English language curriculum is to help pupils acquire the language in order to help

them use it in their daily lives, to further their studies, and for work purposes.

This curriculum stresses the development of critical literacy. Teachers will provide opportunities

for pupils to question and evaluate texts that they listen to, read or view. These opportunities are

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essential for achieving personal growth and confidence in functioning as an effective and

productive member of our society. This is in line with the goals of the National Philosophy of

Education which seeks to optimise the intellectual, emotional and spiritual potential of pupils.

The English Language Curriculum for Primary Schools aims to equip pupils with basic language

skills to enable them to communicate effectively in a variety of contexts that is appropriate to the

pupils’ level of development.

In the language arts module, pupils are trained to show appreciation of and demonstrate

understanding of texts read, sing songs, recite rhymes and poems as well as produce creative

works for enjoyment.

Definition of children’s literature

Children’s literature’ can be defined as “the

material created for and widely read, viewed and

heard by children, that has an

imaginative element.”

( Pusat Perkembangan Kurikulum KPM, 2006 )

Children's literature exists as an idea in the adult mind about the ways one speaks to children,

about how we adults configure childhood. Children’s literature celebrates the imagination we think

is necessary for us to engage childhood as adults. It is a way for adults, in short, to distinguish

children from adults ( Barnad, & Winn. 2006 ).

It is probably most useful to define children’s literature broadly, as literature that doesn't exclude

children, family literature, literature for a number of generations ( Laffrodo, 2006 ).

Children’s literature represent our first encounters with literature, in which we hear words used

beautifully and tune ourselves to the rhythms of our language. ( Chech, 2004 ).Children’s

literature is a gymnasium where children enter it, they exercise the imagination, the emotions, the

intelect and even the conscience on moral sensisibility in a way that they can know nowhere else.

( Jones, ( 2001 ).

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Benefits of having Children’s Literature

Personal and Emotional gains

Literature gives enjoyment.

It enriches their understanding of themselves and the world around them.

It develops imagination.

It helps children make sense of their own experience.

It evokes one’s feelings on issues related to life.

Learning Gains

It allows children to learn new ideas and knowledge.

It adds to their understanding of concepts.

It allows children to understand cultural traditions and values and

issues in life.

It allows children to develop respect for self and others.

It encourages them to become aware of their audience.

Language Gains

It helps children develop an awareness of how language works in communication.

It helps them develop an understanding of the meaning of words.

It allows them to experience new ways of using language that bridges

the gap between written and spoken language.

10.2.2 Analyse the Literature Component of the Curriculum

Dokumen Standard Kurikulum Sekolah Rendah ( Modul Teras Asas)

Bahasa Inggeris SK, Bahagian Pembangunan Kurikulum 2010

Dokumen Standard Kurikulum Sekolah Rendah ( Modul Teras Asas)

Bahasa Inggeris SJK, Bahagian Pembangunan Kurikulum 2010

Aims and objectives of the children’s literature programme

To help pupils improve their English through reading simple fiction

To provide a continuum for the literature component introduced in secondary school

To create an enjoyable learning environment

To instil and inculcate the reading habit among pupils.

To enrich pupils’ vocabulary and language content.

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To enhance pupils’ thinking skills.

To promote cultural understanding in the Malaysian context

To improve English language proficiency of pupils.

To provide lively, enjoyable and high-interest readings.

By the end of each year of learning, learners should be able to:

talk about their friends and family confidently and

express concerns about growing up;

sing songs,

recite simple poems and;

tell simple stories;

read and understand simple stories

give an opinion on the story and

write stories,

show an awareness of moral values and love towards the nation.

A Modular Curriculum

The modularity of the standard – based English Language Curriculum (KSSR) is of a modular

structure. By organizing the organizing the curriculum standards under five modules (four for Year

1 and 2), pupils will be able to focus on the development of salient language skills under each

module through purposeful activities in meaningful contexts.

This modular approach does not exclude integration skills. However, skills integration is exploited

strategically to enhance pupil’s development of specific language skills as described in the

content and learning standards in a module. The curriculum is modular in design and this is

reflected in the organization of the content and learning standards.

In order to make learning more meaningful and purposeful, language input is presented under

themes and topics which are appropriate for pupils. Three broad themes have been identified in

the curriculum.

World of Self, Family and Friends;

World of Stories and

World of Knowledge.

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Language Arts

Language Arts Bahasa Inggeris SK Year 1&, 2

The standards for language arts in Year 1 and 2 will explore the power of story, rhyme, and song

to activate pupil’s imagination and interest, thus encouraging them to use English language

widely.

This component will ensure that they benefit from hearing and using language from fictional

as well as non – fiction sources. Through fun – filled and meaningful activities in this component,

pupils will gain a rich and invaluable experience in using the English language. When taught well,

pupils will take pride in their success.

They will also benefit strongly from consistent praise for effort and achievement by the teachers

with the aim of making their learning as rewarding as possible. Pupils will also be encouraged to

plan, prepare and produce simple creative works.

In addition, the Language Arts module also provides pupils an opportunity to integrate, experiment

and apply what they have learnt in the other modules in fun-filled, activity-based and meaningful

experiences.

The standards for language arts in Year 1 and 2 will explore the power of story, rhyme and song

to activate pupils’ imagination and interest, thus encouraging them to use English language

widely. This component will ensure that they benefit from hearing and using language from

fictional as well as non-fictional sources.

Through fun-filled and meaningful activities in this component, pupils will gain a rich and

invaluable experience in using the English language. When taught well, pupils will take pride in

their success. They will also benefit strongly from consistent praise for effort and achievement by

the teachers with the aim of making their learning as rewarding as possible.

Pupils will also be encouraged to plan, prepare and produce simple creative works. In addition,

the Language Arts module also provides pupils an opportunity to integrate, experiment and apply

what they have learnt in the other modules in fun-filled, activity-based and meaningful

experiences.

Table 1 : Content and Learning Standards - Language Arts

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( Bahasa Inggeris SK Year 1 and 2 )

CONTENT STANDARD LEARNING STANDARDYear One

LEARNING STANDARDYear Two

By the end of the 6-year primary

schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs, through performance.

4.1.1 Able to enjoy nursery rhymes, jazz chants and action songs through non-verbal response.

4.1.2 Able to recite nursery rhymes , jazz chants and sing action songs with correct pronunciation and rhythm.

4.1.1.Able to enjoy action songs and jazz chants through non- verbal response.

4.1.2 Able to sing action songs and recite jazz chants with correct pronunciation, rhythm and intonation.

By the end of the 6-year primary schooling pupils will be able to express personal response to literary texts.

4.2.1 Able to demonstrate skills in handling books appropriately.

4.2.2 Able to respond to: a. book covers b. pictures in books with guidance.

4.2.1 Able to respond to: a. book covers b. pictures in books c. characters with guidance.

Language Arts Bahasa Inggeris SJK Year 1, 2 and 3

The standards for language arts in Year 1, 2 and 3 will explore the power of story, rhyme and

song to activate pupils’ imagination and interest, thus encouraging them to use English language

widely.

This component will ensure that they benefit from hearing and using language from fictional as

well as non-fictional sources. Through fun-filled and meaningful activities in this component, pupils

will gain a rich and invaluable experience in using the English language. When taught well, pupils

will take pride in their success.



plan, prepare and produce simple creative works. In addition, the Language Arts module also

provides pupils an opportunity to integrate, experiment and apply what they have learnt in the

other modules in fun-filled, activity-based and meaningful experiences.

Table 2 : Content and Learning Standards Year One and Two- Language Arts( Bahasa Inggeris SJK Years 1, 2 and 3 )

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CONTENT STANDARD

LEARNING STANDARDYear One

LEARNING STANDARD

Year Two

LEARNING STANDARDYear Three

4.1 By the end of the 6-year primary schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs, through performance.

4.1.1 Able to enjoy nursery rhymes and action songs through non-verbal response. 4.1.2 Able to recite nursery rhymes and sing action songs with correct pronunciation and rhythm.

4.1.1 Able to enjoy action songs and jazz chants through non-verbal response. 4.1.2 Able to sing action songs and recite jazz chants with correct pronunciation, rhythm and intonation.

4.1.1 Able to enjoy jazz chants and poems through non-verbal response. 4.1.2 Able to recite jazz chants and poems with correct pronunciation, rhythm and intonation.

4.2 By the end of the 6-year primary schooling pupils will be able to express personal response to literary texts.

4.2.1 Able to demonstrate skills in handling books appropriately. 4.2.2 Able to respond to: a. book covers b. pictures in books with guidance.

4.2.1 Able to respond to: a. book covers b. pictures in books c. characters with guidance.

4.2.1 Able to respond to: a. characters b. place with guidance.

10.2.3 Identify Literary Sources For Children

Reading stories with children introduces them to the complex nature of language and helps them

in acquiring important language skills. However, the type of books read to children contributes to

the depth of their learning. Parents should try to include a variety of books in their read aloud

experience. Different types of genre books are associated with different amounts and types of

language and each will encourage a different dialog or conversation with children.

Let's start this analysis by defining children's literature as both fiction and non-fiction books written

especially for children from 0 to 12 years old. Children's books are classified by the following

genre:

Picture Books.

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Children's books that provide a "visual experience" - telling a

story with pictures. There may or may not be text with the

book. The content of the book, however, can be fully explained

or illustrated with pictures.

Picture Story Books.

Children's books that contain pictures or illustrations that complement the story, often mirroring

the plot. Both the text and the illustrations are important to the development of the story. The

pictures are the "eye-candy" that get people's attention, but the text is also needed to complete

the story.

Suggested Reading:

Quick as a cricket by Don and Audrey Wood

Flower Garden by Eve Bunting

Traditional Literature.

Stories that are passed down from generation to generation, changing slowly over time are called

traditional literature, this is what makes them so fascinating - they provide a link between the past

and the future. The stories, while retaining much of their original flavor and content have to

evolve in subtle ways to remain meaningful in different eras. Traditional literature is a great

starting point to introduce children to the concept of a story and introduce them to different types

of stories or genres and we can further break traditional literature down as:

Suggested Reading:

Goldilocks and Three Bears by James Marshall

The Acorn Tree and other Folktales by Anne F. Rockwell

Folktales

These feature common folks, such as peasants, and commonplace events. There maybe

be some "make-believe" elements, like talking animals, but the stories, overall, sound

logical - even realistic. Folk tales seek to explain things about life, nature, or the human

condition.

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Fairy Tales

Also called "magic stories," these are filled with dreamlike possibility. Fairy tales feature

magical and enchanted forces. They always have a "happily ever after" ending, where

good is rewarded and evil is punished.

Fables

Short stories, in verse or prose, with an moral ending. These types of stories are credited

Aesop (6th century BC), who told tales of animals and other inanimate objects that teach

lessons about life.

Legends

While based in history, these stories embellish the life of a real person. The facts and

adventures of the person are exaggerated, making the individual famous for their deeds.

Myths

Some stories have to be told as related tales to be meaningful. Myths portray themselves

as representing a distant past. They contain common themes and characters, often

"gods." Myths attempt to explain the beginning of the world, natural phenomena, the

relationships between the gods and humans, and the origins of civilization. Myths, like

legends, are stories told as though they were true.

Historical Fiction.

These are stories that are written to portray a time period or convey information about a specific

time period or an historical event. Authors use historical fiction to create drama and interest

based on real events in people's lives. The characters may be real, based on real people, or

entirely made up.

In many ways, these types of books can be more powerful teaching tools than nonfiction,

especially for children. Often, historical fiction presents history from the point of view of young

participants. There are few contemporary accounts of how children have experienced and

participated in Children's historical fiction features youth playing an important, participatory role in

history

Modern Fantasy.

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This broad genre is probably easier to define by example or by what it is NOT. The

stories are contemporary or are nondescript as to when they occur. They are

imaginative tales require young readers to accept elements and story lines that clearly

cannot be true - readers must suspend disbelief. The stories may be based on

animals that talk, elements of science fiction, supernatural or horror, or combinations

of these elements.

Suggested Reading:

Charlottes Web,

Winnie The Pooh,

Alice In the Wonderland,

Willie Wonka and The Chocolate Factory,

The Wizard of Oz.

Realistic Fiction.

Books that are written for today's youths, representing contemporary times, based on real world

situations are called realistic fictions. Similar to historical fiction, except these stories are based

on current events. They feature children as their main characters and often allow young readers

to “experience” different settings, cultures, and situations than what is the norm for their

lifestyle. Children’s realistic fiction features main characters of approximately the age (or slightly

older than) the book’s intended audience. The books present a “real –young person solves that

problem.

Non-fiction or Informational Books.

Books that are designed to help readers learn more about real things. They provide young

readers information without the literary devises common to fiction. They can be a challenging

genre for children because a given presentation about the real – world has to assume

something about a readers abilities, understanding of interest. The challenge is to match high

interest topics with appropriate reading levels and backgrounds knowledge. For example, may

children interested in jets and rockets, but few are ready to read “rocket science”. In schools,

these books have traditionally been used for academic study and research projects.

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Suggested Rea Reading:

Dinosaur Bones by Bob Barner

From Wheat to Pasta by Robert Egan

Biography.

A form of non-fiction that is based on the life of a person. Children enjoy reading stories

about other people - biographies and form an effective "bridge" between storytelling and nonfiction

- after all - everyone's life is a story! Because biographies are almost always published about notable

people in notable fields, biographies are often used to introduce children to the concept of non - fiction.

Biographies can also be extremely motivating young children to dream about when they grow up. The lives

of famous, important people let children see how the process of growing up shapes the opportunities,

choices, and challenges people face in life.

Poetry and Drama.

Poems and drama are important genres that introduce children to verse, prose, rhythm, rhyme, writing

styles, literary devices, symbolism, analogies, and metaphors. From a librarian’s point of view, they are

important because they are written at different reading levels so that a young reader’s interests can be

matched with text that is consistent with their abilities. This is a especially important for “reluctant readers”

that may read below their age group. The simple language used in some poems and drama can be

appreciated by readers of varying abilities, providing a context to teach a variety of language skills.

Suggested Reading:

Sing a Song of Popcorn : Every Child’s Book of Poems by M. White

Read - Aloud Rhymes for the Very Young by Jack Prelutsky

Richard Scarry’s Best Mother Goose by Richard Scarry

The Real Mother Goose by Blanche Wrigh

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Table : 3 Titles for Contemporary Children’s Literature Year 4 (SK)

( Dokumen Standard Kurikulum Sekolah Rendah ( Modul Teras Asas)

Bahasa Inggeris SK, Bahagian Pembangunan Kurikulum 2010 )

1 Tidy Your Room, Tanya! - Pamela RushbyKarisma Productions2

Kedah, PulauPinang,

Perak,Selangor,

Wilayah Persekutuan,

Negeri Sembilan,

Johor, Melaka

2 Tales and Tails -Hyacinth GaudartGapura Cita3.

3The Little Blue Boy -Fatou KeitaDanalis Distributors4.

4 Coral Bay Surprise -Barbara & David Miller Rima Enterprise5

Pahang,Terengganu,

Kelantan, Labuan,

Sabah ,Sarawak

5 Everyone is Good At Something -Peter EthertonFalcon Press6.

6The Humble Prince-Kumara VeluOscar Book International

Samples children’s poetry

Three Little Kittens

Three little kittens

Lost their mittens

And they began to cry

“ Oh Mother dear,

We sadly fear

Our mittens we have lost!”

“ What! Lost your mittens,

You naughty kittens?

Then you shall have no pie!”

“ Meow! Meow! Meow!”

Three little kittens

They found their mittens

And they began to cry

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“ Oh Mother dear,

See here, see here,

Our mittens we have found!”

“ What! Found your mittens,

You darling little kittens?

Then you shall have some pie!”

“ Purr, purr, purr.”

Samples rhymes

Two Little Black Birds

Two little black birds,

Sitting on the wall,

One is Peter, One is Paul

Fly away Peter

Fly away Paul

Come back Peter

Come back Paul

Samples of children’s songs

Que Serra Serra

When I was just a little girl

I asked my mother

What will I be

Will I be preety

Will I be rich

Here’s what she said to me

Que serra serra

What ever will be, will be

The future is not us to see

Que serra serra

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What will be will be

The English Language syllabus has introduced Children’s Contemporary Literature in Year 4, 5

and 6 in order to provide an early beginning and a foundation in literature. Pupils will develop an

understanding of other societies, cultures, values and traditions that will help them in their

emotional and spiritual growth. A follow-up programme to the structured reading programme for

Year 1 and Year 2 pupils.

The implementation of KSSR has put more emphasis in children literature.The standards for

Language Arts in Year 1 and Year 2 will explore the power of story, rhyme and song to activate

pupils’ imagination and interest, thus encouraging them to use English language widely.

The standards for Language Arts in Year 1, Year 2 and Year 3 for SJK will also explore the

power of story, rhyme and song to activate pupils’ imagination and interest, thus encouraging

them to use English language widely.

This component will ensure that they benefit from hearing and using language from fictional as

well as non-fictional sources. Through fun-filled and meaningful activities in this component, pupils

will gain a rich and invaluable experience in using the English language. When taught well, pupils

will take pride in their success.



plan, prepare and produce simple creative works. In addition, the Language Arts module also

provides pupils an opportunity to integrate, experiment and apply what they have learnt in the

other modules in fun-filled, activity-based and meaningful experiences.

The objective of the Language Arts component also complement the reading skills.Students read

and enjoy simple stories and poems and respond to them by talking about people, animals and

moral values in the story or poem, and relating it to one’s life.Students need to read simple texts

and predict outcomes at a level suited to learners’ability.Students also need to read simple texts

and make inferences and draw obvious conclusions.

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Tutorial Question

Task 1

1 ( a ) Choose any literary genre suggested in Year 2 KSSR curriculum. Design one activity

which promote cultural understanding in Malaysian context.

Task 2

2 ( a ) Discuss the importance of having a literature component in the curiculum

( b) Discuss the roles of literature in The English Language Curriculum for Primary Schools

Task 3: Plan a language art lesson on talking about people, animals and moral values in the

story or poem, and relating it to pupils’ life

Task 4: Choose one story suggested in year 4 curriculum. Design an activity you plan to use in

your next literature lesson to help the students follow the plot of the story.

That’s all you have to do. Good Luck!

Dokumen Standard Kurikulum Sekolah Rendah ( Modul Teras Asas) Bahasa Inggeris SK,

Bahagian Pembangunan Kurikulum 2010

Dokumen Standard Kurikulum Sekolah Rendah ( Modul Teras Asas) Bahasa Inggeris SJK,

Bahagian Pembangunan Kurikulum 2010

Access literature : An Introduction to fiction, poetry and drama ( Barnard, B & Winn, F, David,

2006 ) Thomas Wadsworth, Boston USA.

Literature : An Introduction to Reading and writing ( Roberts. V.E & Jacobs, H.E, 1998 ) Prentice-

Hall, New Jersey.

Power Point Kursus Pelaksanaan Program Bacaan Sastera Kontemporari Kanak-Kanak Bahasa

Inggeris Tahun 6 contemporary children’s literature overview & assessment (2006)

Pusat Perkembangan Kurikulum Kementerian Pelajaran Malaysia

Siti Hawa Hasim

IPGKTHO

.

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LGA3101 Children_s Literature TOPIC 9 & 10 Sem 3

Documents

use of bibliotherapy

benefits of bibliotherapy

topics bibliotherapy

anonymous bibliotherapy

reading of books

problematic children

childrens literature

right books