Childhood Comparing childhood today with childhood 50 years ago, there are many dramatic changes. There are new forms of media such as television and the internet. Family structures and emphasis on values today are nothing like they were 50 years ago.
Although the two would merge in the late Victorian era, moral tales and instructional literature defined the genre's early steps at the beginning of the century.
As historians of the genre have documented, European and American cultures saw little need for children's books in the eighteenth century; when that need arose in the late s, it was focused almost exclusively on education.
Although some playful poems and tales did exist early in the nineteenth century, educators, writers, and publishers treated texts for pleasure with suspicion; the style would not become generally accepted as appropriate for children until the second half of the century.
Critics who study children's literature have found that what is viewed as appropriate reading for children adheres closely to a culture's notion of what a child is—a notion that may change considerably from epoch to epoch.
As critic Anne Scott MacLeod has shown, the nineteenth century opened with a prevailing belief in a rational but imperfect child and moved to the Romantic idea of childish purity and innocence.
When late eighteenth-century popular cultures were dominated by religion, either Catholic or Protestant, notions about the nature of children were grounded in the doctrine of Original Sin: As a result, literature written for children—which became considerable in the first half of the nineteenth century—consisted of "moral tales" designed to instruct children in proper behavior, the most important of which was obedience to one's parents and God.
The use of the moral tale had its most active adherents in various Protestant Sunday school movements, popular both in Britain and the United States, through which religious societies disseminated instruction in faith.
Consequently, most of the authors were devout Protestants—especially women concerned with the instruction of children, including most notably Anna Letitia Barbauld and Maria Edgeworth. This literature made no effort to coax or please the child into learning, but instead assumed that indulgence harms children while discipline matures them.
There was also a second, secular branch of instructional literature developing at this time. The image of the rational child—the child as a miniature adult—also encouraged parents to discourage whimsy in their children, turning every activity into a lesson.
A competing construction of the child, however, survived the first part of the century and gradually took precedence in the latter half. Most critics will label this the Romantic figure of the child, finding its expression and inception in the work of the Romantic poets, especially William Wordsworth and Samuel Taylor Coleridge.
As imagined in Wordsworth's The Prelude and "Ode: Intimations of Immortality from Recollections of Early Childhood," the child is not only unfallen and beautiful, but has special perceptive powers denied corrupted adults.
As this image became dominant in the more secular Victorian era, poems, fairy tales, and fantasies designed to entertain children—or to instruct them playfully—shouldered out the didactic literature of the religious societies. When publisher John Harris printed William Roscoe's The Butterfly's Ball inthe virtually nonsensical poem set off a wave of imitators, which Harris published at a fast pace.
English audiences had fairy tales made available to them in print inwhen publishers issued editions of both The Court of Oberon; or, Temple of Fairies, which introduced Mother Goose in a print format, and an English version of the tales collected in Germany by the brothers Grimm.
The books fulfilled a need that was not addressed in the didactic literature, although the heyday of fantasy was still far off. Their participation in the fantastic and often amoral met with the rejection of the leading authors of children's literature, although fairy tales did manage to make some headway even in the early part of the century when their promoters, like the Grimm brothers, refashioned the tales they transcribed into stories palatable to early nineteenth-century middle-class morality.
The gradual blending of these various currents allowed for the prevalence of a hybrid creature in the s, the beginnning of the "golden age" in children's literature, when it became common for children's verse and novels to offer a "sugared pill"—a lesson imbibed through entertainment.
Lewis Carroll marked the extreme in playful entertainment with the publication of Alice's Adventures in Wonderland in By the end of the century, fantasy and adventure novels dominated the market, defined by Carroll, Robert Louis Stevenson, Rudyard Kipling, and Louisa May Alcott, among others.
Although inexpensive adventure novels known as "shilling shockers" or "penny dreadfuls" drew some fire for their sensationalism, they still served an instructional function, as contemporary critics have shown. Recently, several critics have examined in particular how this prolific genre taught children socially accepted gender roles.
They encouraged boys to be ambitious, courageous, and patriotic; they encouraged girls, ultimately, to find pleasure in their families and homes. Although the package had changed considerably, children's literature maintained its educational imperative.In children’s literature books the fairytale of the moms staying home to care for the children and the dads going out to work is portrayed.
Lecture 3 Does children’s literature influence a child’s perspective on society and their role in it? 1. Identify three common literary conventions found within the book.
Explain how literary elements (i.e., tone, mood, and setting) help to convey the context of the story (i.e., historical, social, or psychological). E. Choose one chapter book from part C and do the following: 1.
Identify three common literary conventions found within the book. 2. Home Page \ Assignment Sample \ The way that children's literature works variations on the theme of 'the missing parents' The way that children’s literature works variations on the theme of ‘the missing parents’ Essay.
C. Provide two examples (one chapter book and one picture book) of quality children’s literature, including title and author, for each of the five genres listed in part B (i.e., realistic, fantasy, traditional, poetry, and nonfiction). Children’s Literature Assignment Help An assignment of children’s literature is a method to grasp perfect knowledge about the literature field of study for children.
A children’s literature assignment writing is also filled with a rigorous understanding of the subject along with perfect research/5(K). Published: Mon, 5 Dec Childrens Literature plays a vital role in determining the society to its sublimity. Children are no more called or considered the savages, but as solid pillars of the world.