Engaging the Narrative on Children Literature through the Teaching Extensive Reading

Authors

  • Imron wakhid harits University of Palacky Olomouc

DOI:

https://doi.org/10.14738/assrj.43.2544

Keywords:

teaching children literature, emotional and intellectual connection, constructivism

Abstract

Teaching children literature engages with some of interconnected aspects such as psychology and the literature a well. Such connection represents the emotional and intellectual interaction during the process of teaching and learning children literature. The method for example the approach tries intertwining and supporting during the process of teaching and learning. The life experiences of the reader and the prior knowledge are essential in the teaching of children literature because an intellectual and emotional connection need reconstruct their prior knowledge and experiences to get the new preposition in understanding the children literature texts. This paper examines the teaching children literature in the extensive reading class and its interaction with historical and educational values as well as its literary devices. It also figures aout the process of the readers using their cultural and tradition experiences to engage with the children literature. The terms of engagement is derived from Nikolajeva cognitive criticism, it is the ways of readers how to understand the children literature from inside and outside communication.

Author Biography

Imron wakhid harits, University of Palacky Olomouc

Institute on Education and Social Studies

References

Blachowicz, Camille, Donna Ogle. (2008). Reading Comprehension: Strategies for Independent Learners. New York: Guilford Press

Barone, Diane M. (2011). Children’s Literature in The Classroom. New York: Guifold Press

Desforges, Charles in Bob Moon eta als.(ed).2000. Routledge International Companion to Education. London: Routledge

Erben, Karel Jaromir, Bozena Nemcova.2014. Czech Fairy Tales. European Union: Vitalis

Gray, Louis Herbert. (1918). The Mythology of All Races. Boston: Marshall John Company

Grenby, M. 2004. Children Literature. Edinburg: Edinburg University Press.

Grilli, Giorgia.1997.Myth, Symbol, and Meaning. New York: Routledge.

Hakemulder, Jameljan.2000.The Moral Laboratory. Amsterdam:John Benyamin Publishing

Hasse, Donald. (2008). The Greenwood Encyclopedia of Folktales and Fairy Tales volume 1-3. London: Greenwood Press

Horihan, Margery. 1997. Deconstructing the Hero.London:Routledge.

Hunt, Peter (ed.). 2003. Literature for Children. London: Routledge

Luthi, Max.1982.European Folktale: Form and Nature. Bloomington: Indiana University Press

Lynch-brown, Carol , Carl M. Tomlinson.1999.Essential of Children Literature.Boston:Allyn and Bacon.

Marczyk, Geoffrey, David de Matteo, David Festinger.2005. Essential of Research Design and Methodology. New Jersey: John Wiley and Sons inc.

Nikolajeva, Maria. (2014).Reading for Learning. Amsterdam: John Benjamin Publishing company

Nikolajeva, Maria. Beyond The Grammar of Story, or How Can Children Literature Criticism Benefit from Narrative Theory? Children's Literature Association Quarterly, Volume 28, Number 1,Spring 2003, pp. 5-16. DOI: 10.1353/chq.0.1702

Wolf, Shelby A. (2004). Interpreting Literature with Children. London: Lawrence Erlbaum Associates

Zipes, Jack.(2000). The Oxford Companion to Fairy Tales. New York: Oxford University

Downloads

Published

2017-02-15

How to Cite

harits, I. wakhid. (2017). Engaging the Narrative on Children Literature through the Teaching Extensive Reading. Advances in Social Sciences Research Journal, 4(3). https://doi.org/10.14738/assrj.43.2544