March 2004

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March 2004
E. Olivier
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Classification of books

• Format
• Size, shape, illustrations, design, paper,
  binding, typography
• Toy books, board books, wordless books, picture
  books, illustrated books, chapter books
• Genre
• Literature in which the members share common
  characteristics
• Fiction, nonfiction, prose, poetry, realism,
  fantasy

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FormatRatio of text to illustrations

• Wordless picture books no text
• Picture books text pictures tell the story
• Illustrated books text gains more importance
  illustrations are fewer
• Junior novels no illustrations at all

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Books for the early yearsToybooks Board books

• Toybooks
• Toylike elements flaps, levers, fabric, movable
  parts, pop-ups
• Very young children
• Board books
• Heavy cardboard laminated
• Toddlers licking chewing, turned easily
• Value
• Develop closeness mutual enjoyment
• Introduction to the world of literature

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Books for the early yearsMother Goose

• Nursery rhymes
• Written by adults for adults
• Appeal
• Rhythm
• Rhyme
• Humor
• Participation
• Associations with home pleasant surroundings
• Value
• Useful preschool primary grades
• Develop language skills, story sequence
  structure
• Encourage children to read

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Books for the early yearsConcept books

• Organize objects/events into categories
• Data falls into patterns under a general
  concept/idea
• Help children to understand concrete abstract
  ideas
• Counting books alphabet books
• Value
• Introduce clarify objects
• Develop vocabulary language skills

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Books for emergent readersPredictable books

• Patterns allow the reader to predict what is
  going to happen next
• Events are repeated
• Repetition of language
• Rhythm rhyme
• Value
• Children say along or read
• Help children to read naturally

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Books for emergent readersBig books

• Large format books
• A group can see the illustrations text clearly
• Value
• Enjoyment
• Reading instruction
• Shared reading experiences
• Participation
• Reading is placed in a social context

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Books for emergent readersBeginning to read
books

• Children are eager to read on their own
• Easy to read, I can read, Ready to read
• Fantasy, realistic fiction, folk tales
• Value
• Children read new material with a good chance of
  success
• Opportunity to figure out the meaning on their
  own
• Reinforce the idea of reading

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Discussion time

• Visualize your room home when you were a child.
  What in your environment contributed to your
  literary development?
• Plan a concept book for preschool children
• Plan a toy book for preschool children
• What was your favourite rhyme as a child?
  Motivate.

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Picture books

• Any book in which the illustrations are as
  important as the text
• This includes toy board books, Mother Goose,
  concept books books for beginning readers
• Types
• Picture story books
• Narratives that use text illustrations
• Wordless books
• No or very little text
• Picture books of poetry and song
• Narratives in rhyme rhythm

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Evaluating picture books

• Text illustrations should tell the story
• Illustrations should be appropriate
• Clear language
• Characters should be well developed
• No stereotyping
• Accurate setting
• Not be condescending
• Size, type, jacket, title page, text should be
  appropriate
• Paper binding of high quality

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Poetry books

• Concentrated language
• Sound, rhyme, rhythm, figurative language,
  imagery, spacing
• Poetry books may also be narratives
• Good poetry has fresh ideas insight
• Teachers should consider
• Quality
• Age / background
• Poetry preferences
• Cultural diversity
• Variety in form content
• Relationship between childrens experiences
  classroom activities

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Traditional literatureFolktales / Fairy tales

• Origin oral tradition
• Associations with writer Grimms fairy tales
• Formula
• Openings Once upon a time
• Quick presentation of the problem
• Uncomplicated characters good bad
• Quick pace of the plot
• Inevitable fate of the villains
• Value
• Strengthens the imagination
• Simplifies moral questions
• It can promote cultural global awareness

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Traditional literature Fables

• Stories usually about animals that teach a lesson
  
• Stories are short but the meaning complex
• One-line moral at the end
• Aesops tales well-known
• Ages 8 9 years old
• Value
• Quick retellings dramatization
• Cooperative learning

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Traditional literature Myths

• Longer stories that explain the origins of the
  earth
• Focus gods, ancient heroes, ancestors and
  natural phenomena
• Setting home of the gods

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Traditional literature Legends

• Focus on people that are extraordinary
• Based on the lives of real /supposedly real
  people
• King Arthur
• Picture books reflects life in medieval times

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Fantasy

• Elements do not exist outside the imagination
• Categories
• Talking toys Winnie the Pooh
• Personified animals
• Imaginary animals dragons
• Tiny people elves
• Curious occurrences time travel
• Science fiction space travel
• Value
• Helps children understand real life

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Evaluating fantasy

• The fantastic element must be believable
• Fantasy must be central to the story
• Details must be consistent with the rest of the
  story
• Main characters must be plausible believable

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Realistic fiction

• Based on what happened or could have happened
• Common themes
• Common experiences everyday events
• Personal growth physical or emotional maturing
• Relationships with family or friends
• Problems death
• Life in a pluralistic society other countries

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Categories of realistic fiction

• Sports stories
• Animal stories
• Mysteries action and suspense
• Humorous stories
• Good realistic fiction
• Accurate setting
• Avoids clichés in content
• Should avoid didacticism
• Consistent style
• Value
• Helps children see similarities differences
  among peoples

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Informational books

• More nonfiction books than any other writing
• Present facts, concepts generalizations about
  a topic
• Evaluating non-fiction
• Accuracy of facts
• Organization logical
• Writing style interesting understandable
• Illustrations accurate enhance
• Value
• Broadens childrens knowledge

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Discussion time

• What was your favourite folktale and why?
• Read and compare the first line in several
  folktales. Which line is the most effective?
• Select a picture book and evaluate it according
  to the criteria
• Select a book of animal fantasy and one in which
  animals are portrayed realistically. Which do you
  prefer and why?
• Read a fantasy book and evaluate it according to
  the criteria

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Bibliography

• Aesopus, Paxton, T. Rayevsky, R. 1993. Birds of
  a feather and other Aesops fables. New York
  Morrow Junior books J 398.245 AESO.
• Bunting, E. 1994. Smoky night. San Diego Harcourt
  Brace Co J 823 BUNT.
• By die skool. 1993. Boleswa Macmillan 439.368
  KOM. Carle, E. 1987. Papa, please get the moon
  for me. London Hodder and Stoughton J 823
  CARL.
• Corbett, G. 1984. Working in the garden. London
  Walker House J 428.12 COR. De Paola, T. 1985.
  Tomie de Paolas Mother Goose. London Methuen
  Childrens Books FJ 398.9 MOT.
• Dodd, H. Iversen, D. 1999. Hercules and other
  Greek legends. Auckland Lands End 428.6 WILD.
  
• Dupasquier, P. 1993. Follow that chimp. London
  Walker Books J 823.06 DUPA.Fowler, R. 1982. n
  Muis in die huis. Pretoria JP van der Walt.

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• Glazer, J.I. 1997. Introduction to childrens
  literature. Prentice Hall Macmillan.Hawkins, C.
  1983. What's the time, Mr Wolf. Johannesburg
  William Heinemann J 529.7 HAW.
• Hughes, M. 1997. Minibeast encyclopedia. Oxford
  Heinemann Pr 595.7 HUGH.
• Kleynhans, A. Kincaid, E. 1984. Sneeuwitjie
  Ek lees lekker. Kaapstad Human Rossouw J
  398.21 GRI.
• Komnick, G. 1974. Botter aas. Kaapstad Malherbe
  J 839.363 LIND.
• Kruger, J.A. 1991. Kinderkeur n gids tot
  bekroonde Suid-Afrikaanse kleuter-, kinder- en
  jeugboeke sedert 1989. Pretoria UNISA 028.5079
  KRU.
• Lewis, S. 1987. One-minute Greek myths. New York
  Doubleday K 398.45 LEW.
• Loewen, V.H. Pearson, D. 1997. The best book
  for Terry Lee. Auckland Shortland Publications
  Pr 823 BEST.
• Lohann, C. 1986. Kinderlektuur. Pretoria HAUM.

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• Pienkowski, J. 1992. Phone book. London Orchard
  Books J 823 PIEN.
• Rousseau, L. and Harries, K. 1976. Herelandgoed.
  Kaapstad Human Rousseau EDUJ 839.363
  ROUSSEAU.
• Sendak, M. 1967. Wildekanis land. Kaapstad HAUM
  EDUJ 839.363 SENDAK.
• Snyman, L. 1983. Die kind se literatuur.
  Durbanville Kinderpers.
• Small, T. 1991. The legend of William Tell. New
  York Bantam K 398.2 SMA.
• Stock, C. 1991. Armien gaan see toe. Kaapstad
  Human Rousseau J 839.363 STOC.
• Three little pigs. 1983. Brimax Story Time Board
  Books J 398.21 JAC.
• Vels, V. 1999. Liewe Heksie en die rekenaar en
  ander nuwe Liewe Heksie-stories. Kaapstad Human
  en Rousseau J 839.363 VELS

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