Applying Theories to Children’s Literature
Applying Theories to Children’s Literature
By reading books that was written a long time ago and reading the books that are written today, you can see that there are a difference in the theoretical models of childhood development that can be found in children’s literature. Children’s books and the literature have been used to help the children to classify how the world is. So many “thinkers” or “dreamers” thought that children’s development happens in different stages and that with each of the stages; it shows a different challenge for each individual child. When it comes to children’s literature, like “Harold and the Purple Crayon”, if successfully used, the literature can be used for parents to use to help the children to classify with the developmental stage that they are in and sometimes even get the child prepared for the stage that they could be going into next. Author/philosopher Owocki (2001) was once quoted in saying “The children’s unique interests, their ways of knowing, and a dispositions of the influence of how and what extent they participate in early literacy events and in turn of the knowledge is showed by construct.”
There are so many theories of childhood development that parents will find in children’s literature. Looking at it, parenting for mental development can be repeated, focused situation by parents who has small children in mentally based actions (Schaub, 2004). So many different “thinkers” or philosophers have shown many theories that in fact summarize the stages of a child’s development. Take the philosopher, Jean Piaget, he believed in the theories of reasoning or knowledgeable stage of development. Piaget also thought that a child went through four major stages that they go through within their development. They would be sensorimotor, preoperational, concrete and formal. Jean Piaget thought if a child was developmentally fully through these stages then they would understand children’s literature.
When looking at the
By reading books that was written a long time ago and reading the books that are written today, you can see that there are a difference in the theoretical models of childhood development that can be found in children’s literature. Children’s books and the literature have been used to help the children to classify how the world is. So many “thinkers” or “dreamers” thought that children’s development happens in different stages and that with each of the stages; it shows a different challenge for each individual child. When it comes to children’s literature, like “Harold and the Purple Crayon”, if successfully used, the literature can be used for parents to use to help the children to classify with the developmental stage that they are in and sometimes even get the child prepared for the stage that they could be going into next. Author/philosopher Owocki (2001) was once quoted in saying “The children’s unique interests, their ways of knowing, and a dispositions of the influence of how and what extent they participate in early literacy events and in turn of the knowledge is showed by construct.”
There are so many theories of childhood development that parents will find in children’s literature. Looking at it, parenting for mental development can be repeated, focused situation by parents who has small children in mentally based actions (Schaub, 2004). So many different “thinkers” or philosophers have shown many theories that in fact summarize the stages of a child’s development. Take the philosopher, Jean Piaget, he believed in the theories of reasoning or knowledgeable stage of development. Piaget also thought that a child went through four major stages that they go through within their development. They would be sensorimotor, preoperational, concrete and formal. Jean Piaget thought if a child was developmentally fully through these stages then they would understand children’s literature.
When looking at the