EDUC07028 2017 Children's Literature

General Details

Full Title
Children's Literature
Transcript Title
Children's Literature JM
Code
EDUC07028
Attendance
N/A %
Subject Area
EDUC - Education
Department
SOCS - Social Sciences
Level
07 - NFQ Level 7
Credit
05 - 05 Credits
Duration
Semester
Fee
Start Term
2017 - Full Academic Year 2017-18
End Term
9999 - The End of Time
Author(s)
Breda McTaggart, Kate Duke
Programme Membership
SG_HENGL_H08 201700 Bachelor of Arts (Honours) in Humanities in Joint Major: English and Psychology SG_SOSCJOIN_H08 201800 Bachelor of Arts (Honours) in Social Sciences in Joint Major: English and Spanish SG_HENGL_H08 201900 Bachelor of Arts (Honours) in Humanities in Joint Major: English and Psychology
Description

This module aims to give students an insight into the role of literature in the early years of children's development. The importance of reading and the role of children's literature in the affective, imaginative, cognitive and linguistic development of children is explored, as are the influences of different models of care and education. Students will be introduced to a critical assessment of children's literature. …both text and illustration, from fairytales through to contemporary children’s books and they will develop their story-reading and story-telling skills.

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

Discuss the role of storytelling and children's literature in the development of language, imagination, intelligence and literacy in children.

2.

Analyze a range of children's literature looking at both text and illustrations.

3.

Use a variety of sources to locate relevant readings which promote the development of equality, intercultural understanding and anti-bias skills in children in line with Aistear.

4.

Distinguish the dominant discourses operating within children's literature and the enduring forms of children's stories.

5.

Demonstrate key skills in story telling aloud for children.

6.

Explain how books can promote cognitive and linguistic development.

7.

Discuss and critique the uses of illustrations as primary or supplementary and supportive devises for advancing the readers engagement with story developments.

Teaching and Learning Strategies

Lectures and tutorials in which core concepts and issues and modes of story telling and listening skills are presented and analysed in ongoing group discussions

Module Assessment Strategies

Formative and summative assessment designed to assess the students' knowledge of children's literature - both texts and illustrations, their ability to display a knowledge of the role of story telling and reading in the development of language imagination intelligence and literacy in children and to demonstrate key skills in story telling aloud for children.

Repeat Assessments

As above

Indicative Syllabus

Syllabus content:

  • Stories - what are they? enduring forms of children's stories, elements of a good story
  • books and literature in early childhood: babies and books, folk and fairy tales, myths and legends, nursery rhymes, picture books
  • nursery rhymes, sources, printed ballads, song books, folk songs, early stage productions, riddles, lullabies
  • children's literature: sources, classification, pioneers
  • distinguishing good books and good publishers
  • books promoting equal opportunity, diversity and equality
  • discourse analysis and children's books, dominant discourses and alternative challenges
  • language as communication, play, imagination, emotional expression
  • reading stories for children, key skills, props, puppets

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Formative and Summative Assessment Critical assessment of a children's book recently short-listed for one of the children's book awards (Whitbread, Bisto, Smarites etc) . Continuous Assessment Individual Project 50 % Week 7 1,2,3,4,5,6,7
2 Project The student will design, write and produce a children's book of their own for a target age-group and audience. Continuous Assessment UNKNOWN 50 % Week 12 2,3,6,7
             

Full Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Group Learning Flat Classroom Group discussion and analysis with practice story-telling 3 Weekly 3.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Required & Recommended Book List

Recommended Reading
2006 Why Fairy Tales Stick : The Evolution and Relevance of a Genre Routledge

book

Recommended Reading
2009 Children's Literture:Approaches and Territories Palgrave Macmillian, Open University

book

Recommended Reading
2010 The Routledge Companion to Children's Literature Routledge

book

Recommended Reading
2002 The Brothers Grimm: From Enchanted Forests to the Modern World Palgrave Macmillan

book

Module Resources

Non ISBN Literary Resources

Bettelheim, B. (1976) The Uses of Enchantment: The meaning and Importance of Fairy Tales, London, Thames & Hudson

Carpenter H. and Pritchard, M. (1999) The Oxford Companion to Children's Literature, Oxford U.P.

Cleary A. et al (eds)  (2001) Understanding Children Vol. 1, Dublin, Oak Tree

Coats, Karen (2004) Looking Glasses and Neverlands: Lacan, Desire and Subjectivity in Children's Literature, Iowa City, Univ. of Iowa Press

DES/INTO Reading Recovery Programme, Dublin, DES/INTO

Peter Hunt (ed) (1995) Children's Literature: an Illustrated History, Oxford U.P.

Peter Hunt (1999) Understanding Children's Literature, London, Blackwell

Jackson Rosemary (1981) Fantasy: the Literature of Subversion, London, Methuen

Nodelman, Perry (1988) Words about Pictures: the Narrative Art of Children's Picturebooks, Athens, Univ. of Georgia Press

Nodelman, Perry (2008) The Hidden Adult: Defining Children's Literature, Baltimore, John Hopkins Univ.Press

Nikolajeva M. and Carole Scott (2001) How Picture Books Work, London, Routledge

Opie I. & P. Opie (2001) The Language and Lore of Schoolchildren, New York Review of Books

Opie I and P.Opie (eds) (1955) The Oxford Nursery Rhyme Book,  Oxford University Press

Perrault, Charles (1867 and 1969) Perrault's Fairy Tales, New York, Dover

Propp Vladimir, Morphology of the Folktale, trans. Lawrence Scott, Austin, Univ. of Texas

Rose Jacqueline (1993) The Case of Peter Pan, or the Impossibility of Children's Fiction, Univ. of Philadelphia Press

Tatar, Maria (2003) The Hard Facts of the Grimms Fairy Tales, 2nd ed. Princeton U.P.

Tatar, Maria (1992) Off with their Heads! Fairy Tales and the Culture of Childhood, Princeton U.P.

Zipes, Jack (2002) Breaking the Magic Spell: Radical Theories of Folk and Fairy Tales, Kentucky U.P.

Other Resources

Materials for making puppets and books. 

Additional Information

None