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Children's literature or juvenile literature includes stories, books, magazines, and poems that are created for children. In addition to conventional literary genres, modern child…
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Investigate this subjectChildren's literature or juvenile literature includes stories, books, magazines, and poems that are created for children. In addition to conventional literary genres, modern children's literature is classified by the intended age of the reader, ranging from picture books for the very young to young adult fiction for those nearing maturity.
Children's literature or juvenile literature includes stories, books, magazines, and poems that are created for children. In addition to conventional literary genres, modern children's literature is classified by the intended age of the reader, ranging from picture books for the very young to young adult fiction for those nearing maturity.
Children's literature can be traced to traditional stories like fairy tales, which have only been identified as children's literature since the seventeenth century, and songs, part of a wider oral tradition, which adults shared with children before publishing existed. The development of early children's literature, before printing was invented, is difficult to trace. Even after printing became widespread, many classic "children's" tales were originally created for adults and later adapted for a younger audience. Since the fifteenth century much literature has been aimed specifically at children, often with a moral or religious message. Children's literature has been shaped by religious sources, like Puritan traditions, or by more philosophical and scientific standpoints with the influences of Charles Darwin and John Locke. The late nineteenth and early twentieth centuries are known as the "Golden Age of Children's Literature" because many classic children's books were published then.
There is no single, universally accepted definition of children's literature. It is broadly defined as the body of written works and accompanying illustrations produced in order to entertain or instruct young people. This body of literature encompasses a wide range of works, including acknowledged classics of world literature, picture books and easy-to-read stories written exclusively for children, and fairy tales, lullabies, fables, folk songs, and other works that originate from oral traditions. It can be more specifically defined as fiction, non-fiction, poetry, or drama intended for and used by children and young people. One writer on children's literature defines it as "all books written for children, excluding works such as comic books, joke books, cartoon books, and non-fiction works that are not intended to be read from front to back, such as dictionaries, encyclopedias, and other reference materials". However, others would argue that children's comics should also be included: "Children's Literature studies has traditionally treated comics fitfully and superficially despite the importance of comics as a global phenomenon associated with children".
The International Companion Encyclopedia of Children's Literature notes that "the boundaries of genre... are not fixed but blurred". Sometimes, no agreement can be reached about whether a given work is best categorized as literature for adults or children. Some works defy easy categorization. J. K. Rowling's Harry Potter series was written and marketed for children, but it is also popular among adults. The series' extreme popularity led The New York Times to create a separate bestseller list for children's books.
Despite the widespread association of children's literature with picture books, spoken narratives existed before printing, and the root of many children's tales go back to ancient storytellers. Seth Lerer, in the opening of Children's Literature: A Reader's History from Aesop to Harry Potter, says, "This book presents a history of what children have heard and read.... The history I write of is a history of reception."
Early children's literature consisted of spoken stories, songs, and poems, used to educate, instruct, and entertain children.
It was only in the eighteenth century, with the development of the concept of childhood, that a separate genre of children's literature began to emerge, with its own divisions, expectations, and canon. The earliest of these books were educational books, books on conduct, and simple ABCs—often decorated with animals, plants, and anthropomorphic letters.
In 1962, French historian Philippe Ariès argued in his book Centuries of Childhood that the modern concept of childhood only emerged in recent times. He explains that children were in the past not considered as fundamentally different from adults and were not given significantly different treatment.
As evidence for this position, he notes that, apart from instructional and didactic texts for children written by clerics like the Venerable Bede and Ælfric of Eynsham, there was a lack of any genuine literature aimed specifically at children before the 18th century.
Other scholars have qualified this viewpoint by noting that there was a literature designed to convey the values, attitudes, and information necessary for children within their cultures, such as the Play of Daniel from the twelfth century. Pre-modern children's literature, therefore, tended to be of a didactic and moralistic nature, with the purpose of conveying conduct-related, educational and religious lessons.
During the seventeenth century, the concept of childhood began to emerge in Europe. Adults saw children as separate beings, innocent and in need of protection and training by the adults around them. The English philosopher John Locke developed his theory of the tabula rasa in his 1690 An Essay Concerning Human Understanding. In Locke's philosophy, tabula rasa was the theory that the (human) mind is at birth a "blank slate" without rules for processing data, and that data is added and rules for processing are formed solely by one's sensory experiences. A corollary of this doctrine was that the mind of the child was born blank and that it was the duty of the parents to imbue the child with correct notions. Locke himself emphasized the importance of providing children with "easy pleasant books" to develop their minds rather than using force to compel them: "Children may be cozen'd into a knowledge of the letters; be taught to read, without perceiving it to be anything but a sport, and play themselves into that which others are whipp'd for." He also suggested that pic
Source: Children's literature (CC BY-SA)
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