Running head: ESSAY 1

EDU30001: Imagining the World through Language and Literature

Assignment 1: Essay

Swinburne Online
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This essay will explicate the valuable role of children’s literature to literacy skill

development and language acquisition. Children’s literature has often equivocal and

contentious classifications, and can consist of historical and contemporary fictional or

informative multimodal text such as film, novels, poetry, short stories and visual imagery

(Fellowes & Oakley, 2014). High quality children’s literature has an aesthetic value and

engrosses the participant on an intrinsic emotional, social and cultural level to enrich their

‘scope of experience’ and contribute to their overall sense of identity and understanding of

the world around them (Fellowes& Oakley, 2014, p.513). Furthermore, children’s literature is

an indispensable resource for teaching and supporting the procurement of spoken language

and literacy skills such as listening, reading, viewing, speaking and the creation of oral and

written text, which are required for success across all learning areas in the Australian

Curriculum and life beyond school (Australian Curriculum, Assessment and Reporting

Authority [ACARA], 2017). With consideration to children’s overall social and emotional

development, as well as education, this essay will argue that children’s literature plays a

pivotal role in the evolution of a whole person and is essential for successful lifelong

learning, literacy and language development and participation in society (Fellowes &Oakley,

2014).

According to Yates (2014), children’s literature has the power to engage, change and

provoke intense responses from young participants and plays a dynamic and central role in

developing both expressive and receptive oral language modes. Oral language supports the

whole possibility of learning throughout life and is the dominant means of communication in

human culture (Fellowes & Oakley, 2014). Early childhood and the years before formal

schooling have been identified as a crucial period for evolving oral language and initial

emergent literacy skills, and exposure to quality children’s literature has been proven to play
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a significant role in supporting growth in both these areas of development (Luongo-Orlando,

2010).

Before a child learns to read and write, they need to acquire the building blocks for

literacy; the ability to speak, listen, comprehend, and interact with text. Varied genres of

literature such as picture books, and oral storytelling provide meaningful contexts for

children to acquire skills in both expressive (speaking) and receptive (listening) oral language

(Fellowes & Oakley, 2014). Evidence reveals reading picture books aloud to children

develops a deep love of literature and exposes them to the intricacies of language, the

rhythms and sounds, and further models and develops vocabulary, phonological awareness,

correct grammar and sentence structure. Through frequent reading of quality children’s

literature, like picture books, children are exposed to varied and protracted vocabulary,

accurate and extensive language use through modelled reading experiences, which

contributes to developing their expressive oral communication (Yates, 2014).

In the Early years setting teachers can utilise picture books such as ‘There was an old

lady who swallowed a fly’ by Taback (1997) which incorporates rhyme, rhythm, and

alliteration within the text, to demonstrate sentence structure and phonological patterns of

expressive oral language for children (Luongo-Orlando, 2010). Storytelling which involves

verbal narration of fairy tales or personal experiences is another valuable way to expand

children’s knowledge and use of oral language such as fluency, vocabulary, sentence

structure, word articulation, and the use of voice. Storytelling and other oral mediums which

also incorporate visual gestures such as body language and facial expressions are particularly

integral to young children’s understanding and interpretation, and aide’s comprehension by

demonstrating other non-verbal communication concepts such as mood and emotion

(Fellowes& Oakley, 2014).

The receptive form of oral language is also supported by reading picture books aloud

and storytelling. As children develop the skills to listen, decode and comprehend what they

are hearing, they gain a vitally important component of communication and emergent literacy

(Morris, 2015). In the early years setting, teachers can support oral language and emergent

literacy skills by incorporating the recommended 45 minutes per day of exposure to quality

children’s literature and other oral language experiences, such as show and tell, singing,

conversation or verbal storytelling (Fellowes& Oakley, 2014). In the Early Years Learning

Framework (EYLF), literacy is described as the ability to ‘use language in all its forms’,

through ‘music, movement, dance, storytelling, visual arts, media and drama as well as

talking, listening, viewing, reading and writing’ (Department of Education, Employment and

Workplace Relations, [DEEWR], 2009, p.38). This validates the position that children’s

literature and oral modes of storytelling support expressive and receptive oral language which

underpins holistic literacy attainment.

While it’s a known fact that expressive and receptive oral language is a literacy skill

which is established somewhat naturally in young children, and is proven to be greatly

enhanced through regular exposure to children’s literature, the other traditional literacy skills,

reading, and writing need to be advanced with supportive instruction and resources. In the

Australian Curriculum (AC) literacy is described as ‘students listening to, reading, viewing,

speaking, writing and creating oral, print, visual and digital texts’ for a range of purposes

(ACARA, 2017). In the EYLF children become effective communicators and develop their

emerging literacy when they engage with text and develop perceptions such as sounds of

language, letter sound relationships, concepts of print and the ways that text is structured

(DEEWR, 2009). With regards to relevant literacy curricula, children’s literature continues to

promote expressive and receptive language modes and plays a significant role in supporting

early reading and writing development in formal education settings (Luongo-Orlando, 2010).
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Becoming literate and learning to read, write and interact with text is imperative for

success at school across all learning areas and are skills which are essential for societal

participation in life and work (Lipp & Helfrich, 2016). In formal school settings children’s

encounters with different genres of literature including picture books, poems, novels, works

of non-fiction and magazines to name a few, not only support them to become readers and

writers, but also act as important pedagogical tools (Fellowes& Oakley, 2014). Literature

offers a contextual model for literacy learning and reading and writing progression where

they can begin to understand the themes and purposes of reading and writing as a means of

communication and entertainment.

Children’s literature supports the development of emergent reading when used to

model the highly complex skills and techniques used to read, such as using semantic,

syntactic and graphophonic cuing systems to decode words and interpreting pictorial signs,

using predictions, and background knowledge (Lipp & Helfrich, 2016). Exposure to

children’s literature through regular reading assists children to make the connection between

the letters on the page and the spoken sounds, letter shapes, and names and provides an

understanding of how words can be broken into parts like syllables and how they are formed

by blending. Through read aloud experiences with a variety of literary resources children also

gain an awareness of phrasing, tone and fluency which supports them to develop as

independent readers (Morris, 2015). Children’s literature which uses predictable and rhyming

phrases such as Mem Fox’s ‘Zoo looking’ (1998) can be used to engage children to explore

patterns and opportunities to interact with text in a tactile way can be found with picture

books such as ‘Where’s Spot?’ by Eric Hill, which encourages handling and interaction, and

engages children with excitement (Fellowes &Oakley, 2014).

Emergent writing is also supported by children’s literature in many ways. Through

interaction with a variety of literature genres children learn narrative and story elements and
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are provided with models for their own writing (Winch et al., 2014). Children’s literature

provides a springboard to prompt ideas in their own stories and provides examples of

different structures in varied genres and a sense of story such as characters, settings, conflict,

plot, and solutions (Fellowes& Oakley, 2014). Bingham (2017) agrees that interaction with

good models of writing, like commercially produced children’s literature can illustrate for

children ideas of organisation, but also purpose, audience, vocabulary, expression,

punctuation, spelling and grammar (Bingham, 2017).

While the practice of using children’s literature to enhance oral language and other

traditional literacy skills in education settings is an obvious and incredibly important

application, another significant area of child development that is improved by its use, is social

and emotional growth (Yates, 2014). According to Panteleo (2008), children’s literature is an

incredibly influential resource which acts as a catalyst for evolving young children’s ethical,

cultural, social and personal aptitudes and contributes to their creative and critical thinking

processes, as well as imagination. Children’s literature such as picture books or oral

storytelling, supports them to consider another’s point of view, embrace other people’s

individual and cultural differences, and teaches about the values of society and the greater

world (Ahrens, 2011).

Emotional and social competence is an important factor in a child’s self-confidence

and their ability to effectively communicate, learn, be attentive and listen, solve problems,

and develop relationships with adults and peers. Both the AC and EYLF recognise the

importance of literature to these areas of development, with the AC stating the use of quality

literature is a meaningful context to develop the imagination, application of ideas, flexibility

of thought, ethical reflection and motivation to learn (ACARA, 2017). Furthermore, in the

EYLF, children become effective communicators, creative thinkers and value diversity when
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they ‘explore texts from a range of different perspectives and begin to analyse the meanings’

(DEEWR, 2009, p.41).

Good children’s literature challenges their knowledge and guides them through life’s

complexities and delights, and inculcates a sense of self, acceptance of others and awareness

of diversity and cultural difference (Winch et al., 2014). According to Luongo-Orlando

(2010) progressive children’s literature which depicts authentic portraits of other people’s

experiences and addresses issues such as difference in social class, race, culture, ethnicity,

gender, age, ability and sexual orientation, can raise awareness of issues faced by

marginalised groups and challenge big issues such as power, inequality and stenotypes.

Teachers could incorporate picture books such as ‘Whoever you are’ written by Mem Fox

(1998), which delicately explores the difference and similarities of human beings to develop

compassionate students who embrace difference.

Winch (2014) states that children’s literature can express evocative predicaments

about self and others, tell of humankind’s stories and address the deepest worries in an

aesthetic and artistic way which engages the senses and intellect. Through careful selection of

literature, teachers can explicate common childhood anxieties and struggles such as making

new friends, divorce, bringing home a new baby, moving to a new house or being afraid of

the dark (Winch et al., 2014). In the ‘Franklin series’ author Paulette Bourgeois addresses

these types of childhood struggles and anxieties in the picture books ‘Franklin’s new friend’

(1997) and ‘Franklin in the dark’ (1987). Children’s literature can provide an insight to many

human behaviours and emotions, inform new understandings, model coping strategies and

possible solutions to problems, stimulate curiosity, provide comfort and most importantly

help children to better understand life and develop as a whole person (Winch et al., 2014).
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In conclusion, children’s literature plays a fundamental part in the development of

expressive and receptive oral language, literacy education and social and emotional

development. Language is the central form of communication in human culture and the

ability to orally communicate as well as listen and comprehend the intentions of both text and

other non -verbal communication is supported and made enjoyable to young children with the

use of picture books and storytelling. Children’s literature further supports other traditional

literacy skills and acts as an essential resource used by teachers to model reading, trial

reading, demonstrate good models of writing, and show reading and writings purpose as a

means of communication. The language and early literacy skills developed with support

from children literature are essential for participation at school, as well as having the self-

confidence and capacity to solve problems, develop relationships, be imaginative, value

diversity and be a whole and centred person who can contribute to life beyond school.
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References

Arhens, K. (2011). Picturebooks: Where literature appreciation begins. In B. Kümmerling-

Meibauer (Ed.), Emergent literacy: Children's books from 0 to 3 (pp.77-89).

Amsterdam: John Benjamins.

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2017). Australian

Curriculum: F-10 overview: English:: Australian Curriculum v.8.3. Retrieved from

http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1

Bingham, G., Quinn, M., & Gerde, H. (2017). Examining early childhood teachers’ writing

practices: Associations between pedagogical supports and children’s writing skills.

Early Childhood Research Quarterly, 39(1), 35-46.

Bourgeois, P. (1987). Franklin in the dark. Gosford, NSW: Scholastic Australia.

Bourgeois, P. (1997). Franklin’s new friend. Gosford, NSW: Scholastic Australia.

Department of Education Employment and Workplace Relations. (2009). Belonging, Being

and Becoming - The Early Years Learning Framework for Australia. Canberra:

DEEWR. Retrieved from

https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

Fellowes, J. & Oakley, G. (2014). Language, literacy and early childhood education.

Melbourne: Oxford University Press.

Fox, M. (1998). Whoever you are. Sydney: Hoddder Headline.

Lipp, J.R., & Helfrich, R.R. (2016). Key reading recovery strategies to support classroom

guided reading instruction. Reading Teacher, 69(6), 639-646.

Luongo-Orlando. K. (2010). The cornerstones to early literacy. Markham, Ontario, Canada:

Pembroke Publishers.

Morris, D. (2015). Preventing Early Reading Failure. Reading Teacher, 68(7), 502-509.

doi:10.1002/trtr.1346.

Pantaleo, S. J. (2008). Exploring Student Response to Contemporary Picturebooks. Toronto:

University of Toronto Press, Scholarly Publishing Division.

Taback, S. (1997). There was an old lady who swallowed a fly. New York: Penguin.

Winch, G., Ross, J. R., March, P., Ljungdahl, L., & Holliday, M. (2014). Literacy: reading,

writing and children’s literature. Retrieved from

http://ebookcentral.proquest.com.ezproxy.lib.swin.edu.au

. Yates, S. (2014). Understanding children's literature. Retrieved from

http://ebookcentral.proquest.com.ezproxy.lib.swin.edu.au