Children Literature

Andy
Fanny callista
Nita Amelia
Stevent
Children's literature is one of the main
influences forming the personality of the child
by way of contributing to mental, social,
emotional and linguistic growth.
Ruddell, R. (1992), demonstrated the

importance of literature in contributing to
children's education and in enriching their
lives.
 Literature can develop children's insight into
human behavior.
 Literature develops children to improve nature,
human beings, experience, or participation in
various ways.
 Literature can provide experience as if the child
himself experienced it. Like, adventure, struggle
in a challenge.
• Reassuring Literature of the Truth of Life
From literature, people will learn a lot about
life experiences, discuss variously and how to
deal with them and by understanding literary
education from early age children will know or
understand other humans.
The Importance of Literacy Learning for
Children
• Literature to Enrich the Spirit
In reading literature besides entertainment can
enjoy the storyline, impressive depiction of
character must also consider the truth. Here
readers of literature also actively seek out the
meaning contained. Besides that, the teacher
must also choose literary readings in it.
 Literature Beyond National and Age
Boundaries
literary works are works or stories that have
been passed on for generations and will
remain throughout the ages.
For example : Mahabharata and Ramayana
literary works.
• Literature has a polite language
Thus literary works make it easier for
teachers to instill the character of education
in order to make children who are polite,
polite in the surrounding environment as
well wherever they are.
• Literature Makes Culture Human
When literature began since the child sat in
elementary school, then from the beginning he
could understand human life that is simple,
virtuous, and disciplined. It is related to
literature In connection with the habits of
humans associating with truth, beauty, and
kindness
A. Enjoyment Phase
This stage starts from the age of 3-7 years. Primary
school children are invited to enjoy or listen to
stories, song poetry, children's dramas. By listening,
and watching then there will be a feeling of
happiness, pleasure, satisfaction with students
slowly. Love and longing for literature will arise.
B. Award Stage
At this time the child is invited to be half active. how
to create a sense of awe, for example, men imagine
about a character who becomes an idol or vice versa.
Giving pleasure if children can answer questions that
contain feedback from literary works they have just
enjoyed will emerge a sense of wanting to participate
in owning or collecting the work, so that there is a
sense of appreciation for literature.
C. Understanding Phase
This understanding is given to the intricate and
extrinsic understanding of literature, for example,
given the question of who is good and evil, where the
incident occurred, etc. to measure the level of
understanding of the child about literature read.
D. Stage of appreciation
At this stage, students examine the theme and discuss
the values contained in the literary work, criticize,
compare one work with another work.
E. Implication Phase
Phase implications, namely games given
opportunities imply creativity in the field of
literature, according to their respective interests such
as; those who like poetry form poetry groups, those
who like drama are made by studios, and those who
like fiction and short stories are given guidance in
extracurricular form.
A. Literature of Low Class Elementary School
Children
Upper elementary school children's literature
consists of various genres or types and can form oral
and written. The types are different from lullabies,
children's songs, dolan songs, letters games, picture
books, to adventure stories. Various literatures in the
low class, including;
 Song Poetry, Children's Song
 Oral Story
Song Poetry, Children's Song
These poems that are spoken use art / various
non-beautiful uses of language as media. The
beauty of the language of song poetry, as well as
children's songs and songs is accepted through
language games, such as paralism and repetition,
both containing repetitions and words.
Oral Story
The culture of telling children is a universal culture,
which is a culture that has been handed down for
generations. From the story given, the child can get a
variety of education, such as attitudes, morals, good and
bad behavior. Therefore the teacher must be able to
choose stories that contain moral messages, discipline,
which are packaged in children's stories and as much as
possible interesting
B. Literature of High School Elementary School
Children
 Fiction Story
Fiction is a story that contains the mysteries of life that
are related to the life of a child, that is, something that
becomes the content of the conversation and what the
reader wants to convey.
 Realistic Fiction
Realistic fiction is a story that tells about the real
issues of children's life experiences. Realistic fiction
stories show a model of a child's everyday life.
 Novel and Short Story
Novels and short stories have similarities and differences. The
equation is both built by the same intrinsic unsins
(characterization, plot, setting, theme, moral, point of view,
etc.). Differences between novels and stories about story
development.
 Fantasy Fiction
Fantasy stories are stories that show characters, lines,
characters, and others whose truth is doubtful, both the whole
story and only part of the story. The truth here refutes the
expressed reality that occurs in real life.
 Historical Fiction
Historical fiction is a story that is expressed about
extraordinary events or historical features or images of past
life. In this story, historical facts are mixed with imagination.
1. Mention the literary value of children !
2. Why leaning children’s literature is important?
3. There are several stages in children literature
learning, mention and explain briefly !
4. What is the similarities and differences between
novel and short story ?
5. Mention the Literature of High School Elementary
School Children !

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Andy

Ruddell, R. (1992), demonstrated the

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