Children's Literature: Classifications, Strategies, and Curriculum

This report provides a comprehensive overview of children's literature, beginning with a classification of genres, including traditional literature, fiction, and poetry, with subgenres such as myths, fables, and fairy tales. It then delves into various teaching strategies for narrative creation, emphasizing the importance of creating a supportive learning environment and incorporating activities like shared reading and discussions. The report connects these strategies to the Australian English Curriculum, highlighting the development of oral language, vocabulary, and comprehension skills. It also stresses the significance of print-rich environments, the use of first language for ESL learners, and the understanding of the alphabetic principle. Furthermore, it discusses the role of invented spelling and phonemic awareness in early literacy development, concluding with the importance of tying learning goals to storytelling for effective teaching.

Leaning Experience

Table of Contents
Classifications of Children’s Literature.............................................................................................................................2
Genre.......................................................................................................................................................................................... 2
Noodle head Stories.............................................................................................................................................................. 3
Tall Tales.................................................................................................................................................................................... 3
Cumulative Tales.................................................................................................................................................................... 4
Pour quoi Stories....................................................................................................................................................................4
Talking Beast Tales............................................................................................................................................................... 4
Myths Explain:.........................................................................................................................................................................4
Teaching Strategies in Creation of Narrative.................................................................................................................4
Learning experiences link to the Australian English Curriculum.........................................................................8
Learning Experiences............................................................................................................................................................... 9
Learning Experience 1:........................................................................................................................................................9
Learning Experience 2:........................................................................................................................................................9
Learning Experience 3:........................................................................................................................................................9
Reference:............................................................................................................................................................................... 10

Classifications of Children’s Literature
Children's literature can be partitioned into various classifications, yet it is most effortlessly
ordered by or the expected age of the pursuer.
Genre
A scholarly genre is a classification of artistic organizations. Genres might be dictated by strategy,
tone, substance, or length (Gould and et.al., 2015). As per Anderson, there are six classes of
youngsters' writing (with some huge subgenres):
Picture books, including idea books that educate the letters in order or meaning illustration, design
books, and silent books.
Conventional writing, including folktales, which pass on the legends, traditions, superstitions, and
convictions of individuals in past civic establishments (Anaya, Luque and Peinado, 2016). This
genre can be further broken into subgenres: myths, tales, legends, and tall tales
Fiction, including dream, practical fiction, and chronicled fiction
 Fiction
 Nonfiction
 Poetry
 Fiction
 Traditional
 Literature
o Fables
o Folktales
o Myths
o Legends + Hero Tales
o Folk Epics
 Fantasy
o High Fantasy
 Fantastic Stories
 Science Fiction
 Historical Realism
 Contemporary
 Fiction
 Mysteries
 + Thrillers
 Animal Stories
 Contemporary Realism
Orally authored by “everyday” people from cultures around the world and various time periods, yet
they express the same desire for “social acceptance and material comfort” that show “the
universality of human wishes.” Traditional literature has been recorded, retold and often adapted
for children (Bassford and et.al., 2016).

Short stories with clear conflicts, where the purpose of the story is a moral or lesson stated at the
end of the fable. The characters are often animals who represent single traits.
The Lion and the Mouse by Jerry Pinkney
Quick stories that use rhyme, a simple chronological plot, and repeating phrases and imagery to
make them memorable (Kolb, 2014). The characters are people or personified animals living in
vague settings with tones ranging from dark to sentimental. The themes and settings vary, however
are similar between stories. Endings are often brief and can be a short as “they lived happily ever
after.” The multiple subgenres often overlap each other (Arends, 2014).
Fairy Tales
• Featuring magic, spells, enchantment and happy endings.
• Common characters: fairies, witches, royalty, stepmothers, elves
Noodle headStories
About a kind character who makes lots of mistakes
Tall Tales
Fantastical tales of folk heroes or heroines
Cumulative Tales
Story builds by a "series of additions"
Pour quoi Stories
"Pour quoi" meaning "why" in French, pour quoi stories provide explanations, often of natural
phenomena.
Talking Beast Tales
Folktales in which most of the characters are personified animals, occasionally interacting with a
person.
“Stories that originate in the beliefs of nations and present episodes in which supernatural forces
operate”
Myths Explain:
Creation, religion, and divinities
Meaning of life and death
Causes of good and evil

Teaching Strategies in Creation of Narrative
Teachers give a coordinated way to deal with perusing that backings the improvement of oral
dialect, vocabulary, grammar, perusing familiarity, perception and the proficiencies of new
advancements (Trigwell, Ashwin and Millan, 2013).
While the confirmation shows that some showing methodologies are more compelling than others,
nobody approach of itself can address the mind boggling nature of perusing troubles. An
incorporated approach requires that teachers have an intensive comprehension of a scope of
compelling methodologies, and in addition knowing when and why to apply them.
According to the view point of Hart and Risley 1995, this a time period where majority of
children starts acquiring extensive differing qualities. Furthermore, these qualities are linked with
areas such as composed dialect encounter and oral areas. It can be also stated that there are certain
situations in which kid’s starts facing experience related to sorts and assets (Boud, Keogh and
Walker, 2013). This can be justified by the example that in this age some kids are more interested in
watching the perusing and composing of folks whereas other are not interested in such as kind of
activities (McGill-Franzen and Lanford 1994).
This means nobody showing strategy or approach is probably going to be the best for all kids
(Strickland 1994). Or maybe, great teachers bring into play an assortment of instructing procedures
that can envelop the colossal differences of youngsters in schools. Brilliant direction expands on
what youngsters definitely know, and can do, and gives information, abilities, and auras for long
lasting learning. Youngsters need to learn not just the specialized aptitudes of perusing and
composing additionally how to utilize these devices to better their reasoning and thinking (Wahidi,
and et.al., 2014).
The absolute most vital movement for building these understandings and abilities crucial for
perusing achievement gives off an impression of being perusing so anyone might hear to
youngsters (Wells 1985; Bus, Van Ijzendoorn, and Pellegrini 1995). Superb book perusing happens
when kids feel candidly secure (Bus and Van Ijzendoorn 1995; Bus et al. 1997) and are dynamic
members in perusing (Whitehurst et al. 1994). Asking prescient and investigative inquiries in little
gathering settings seems to influence youngsters' vocabulary and appreciation of stories (Karweit
and Wasik 1996). Youngsters may discuss the photos, retell the story, talk about their most loved
activities, and demand different rereadings. The discussion encompasses the storybook perusing
that gives it control, helping kids to scaffold what is in the story and their own lives (Dickinson and
Smith 1994; Snow et al. 1995). Snow (1991) has depicted these sorts of discussions as
"decontextualized dialect" in which teachers may initiate more elevated amount thinking by moving
encounters in stories from what the kids may find before them to what they can envision.
Youngsters additionally require chance to practice what they've found out about print with their
companions and all alone. Contemplates propose that the physical course of action of the classroom
can advance time with books (Morrow and Weinstein 1986; Neuman and Roskos 1997). A key
region is the classroom library – an accumulation of alluring stories and enlightening books that
furnishes kids with prompt access to books. Customary visits to the school or open library and
library card enrollment guarantee that kids' accumulations remain consistently overhauled and
may help kids build up the propensity for perusing as long lasting learning (McCallum, Lamont and
Kerr, 2016). In agreeable library settings kids frequently will claim to peruse, utilizing visual

prompts to recall the expressions of their most loved stories. Despite the fact that studies have
demonstrated that these imagine readings are only that (Ehri and Sweet 1991), such visual
readings may show significant learning about the worldwide components of perusing and its
motivations.
Storybooks are by all account not the only method for giving youngsters introduction to composed
dialect. Youngsters take in a great deal about perusing from the names, signs, and different sorts of
print they see around them (McGee, Lomax, and Head 1988; Neuman and Roskos 1993). Profoundly
unmistakable print marks on items, signs, and release sheets in classrooms show the commonsense
employments of composed dialect. In situations rich with print, kids join education into their
sensational play (Morrow 1990; Vukelich 1994; Neuman and Roskos 1997), utilizing these
specialized apparatuses to improve the dramatization and authenticity of the imagine
circumstance. These regular, fun loving encounters independent from anyone else don't make most
youngsters perusers. Or maybe they open youngsters to an assortment of print encounters and the
procedures of perusing for genuine purposes (Clark and Mayer, 2016).
For kids whose essential dialect is other than English, concentrates on have demonstrated that a
solid premise in a first dialect advances school accomplishment in a moment dialect (Cummins
1979). Youngsters who are learning English as a second dialect will probably get to be perusers and
journalists of English when they are as of now acquainted with the vocabulary and ideas in their
essential dialect. In this regard, oral and composed dialect encounters ought to be viewed as an
added substance handle, guaranteeing that youngsters can keep up their home dialect while
additionally figuring out how to talk and read English (Wong Fillmore, 1991). Counting non-English
materials and assets to the degree conceivable can bolster kids' first dialect while youngsters get
oral capability in English.
A key knowledge created in kids' initial years through direction is the alphabetic standard, the
understanding that there is an orderly relationship amongst letters and sounds (Adams 1990). The
exploration of Gibson and Levin (1975) demonstrates that the states of letters are found out by
recognizing one character from another by its kind of spatial elements. Teachers will regularly
include youngsters in looking at letter shapes, helping them to separate various letters outwardly.
Letter set books and letter set riddles in which youngsters can see and contrast letters might be a
key with effective and simple learning.
In the meantime youngsters find out about the hints of dialect through presentation to etymological
mindfulness amusements, nursery rhymes, and musical exercises. Some exploration recommends
that the underlying foundations of phonemic mindfulness, an intense indicator of later perusing
achievement, are found in customary rhyming, skipping, and word amusements (Bryant et al.
1990). In one study, for instance (Maclean, Bryant, and Bradley 1987), analysts found that three-
year-old kids' information of nursery rhymes particularly identified with their more dynamic
phonological learning later on. Drawing in youngsters in choral readings of rhymes and rhythms
permits them to relate the images with the sounds they hear in these words.
Teaching strategies can be used very effectively in overall growth and development of a child in
classroom. However, it can be argued that there is certain area which needs to be taken into
consideration while using such kind of strategies. Teachers can share their own stories with
students just for fun in order to enhance their learning in completely new manner. Along with this,
stories can be also included in introduction (Bradley and Bryant 1983; Lundberg, Frost, and
Petersen 1988; Cunningham 1990; Bryne and Fielding-Barnsley 1991). One of the main and most
important things which need to be considered during storytelling is to tie learning goal. Therefore,
in this manner teacher can effectively carry out their task of making the students learn new things.

However, whether such preparing is proper for more youthful age youngsters is exceptionally
suspect. Different researchers find that kids advantage most from such preparing simply after they
have adapted some letter names, shapes, and sounds and can apply what they figure out how to
genuine perusing in important settings (Cunningham 1990; Foorman et al. 1991). Indeed, even at
this later age, be that as it may, numerous kids obtain phonemic mindfulness aptitudes without
particular preparing however as an outcome of figuring out how to peruse (Wagner and Torgesen
1987; Ehri 1994). In the preschool years sharpening kids to sound likenesses does not appear to be
firmly reliant on formal preparing but instead from listening to designed, unsurprising writings
while getting a charge out of the vibe of perusing and dialect.
Youngsters get a working information of the alphabetic framework through perusing as well as
through composing. A classic study by Read (1971) found that even without formal spelling
guideline, preschoolers utilize their unsaid information of phonological relations to spell words.
Created spelling (or phonic spelling) alludes to novices' utilization of the images they connect with
the sounds they hear in the words they wish to compose. For instance, a youngster may at first
compose b or bk for the word bicycle, to be trailed by more conventionalized structures later on.
A few instructors may ponder whether imagined spelling advances poor spelling propensities.
Unexpectedly, ponders recommend that brief concocted spelling may add to starting perusing
(Chomsky 1979; Clarke 1988). One study, for instance, found that youngsters profited from utilizing
designed spelling contrasted with having the teacher give rectify spellings in composing (Clarke
1988). In spite of the fact that youngsters' developed spellings did not agree to right spellings, the
procedure urged them to contemplate letter-sound relations. As youngsters participate in
composing, they are figuring out how to fragment the words they wish to spell into constituent
sounds.
Classrooms that give youngsters general chances to communicate on paper, without feeling
excessively obliged for right spelling and appropriate handwriting, additionally help kids
comprehend that composition has genuine reason (Graves 1983; Sulzby 1985; Dyson 1988).
Teachers can sort out circumstances that both show the written work handle and get youngsters
effectively included in it. A few teachers serve as copyists and help youngsters record their
thoughts, remembering the harmony between kids doing it without anyone else's help and
requesting help. To start with these items likely underline pictures with few endeavors at
composing letters or words. With support, youngsters start to mark their photos, recount stories,
and endeavor to compose stories about the photos they have drawn. Such fledgling written work
movement sends the critical message that composition is not simply handwriting rehearse –
youngsters are utilizing their own words to form a message to speak with others.

Learning experiences link to the Australian English
Curriculum
The Australian Curriculum portrays a learning qualification for every Australian understudy. It sets
out what youngsters ought to be instructed (through the determination of educational programs
content from learning regions, general capacities and cross-educational modules needs) and a
desire of the nature of their learning (degree of information, profundity of comprehension and
complexity of abilities portrayed through accomplishment models).
The Melbourne Declaration on Educational Goals for Young Australians recognizes three general
classes of results that the educational programs ought to convey for understudies (see Box 3). In
this way the Australian Curriculum is created regarding learning range information, comprehension
and abilities and general capacities.
The Australian Curriculum depicts information, abilities and comprehension composed by learning
territories. The choice of substance for specific learning zones considers the fast extension in
collections of information and the difficulties this presents for educational programs improvement.
For every learning range, the Australian Curriculum underscores the information, comprehension
and aptitudes that shape the privilege of a learning territory. Teachers are capable to pick how best
to present ideas and procedures and how to logically develop comprehension to amplify the
engagement and learning of each understudy.
The Australian Curriculum is intended to guarantee understudies build up the learning and
understanding on which the real teaches are based. Every teach offers an unmistakable focal point
through which we decipher encounter, figure out what considers confirm and a decent contention
for activity, examine learning and contention, make judgments about esteem and add to
information
Elements of narrative construction
Story mapping – It is kind of element in narrative construction which lays emphasis on developing
a set of different design that are linked with prewriting and post reading activities . Along with
this, children indulge in such activity needs to focus upon four key areas which are character,
conflict, setting and resolution development.
Use of the five senses and language selection- it is another effective element which can be taken into
consideration. Furthermore, one of the key and most important things in the area of descriptive writing is
related to the use of five senses. However, the sixth sense should be used in such as way that it only used
to have a look at different things. Children can be taught how they can use their five senses to describe a
particular character or personality.

Learning Experiences
Learning Experience 1:
What basically I have learned from this assignment is how to deal with kids in the best possible
manner. Here, I have conducted an activity where I have asked all children to arrange all the pages
laying on floor on the basis of months starting from January to December.
Learning Experience 2:
In terms of learning experience 2 , it can be stated that I tore a sheet of paper into four different
parts. This will generally do with an objective to allow children to make sequence of squares over
the sheet. This activity has helped children to understand the importance of team working and how
they can do it in the best possible manner.
Learning Experience 3:
Here, I have been looking forward for some scientific learning as I asked children to cut down the
pages and take of print from the book how bees make hone. It has helped the children to improve
their overall vocabulary.

Reference:
 Children's literature. Available at:
https://en.wikipedia.org/wiki/Children%27s_literature[Accessed November 3, 2016]
 Genres in Children's Literature. Available at:
https://prezi.com/_u6tax1voyq5/genres-in-childrens-literature/[Accessed November 3,
2016]
 Edu Research Matter. Available at:
http://www.aare.edu.au/blog/?p=922[Accessed November 3, 2016]
 What Research Reveals. Available at:
http://www.readingrockets.org/article/learning-read-and-write-what-research-
reveals[Accessed November 3, 2016]

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