About+children's+literacy


 * Language is the means of getting an idea from my brain into yours without surgery. ~Mark Amidon**

** Why read books? **

As children move through their lives, they are exposed to many books. Whether or not they show interest in them is dependent on the way books and reading are presented to them when they are young. Children who are read to by their parents tend to grow up with better pronunciation and comprehension skills (Hill, 2006). They also have a larger vocabulary, and are more imaginative. These aspects are all extremely important, especially as a child progresses through to the later years of school.

These are useful in that they combine the textual approach with visuals. They sometimes feature a protagonist of which the audience can identify with, which children enjoy. This then encourages empathy, which is extremely useful as a child develops socially. They can also question a story's events and a character's actions without having to worry about any possible repercussions. They also encourage a child to expand their imagination, and because they often include new words, a child's vocabulary is extended also.
 * Picture books **

** This text is written under the fantasy genre, and features a young boy, Max, as the protagonist. As the fantasy grows, so do the pictures. Children witness Max taking an adventure, meeting some 'Wild Things' and taming them, before returning to reality to find his food still hot. The pictures, however, are extremely important in the telling of this story. This story falls into the narrative category, as it can be split into the following sections:
 * //Where the Wild Things Are//, by Maurice Sendak


 * Orientation**: where the characters and setting are introduced (the "where", "who" and "what" of the story). Max is punished after misbehaving and is sent to his room, where he dreams up the "Wild Things".
 * Problem (Events and Complication)**: the challenge for the character/s. Max has to tame these creatures.
 * Resolution**: the problem is solved. Max returns home, to a hot meal.

//Theme// This involves why the author wrote the story. It therefore should meet a child's interests, such as how to accept oneself.
 * What makes a good picture book? **

//Character// They should grow throughout the story, as Max does in //Where the Wild Things Are//. Sometimes, the character may be anthropomorphised, in using an animal as a main character, feeling human emotion.

//Setting// This involves the geographical location and time (past, present or future) of the story. Details should be authentic. Sometimes, particular places may evoke particular emotions:
 * forest: unknown, evil, darkness
 * tunnel: journey of self-discovery
 * lamb: new life
 * blossom trees: new life
 * sunshine: light, goodness
 * sunset: end of the story (also often seen in film)
 * mountains: obstacle to overcome

//Plot// This involves the action; in basic texts containing an introduction to the characters and settings. A problem occurs, which is soon solved by the characters (the "happy ending"). It is usually a chronological series of events, even though flashbacks may occur. Plots may demonstrate different patterns of action, such as:
 * predictability (which resonates with children, as they can read along with parts they know)
 * common plots: introduction-problem-resolution
 * quest narrative-a character hero has a journey in which they develop in some way through a series of "tests", and return home heroic, having succeeded in some problem
 * episodic-self-contained chapters-rising action-suspense building-final climax (sometimes using 'cliffhangers' at the end of chapters (Hill, 2006))

//Point of view// Usually told from the first ("I, we") or third ("he, she, they") person perspective, points of view can vary, depending on whose voice is heard. For example, //Little Red Riding Hood// can be told differently, from the perspectives of Granny, the Wolf or Little Red Riding Hood herself. This is evident in the film //Hoodwinked// (Llemire, 2006). Omniscient narrators sometimes tell the story, when someone looks in on the story, who is not directly implicated in the events. Generally, first person narratives are favoured by young children.

//Illustrations// These techniques include watercolour, wax resist, acrylic, collage, pen and ink, wood cut, stitchery and cross-hatching (Hill, 2006). Some children's books are pop-up books, with cardboard lift-outs and so on, to encourage children to become interactive with their story.

//Format and layout, and design of illustrations// The size and shape of a book is very important. A book must be big enough for a child to grasp and read, but it must not be too big, unless it is a classroom big-book. The illustration size and amount of text also helps with the flow of the book. Frames around pictures, as in //Where the Wild Things Are//, can be used, often with a landscape layout. In his text, Sendak allows the readers to be taken on Max's journey as the pictures and frames grow.

//Language style// How does the author use their words and sentences? A character's language should be believable and relevant to children. Sometimes books made to be read aloud work best, as they may contain elements of rhyme and rhythm.


 * What about the pictures themselves? Artistic features found in picture books **

//Line// This can evoke different emotions in a child. For example, "square solid forms suggest stability and strength" (Hill, 2006, p.103).

//Texture// This is achieved through such artistic media as collage and paint. The surface of the medium the artist is working on also helps here.

//Colour// This helps to reflect the mood of the story. Dark pages and images suggest sadness or danger. On the contrary, bright colours evoke feelings of warmth and happiness. The medium used may also assist in mood creation; for example, watercolours may provide dreamlike feelings.

//Perspective// This gives a picture some sense of depth and distance. It also helps signify movement and some form of journey.

//Point of view// Where is the reader's attention focused, on the page? If the page looks 'up', into a sky or high area, readers feel small. However, if the opposite occurs and one looks down, readers feel important, even authoritative.