Blog #3 - Evaluations

1. Describe how to effectively evaluate books for kids. Is this value based?

I believe to evaluate books for kids, there should be several things taken into consideration. Is it age appropriate, believable, natural, did it have strengths and weaknesses, did it have a theme? All of these things would determine whether or not the evaluator considered the book to be good.

I definitely believe the evaluation issues would be value based. Each evaluator is chosen for specific reasons. Those reasons could be educational, pleasurable, informative, religious, or etc. With those specific interests in mind, the evaluation issues would be value based on those categories.

2. Why do character/setting analysis on children's books? What does it accomplish?

Character and setting analysis should be included by evaluators for a reason similar to what I've mentioned above. Evaluating these issues point out whether or not it is age appropriate. Children have no business reading the same materials that adults might. The most immediate examples that comes to mind are keeping things like profanity, adult settings, or even things like medically related issues away from children. Allowing things such as those to be available for children does not promote a healthy frame of mind. As for the medically related readings, it probably would be too advanced to read in the first place and it might bore them to death! How healthy would that be? By 'censoring' what children read even to the slightest degree, it helps them grow at a pace that is beneficial to everyone involved.

Chapter 2 Blog

Chapter 2 reviews the history of children's literature. It states that before recorded history, family units and tribes shared their traditions and values through stories told around the campfire. Before the 1400's the literary heritage in Europe was mainly based on parchment manuscripts that were handwritten by monks and scribes. Around 1450 Johannes Gutenberg discovered a movable metal type which began the mass production of books. Before 1476 most children's books were not written with their interest in mind, so William Caxton began writing specifically for them. His most important publication may be considered the Fables of Aesop. During the 1600's political upheaval, religious dissent and censorship affected English literature. Book titles began stressing the importance of providing moral instruction for children. Since John Locke envisioned the child's mind as a blank page, he began writing books relating to the healthy upbringing of children. During the 1700's Charles Perrault published what is known today as the Tales of Mother Goose. These writing were mostly fairy tales retold from older traditions. In 1719 Daniel Defoe authored and published the adventure story Robinson Crusoe while in jail. Jean-Jacques Rousseau believed that children should be accompanied in their search for knowledge, so in 1762 he wrote Emile which stressed the importance of harmonious experiences in children's natural development. The Victorian authors of the 1800's were sensitive to the realities of poor children. From that mindset, Charles Dickens wrote about those unfortunate children in his book Oliver Twist. With the 19th century came what may be considered the greatest writer of adventure, Mark Twain and his book The Adventures of Huckleberry Finn. Throughout history, other authors such as John Newberry and Hans Christian Anderson became famous for their input towards children's literature.
Censorship, although it has always existed in some form, became prevalent during the late 1960's and '70's. This censorship covered topics like racism, sexism and other forms of discrimination. There became a period of change regarding children and the family beginning in the late 1800's. Books began stressing the importance of responsibility and self improvement. Books like Little Women by Louisa May Alcott and All-of-a-Kind Family by Sydney Taylor emphasize values of a traditional family. Since the late 1960's, however, children's literature has made changes. The ideal traditional family has declined and is reflective of emotional problems and personal issues as depicted in Meg Rosoff''s, How I live Now.
Overall, I believe this chapter highlights the different roles that authors have taken over the years in consideration of children's literature. It points out how books have changed in relation to the time periods and what their contents may reflect in relation to that specific time.

MY FAVORITE TEACHER!

This topic is very meaningful to me since I've wanted to be a teacher since I was in the second grade! In all honesty there isn't any one thing I can remember about the second grade except the teacher's name - Mrs. Sebesta. My father was in the Army and so we lived in Germany and that is where I was for 2nd grade. Anyway, since I've wanted to teach ever since her class, I guess she must have made an impression on me somehow! But, being that it was over 35 years ago, it's really hard to put my finger on it. I have, however, maintained my dream. I can only guess that she made the class fun, interesting, enriching, pleasant and worthwhile. I only hope that as I become a teacher that I can indeed follow in her footsteps. God Bless You, Mrs. Sebesta, wherever you are!



Life is not what happens to you,
but how you react to it....
for what caused you to react will
surely pass,
but how you continue to react can
only be passed by you.

Chapter 1

This is my summary of Chapter 1.
Through books children discover enjoyment. Books relay heritage from generation to generation. Books provide not only historical fiction, but science fiction, contemporary reading, information, biographies, photographs, realities, concepts and poetry. Reading can develop five areas of emotional intelligence: 1) self awareness, 2) managing emotions, 3) handling anxiety, 4) motivation and 5) sensitivity. It has been determined that literature has profound influences o a child's language development. Those with higher language proficiency are more in control of their ideas, showing unity and planning both in their reading and writing capabilities. Words are not the only means of communicating through books. Wordless books are extremely stimulating for oral and written language. Texts do vary greatly depending on their language. Similes, vivid language and metaphors are a few ways reading is enhanced. Children's literature is an introduction for developing basic operations required for thinking which are: 1) observing, 2) comparing, 3) classifying, 4) hypothesizing, 5) organizing, 6) summarizing, 7) applying and 8) criticizing. Through reading, children develop their stages of personality while developing their self esteem. Literature reinforces to children that their feelings are common. It explores from several viewpoints. It displays various emotions and how they can be dealt with. Literature points out that a persons emotions may be conflicting. Through reading, readers can develop socially. Three types of social development are 1) regulating behavior, 2) promoting personal growth, and 3) perpetuating social order. There are several factors involved in literature responses. Those factors are: 1) factors within readers, 2) factors within texts, 3) factors within contexts, 4) responses, 5) analyzing responses, and 6) motivation. These factors are responsible for increasing or decreasing interest, engagement and critical thinking. Overall, literature can instill values for children. It can be provocative in child development and it can enhance children's responses to every day life.

To me a value is considered a characteristic that people hold in high esteem. I consider respect to be the most valuable characteristic. I believe that through respect, people incorporate other aspects such as patience, understanding, steadfastness, family, religious recognition, politeness, trustworthiness, morals, etc. I learned this value over the years. It possibly originated with my family, but it has grown to incorporate other influences that I've been exposed to over the period of my lifetime. I truly believe that this value can be taught through example, expressions, personality and through direct verbal introduction. I most definitely try to teach this value with the way I carry myself, the speech I choose to use or not use, the locations I frequent, the stickers I do or do not have on my car, or even the clothes that I do or do not wear. I feel it is easily taught on a daily basis for those that may literally be recipients of the influence or not.



Life is not what happens to you,
but how you react to it....
for what caused you to react will
surely pass,
but how you continue to react can
only be passed by you.

Dana Bruns

My very first blog for EDRG 3321 !