Chabot College
Fall 2001
Replaced Fall 2010
Course Outline For Early Childhood Development 61
LITERATURE FOR THE YOUNG CHILD
Catalog Description:
61 - Literature For The Young Child
3 units
Selection, evaluation and use of fiction, non-fiction, prose and poetry from existing
written and/or recorded children's literature for appropriate class presentation. Includes
puppets, flannel boards and props. Role of books in early literacy. 3 hours.
[Typical contact hours: 52.5]
Prerequisite Skills:
None.
Expected Outcome for Students:
Upon completion of this course, the student should be able to:
1.
demonstrate understanding of the history and development of children's literature;
2.
show familiarity with the various genres of children's literature and how each
might be integrated into the curriculum;
3.
evaluate criteria for children's picture books, fiction, and nonfiction;
4.
know the elements of fiction and illustration as they apply to evaluation and
analysis of literature;
5.
appreciate the aesthetic quality of illustrations in children's picture books, as well
as to perceive the illustrations' contributions to the story;
6.
understand developmental stages and types of books appropriate to use within
each stage;
7.
design and teach literature lessons which encompass a variety of literature-related
activities and purposes;
8.
demonstrate an ability to read orally both prose and poetry in an entertaining
fashion and to develop storytelling techniques;
9.
know many notable children's books and their authors and illustrators;
10.
show awareness of the way diverse cultures (past and present) are portrayed in
children's literature;
11.
demonstrate skills in selecting anti-bias literature for children;
12.
demonstrate familiarity with various internet sites related to children's literature as
well as other literature-related media such as CD-ROM; videotapes, and
audiotapes.
Course Content:
1.
2.
3.
Definition of children's literature
History and development of children's literature
Genres of children's literature
a.
Traditional literature
b.
Poetry
c.
Fantasy and science fiction
Chabot College
Course Outline for ECD 61, Page 2
Fall 2001
4.
5.
6.
7.
8.
9.
10.
d.
Realistic fiction
e.
Historical fiction
f.
Informational books and biographies
g.
Picture books
Evaluation of genres
Reading aloud
a.
Rationale
b.
Stages of reading aloud
c.
Dos and don'ts of reading aloud
Presenting literature
a.
Storytelling
b.
"Booktalks"
c.
Audio-visual stories
d.
Flannel board stories
e.
Puppetry
Internet resources
Multicultural/International literature
Teaching strategies using literature
Planning the literature curriculum, supporting
a.
Language development
b.
Intellectual development
c.
Personality development
d.
Social and moral development
e.
Aesthetic and creative development
Methods of Presentation:
1.
2.
3.
4.
5.
Lectures, discussion, and demonstrations
Guests
a.
Storyteller
b.
Children's librarian
c.
Classroom teacher
Audio-visual materials
Internet
Visit public/college library
Assignments and Methods of Evaluating Student Progress:
1.
Typical Assignments
a.
Reading and writing:
1)
Read the chapter "Defining Literature for Children". Find a copy
of a fiction book that you enjoyed as a child and provide two typed
pages of written rationale to explain why it is your "all-time
favorite" children's book. Describe the book, evaluating its
strengths and weaknesses based upon the elements of fiction (plot,
characters, setting, theme, and style).
2)
Select and read three folktales from four different continents and
cultures, such as Asia/Japanese, African/Nigerian, North
Chabot College
Course Outline for ECD 61, Page 3
Fall 2001
2.
America/Native American, and Europe/German. Use the
description of common features usually found in folktales. Then
examine the settings, the narrative style, and the characters in the
selected folktales for the degree of consistency within and between
cultures. Report your findings in at least three typed pages with
attention to spelling and grammar.
b.
Group project:
1)
Select three picture books. Process the following information for
each book:
a)
Discuss the themes (characters, settings, plot, author's style)
found in your book. What was strong and/or weak about
the author's handling of this element?
b)
Which story elements did you find in the illustrations, but
not in the text? In the text, but not in the illustrations?
c)
How do the illustrations contribute to the story?
d)
How does the illustrator's choice of medium, artistic style,
or visual elements affect the story?
e)
Which aspects of this book may or may not make it
appealing to children?
f)
hat visual clues may enable non-readers to enjoy this book
by themselves?
g)
Why is this book appropriate for read aloud to children?
Why or why not?
c.
Presentation:
1)
Choose one of the following activities:
a)
Select and learn a story for storytelling or select a trade
book and develop a booktalk about it. Before presenting to
the class, either present to a group of children or have
someone videotape your presentation. Report your
reactions to the chosen activity and critique yourself, noting
both strengths and weaknesses of your presentation.
d.
Portfolio Assignment:
1)
Choose from the Caldecott list (winners and honor books) ten
picture storybooks that are of particular interest to you. For each
of the selected books, analyze the illustrations' contribution to the
story in terms of line, color, shape, texture, and composition.
Record your findings for each book.
Methods of Evaluating Student Progress
a.
Reading assignments:
1)
Preparation for class discussion
2)
Group response to weekly topic
b.
Homework assignments:
1)
"All-time favorite" book with written rationale
2)
Example of an excellent and a poor read aloud picture book with
written evaluation of each book
3)
Multicultural or international literature books (3) with written
response to the questions:
a)
How is the microculture represented?
Chabot College
Course Outline for ECD 61, Page 4
Fall 2001
3.
b)
Are the images current?
c)
Is there evidence of stereotyping?
c.
Presentations:
1)
read aloud presentation of an age-appropriate story for a chosen
age group of children using the "into, through, and beyond" format.
2)
Storytelling or "booktalk" with self critique, noting strengths and
weaknesses
d.
Portfolio Assignment (choice of one out of six assignments)
e.
Class activities (require excellent attendance and participation)
f.
Mid term
g.
Final examination or final project
Frequency of Evaluation:
a.
Weekly reading assignments
b.
Frequent homework assignments
c.
Frequent class activities
1)
Class discussion
2)
Group response to topics
3)
Attendance and participation
4)
Midterm
5)
Final test
Textbook(s) (typical):
1.
2.
Literature for Young Children, 4th edition, Joan Glazer, Published by
prentice-Hall, 1999
The New Read-Aloud Handbooks, 4th edition, Jim Trelease, Published by Penguin
Books, 1995
Special Student Supplies:
None.
Tf: A:\CURRICUL\FALL 00\ECD61.DOC
Revised 1-19-01