CHL2601

ASSIGNMENT 4
2024 - DUE JUNE
2024

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CHL2601 Assignment 4 2024 - DUE June 2024

Question 1 [25]
1.1 Below are Piaget’s four stages of cognitive development, labelled from A to D. following
these stages are ten test items. Based on your knowledge of cognitive development,
categorise the test items according to the most appropriate stage of development. (15)
A. Sensorimotor stage
B. Pre-operational stage
C. Concrete operational stage
D. Formal operational stage
i. construct and understand the world around them through their senses
ii. beginning to understand symbolic representation
iii. egocentric and think that the world revolves around their needs iv. adolescents and
adults v. enjoy stories in which animals and inanimate objects can talk
vi. start to use logic
vii. require security and comfort viii. enjoy books that offer moral dilemmas
ix. begin to understand interpersonal conflict and use books to help them to understand the
self
x. worry about peer acceptance and find comfort in books that deal with friendship among
peers
xi. establishment of personal, social and cultural identity
xii. non-toxic and washable books
xiii. graded readers
xiv. enjoy predictable stories and rhythmical rhymes
xv. can classify books according to criteria and enjoy concept books
Categorizing Test Items according to Piaget's Stages
Here's the categorization of the test items based on Piaget's stages of cognitive development:
A. Sensorimotor stage (i, xii)
 • (i) construct and understand the world around them through their senses: This
describes infants using their senses (touching, tasting) to explore the world.
• (xii) non-toxic and washable books: This caters to the safety needs of infants who
explore objects with their mouths.
B. Pre-operational stage (ii, iv, v, xiv)
• (ii) beginning to understand symbolic representation: This describes toddlers
developing the ability to understand pictures and pretend play.
• (iv) adolescents and adults: This doesn't belong to any specific stage; it's a broader age
range.
• (v) enjoy stories in which animals and inanimate objects can talk: This demonstrates
egocentrism and enjoyment of fantasy, common in the pre-operational stage.
• (xiv) enjoy predictable stories and rhythmical rhymes: Young children in this stage
enjoy familiar patterns and repetition.
C. Concrete operational stage (iii, vi, vii, xiii, xv)
• (iii) egocentric and think that the world revolves around their needs: This is
characteristic of the pre-operational stage, not concrete operational.
• (vi) start to use logic: This is a key development in the concrete operational stage where
children can think logically about concrete objects and situations.
• (vii) require security and comfort: This is a general need throughout childhood.
• (xiii) graded readers: These cater to the developing reading skills of children in this
stage.
• (xv) can classify books according to criteria and enjoy concept books: This
demonstrates the ability to categorize and understand concepts, a hallmark of the concrete
operational stage.
D. Formal operational stage (viii, ix, x, xi)
• (viii) enjoy books that offer moral dilemmas: This requires abstract thinking, a skill
developed in the formal operational stage.
• (ix) begin to understand interpersonal conflict and use books to help them to
understand the self: This reflects the development of social reasoning and self-
awareness in the formal operational stage.
 • (x) worry about peer acceptance and find comfort in books that deal with friendship
among peers: This addresses social concerns that become more prominent in
adolescence (part of the formal operational stage).
• (xi) establishment of personal, social and cultural identity: This is a complex concept
developed during adolescence and adulthood (formal operational stage).
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1.2 Children’s literature is a form of literature that is defined by ideas about its target
audience. How does Noah Chomsky’s view of the target audience of children’s
CHL2601/ASSESSMENT 4/2023 7 literature influence your understanding of the
importance of children’s literacy for its target audience? (4)
Noam Chomsky, renowned for his work in linguistics and cognitive development, posits that
children are not passive recipients of information but active participants in the learning process.
This perspective can significantly influence our understanding of the importance of children’s
literature for its target audience in several ways:
1. Cognitive Engagement: Chomsky’s view underscores the role of children's literature in
actively engaging young minds. By treating children as active participants, literature can
be designed to stimulate their cognitive abilities, encouraging critical thinking,
imagination, and problem-solving skills.
2. Language Acquisition: Chomsky’s theories on language development suggest that
children have an inherent ability to learn languages. Children's literature, therefore, plays
a crucial role in providing rich linguistic input that can help in the natural acquisition of
language. Books with diverse vocabulary and complex sentence structures can enhance
language proficiency and literacy skills.
3. Developmental Appropriateness: Understanding children as capable learners means
that literature must be tailored to their developmental stages. This ensures that the content
is not only age-appropriate but also challenging enough to promote intellectual growth.
Chomsky’s view encourages authors to create content that respects the intelligence of
children, avoiding overly simplistic narratives.
4. Empowerment and Identity Formation: Chomsky’s perspective highlights the
importance of literature in shaping children’s identities and worldviews. By presenting
diverse characters, cultures, and situations, children’s literature can empower young
 readers, foster empathy, and broaden their understanding of the world. It affirms their
capacity to understand complex concepts and emotions, contributing to their social and
emotional development.
In summary, Chomsky’s view of children as active, capable learners emphasizes the critical role
of children's literature in fostering cognitive development, language skills, and overall growth. It
highlights the need for high-quality, engaging, and developmentally appropriate literature that
respects and nurtures the intelligence and curiosity of its young audience.

1.3 Explain the value of non-fiction books in a Foundation Phase classroom. Give three
practical examples to substantiate your answer. (6)
Non-fiction books hold significant value in a Foundation Phase classroom for several reasons.
They provide factual information, support various areas of learning, and help develop critical
thinking skills. Here are three practical examples to illustrate their value:
1. Enhancing Knowledge and Curiosity:
o Example: A non-fiction book about animals, such as "National Geographic Little
Kids First Big Book of Animals," introduces children to different species, their
habitats, diets, and behaviors.
o Value: This type of book helps children gain knowledge about the natural world,
stimulates their curiosity, and encourages a love for learning. It provides factual
information that can be directly linked to science and environmental studies,
fostering a deeper understanding and appreciation of the world around them.
2. Supporting Literacy and Language Development:
o Example: A non-fiction book about transportation, such as "Things That Go" by
DK, includes rich vocabulary related to various vehicles like cars, trains,
airplanes, and boats.
o Value: Reading non-fiction helps children develop specialized vocabulary and
understand the context in which these words are used. It also introduces them to
different text structures, such as captions, labels, and diagrams, which are
essential for literacy development. This exposure enhances their language skills
and prepares them for more advanced reading and writing tasks.
3. Promoting Critical Thinking and Inquiry:
o Example: A non-fiction book about space, such as "There's No Place Like Space:
All About Our Solar System" by Tish Rabe, presents facts about planets, stars,
and other celestial bodies.
 o Value: Such books encourage children to ask questions, make predictions, and
seek answers. They promote critical thinking by providing factual content that
children can analyze and compare. Engaging with non-fiction texts helps children
develop inquiry skills, fostering a mindset of exploration and investigation that is
fundamental to scientific thinking and learning.
In summary, non-fiction books in a Foundation Phase classroom play a crucial role in enhancing
knowledge and curiosity, supporting literacy and language development, and promoting critical
thinking and inquiry. These books provide children with factual information and real-world
knowledge, contributing significantly to their overall educational development.

Question 2 [20]
2.1 Below are five genres of children’s literature, labelled from A to F. Following the six
genres are five characteristics of each genre. Based on your knowledge of genres of
children’s literature, categorise the test items according to the corresponding genre. (10)
A. Myths
B. Legends
C. Fairy tales
D. Fantasy
E. Folklore
F. Fable
i The stories may or may not have happened, but are a dominant part of every culture.
ii Animals can talk in these stories and teach a moral lesson.
iii Stories either have realistic characters in an unnatural setting, or unrealistic characters
in a realistic setting.
iv The main character faces some conflict, but good always triumphs over evil.
v One example is the story of how giraffe got his long neck.
vi The story of Van Hunks and the Devil.
vii The story of the Hole in the Wall, off the Eastern Cape coast.
viii The story of Nongqawuse whose prophecies led to famine.
ix The Yoruban story of where the world began.
x The princess and the frog. 8
To categorize the given test items according to the corresponding genres of children’s literature,
we can match each item with the genre it best describes:
A. Myths
• ix. The Yoruban story of where the world began. (Myths are traditional stories that
explain natural or social phenomena, often involving gods or supernatural beings.)
B. Legends
• vi. The story of Van Hunks and the Devil. (Legends are semi-true stories passed down
through generations, often rooted in historical events but embellished with imaginative
details.)
• viii. The story of Nongqawuse whose prophecies led to famine. (Legends often involve
real historical figures or events and include mythical or supernatural elements.)
C. Fairy tales
• iv. The main character faces some conflict, but good always triumphs over evil. (Fairy
tales typically involve magical elements and have moral lessons where good triumphs
over evil.)
• x. The princess and the frog. (Fairy tales are fictional stories that include fantastical
elements and often feature a moral lesson.)
D. Fantasy
• iii. Stories either have realistic characters in an unnatural setting, or unrealistic characters
in a realistic setting. (Fantasy includes stories with magical or supernatural elements that
are not bound by the laws of reality.)
E. Folklore
• i. The stories may or may not have happened, but are a dominant part of every culture.
(Folklore encompasses the traditional beliefs, customs, and stories of a community,
passed through the generations by word of mouth.)
• vii. The story of the Hole in the Wall, off the Eastern Cape coast. (Folklore includes
cultural stories that are part of a community's tradition.)
F. Fable
• ii. Animals can talk in these stories and teach a moral lesson. (Fables are short stories that
typically feature animals as characters and convey a moral lesson.)
 • v. One example is the story of how giraffe got his long neck. (Fables often involve
animals and explain a moral or lesson, sometimes involving how things came to be.)
To summarize the categorizations:
A. Myths
• ix. The Yoruban story of where the world began.
B. Legends
• vi. The story of Van Hunks and the Devil.
• viii. The story of Nongqawuse whose prophecies led to famine.
C. Fairy tales
• iv. The main character faces some conflict, but good always triumphs over evil.
• x. The princess and the frog.
D. Fantasy
• iii. Stories either have realistic characters in an unnatural setting, or unrealistic characters
in a realistic setting.
E. Folklore
• i. The stories may or may not have happened, but are a dominant part of every culture.
• vii. The story of the Hole in the Wall, off the Eastern Cape coast.
F. Fable
• ii. Animals can talk in these stories and teach a moral lesson.
• v. One example is the story of how giraffe got his long neck.

2.2 Graded readers are often used to teach reading in school. Based on an analysis of
graded readers, argue whether they meet the criteria of children’s literature. Motivate
your answer. (5)
Graded readers are books designed to help learners develop reading skills by providing content
that is tailored to their reading level. To determine whether graded readers meet the criteria of
children’s literature, we need to examine their characteristics against the key elements of
children's literature: engagement, age-appropriateness, educational value, and literary quality.
1. Engagement and Interest:
 o Argument: Graded readers often include stories that are engaging and interesting
for children, with colorful illustrations and relatable themes. They are designed to
captivate young readers' attention and encourage a love for reading.
o Motivation: Many graded readers incorporate elements of adventure, humor, and
relatable characters that resonate with children's experiences, making reading a
pleasurable activity. For example, series like "Oxford Reading Tree" feature
recurring characters and familiar settings that help maintain children's interest.
2. Age-Appropriateness:
o Argument: Graded readers are carefully leveled to match the reading abilities and
comprehension skills of different age groups, ensuring that the language, themes,
and content are suitable for the intended audience.
o Motivation: By providing texts that align with children's cognitive and linguistic
development stages, graded readers help avoid frustration and build confidence.
For instance, early level readers use simple vocabulary and repetitive sentence
structures, while higher levels introduce more complex language and themes.
3. Educational Value:
o Argument: Graded readers are specifically designed to support literacy
development, including vocabulary acquisition, comprehension skills, and
phonemic awareness. They often include exercises and activities that reinforce
learning.
o Motivation: Educational features such as glossaries, comprehension questions,
and phonics practice are integral to graded readers. These elements align with the
educational goals of children’s literature, which aims to develop reading skills
alongside a love for stories.
4. Literary Quality:
o Argument: While some graded readers may prioritize educational goals over
literary quality, many still strive to include well-crafted stories with strong
narratives and engaging language.
o Motivation: High-quality graded readers often feature contributions from
established children’s authors and illustrators, ensuring that the stories are not
only educational but also enjoyable and well-written. For example, the "Step into
Reading" series includes books by authors like Dr. Seuss and Mo Willems, known
for their literary appeal.
5. Cultural and Moral Lessons:
 o Argument: Graded readers often include stories that convey cultural values,
moral lessons, and social themes, similar to traditional children’s literature.
o Motivation: Many graded readers incorporate themes of friendship, kindness,
perseverance, and cultural diversity, which help children learn about the world
and develop empathy. These stories often mirror the ethical and cultural teachings
found in broader children's literature.
In conclusion, graded readers generally meet the criteria of children’s literature by providing
engaging, age-appropriate, and educational content with attention to literary quality. They are
designed to support literacy development while also offering stories that are enjoyable and
enriching for young readers. Thus, they can be considered a vital component of children's
literature, especially within an educational context.
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2.3 There is a debate about a movement called the science of reading. Research what the
science of reading is all about. Use this knowledge to debate some of the disadvantages of
graded readers. (5)
The "science of reading" refers to a body of research from various disciplines, including
cognitive psychology, neuroscience, and education, that examines how people learn to read and
the most effective methods for teaching reading. This research emphasizes systematic, explicit
instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension. It
advocates for evidence-based practices that align with how the brain processes written language.
Based on this understanding, we can discuss some potential disadvantages of graded readers
within the context of the science of reading:
1. Limited Phonics Instruction:
o Disadvantage: Graded readers often assume a certain level of phonics knowledge
and may not provide systematic, explicit phonics instruction necessary for
developing decoding skills.
o Debate: The science of reading emphasizes the importance of direct phonics
instruction. If graded readers do not adequately incorporate phonics, they may not
effectively support early readers in developing essential decoding skills. This can
 be a significant drawback, as struggling readers might not receive the
foundational instruction they need to become proficient.
2. Predictable Text Structures:
o Disadvantage: Many graded readers rely on predictable and repetitive text
structures, which can limit exposure to varied and complex sentence structures
and vocabulary.
o Debate: While predictability can help beginners, the science of reading suggests
that students benefit from exposure to a rich variety of language patterns and
vocabulary. Over-reliance on predictable texts might hinder the development of
more advanced reading skills, such as inferencing and understanding complex
syntax.
3. Lack of Authentic Literacy Experiences:
o Disadvantage: Graded readers are often contrived texts designed to fit specific
reading levels, which may not provide authentic and engaging literary
experiences.
o Debate: The science of reading highlights the importance of engaging children
with authentic literature to foster a love for reading and to build background
knowledge and comprehension skills. If graded readers are overly simplified or
lack engaging content, they might not inspire a genuine interest in reading or
provide meaningful literary experiences.
4. Inadequate Focus on Comprehension:
o Disadvantage: Some graded readers might focus primarily on decoding and
fluency, potentially neglecting deeper comprehension strategies.
o Debate: The science of reading emphasizes a balanced approach that includes
explicit instruction in comprehension strategies. If graded readers do not
sufficiently address comprehension, they may fail to develop students' abilities to
understand, interpret, and critically analyze texts, which are crucial skills for
overall reading proficiency.
5. Insufficient Differentiation for Diverse Learners:
o Disadvantage: Graded readers are often designed for a general audience and may
not adequately address the diverse needs of all learners, including those with
dyslexia or other reading difficulties.
o Debate: The science of reading advocates for differentiated instruction tailored to
individual student needs. If graded readers do not offer enough flexibility or
 support for diverse learners, they might not be effective for all students. This can
lead to gaps in learning and hinder the progress of students who require more
specialized instruction.
In conclusion, while graded readers have their benefits, aligning their use with the principles of
the science of reading can address some of their disadvantages. Ensuring that graded readers
include systematic phonics instruction, varied language structures, authentic literary experiences,
comprehensive comprehension strategies, and differentiation for diverse learners can enhance
their effectiveness and support all aspects of reading development.
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Question 3 [20]
3.1 According to Kinzler and Spelke (2011), race, culture, religion and gender are some of
the elements that have long been used to classify the social world. Learners come to your
class already embracing social preferences from their own socialisations. Effective teachers
are sensitive towards the diversities of learners in their classrooms. Select and discuss two
of the sensitivities below by means of examples and how it my impact on young children.
Also discuss how you will accommodate these sensitivities when you select stories and while
you read to young children.
• gender stereotyping
• race
• culture
• religion
• disabilities (10)
3.2 To answer the following question, read the articles available at: Pearson and Hunt
(2011), point out that no children’s book, no matter how hard it tries, can stand apart from
the world, since it is a product of a particular culture and the ideologies that inform it.
There is a persistent myth that children are innocents who need to be protected from the
grim realities of adult life. It often causes well-meaning adults to censor children’s books.
Present two arguments if favour of and two arguments against the censorship of children’s
literature. Then present your own view on the censorship of children’s literature. (6)
CHL2601/ASSESSMENT 4/2023 9
3.3 Identify one book or story for children that may spark controversy and explain the
sensitivities it may create. If you were to read such a book to young children, how would
you address the sensitivities with parents before you read the book? (4)
Question 3.1
Sensitivity 1: Gender Stereotyping
Impact on Young Children:
• Examples: Books that portray girls only as caretakers or boys only as adventurers can
limit children's perception of gender roles. For instance, a story where only male
characters are shown as leaders and female characters as passive supporters can reinforce
traditional gender roles.
• Impact: These stereotypes can affect children's self-esteem and career aspirations. Boys
might feel pressured to be dominant and suppress emotions, while girls might feel they
should be nurturing and avoid leadership roles.
Accommodating Sensitivity:
• Selecting Stories: Choose books that depict diverse gender roles, where characters defy
traditional stereotypes. For example, stories with female scientists or male nurses.
• While Reading: Highlight characters who break stereotypes and discuss with the
children how everyone can do any job or activity regardless of gender. Encourage
discussions about how characters show different strengths and qualities.
Sensitivity 2: Race
Impact on Young Children:
• Examples: If books predominantly feature white characters and omit characters of color,
children of color might feel undervalued, and white children might develop a limited
view of other races.
• Impact: Lack of representation can lead to feelings of exclusion and inferiority among
children of color and foster a lack of empathy and understanding in white children.
Accommodating Sensitivity:
• Selecting Stories: Include books that feature diverse characters and authors. Look for
stories that reflect various racial and cultural backgrounds, such as "The Colors of Us" by
Karen Katz.
 • While Reading: Discuss the diversity of characters, their cultures, and the similarities
and differences in experiences. Encourage children to share their own experiences and
respect different perspectives. Highlight the value of diversity and inclusion.
Question 3.2
Arguments in Favor of Censorship:
1. Protection from Harmful Content:
o Children can be shielded from content that might be psychologically disturbing or
developmentally inappropriate, such as graphic violence or explicit themes.
o For example, censoring books with extreme violence or explicit language can
prevent young readers from being exposed to material they are not emotionally
ready to process.
2. Preservation of Innocence:
o By censoring certain content, adults can help maintain the innocence of
childhood, allowing children to develop at their own pace without being
prematurely exposed to adult issues.
o Ensuring that stories are age-appropriate helps children enjoy literature without
unnecessary stress or fear.
Arguments Against Censorship:
1. Limitation on Critical Thinking:
o Censoring books can limit children's ability to engage with and critically analyze
different viewpoints and complex issues.
o Exposure to a range of ideas and themes helps children develop their own
opinions and understanding of the world.
2. Promotion of Bias:
o Censorship can promote a biased worldview by excluding certain perspectives,
which can perpetuate ignorance and prejudice.
o Children benefit from diverse perspectives that reflect the real world and its
complexities, fostering empathy and broad-mindedness.
Personal View on Censorship:
I believe that rather than outright censorship, a balanced approach should be taken where the
suitability of content is considered based on age and maturity levels. Parents and educators
should guide children through complex themes, providing context and support to help them
understand and process the information. This approach respects children's capacity to learn and
grow while ensuring their emotional well-being.
Question 3.3
Book Example: "And Tango Makes Three" by Justin Richardson and Peter Parnell
Sensitivities Created:
• This book, which tells the true story of two male penguins raising a chick together, can
spark controversy due to its depiction of same-sex parenting.
• Some parents might feel uncomfortable with this topic due to their personal, cultural, or
religious beliefs.
Addressing Sensitivities with Parents:
• Communication: Inform parents ahead of time about the book and its themes. Explain
the educational and inclusive value of the story.
• Discussion: Offer to discuss any concerns they might have and provide context on why
this book is chosen—emphasizing the importance of teaching diversity, acceptance, and
love in different forms.
• Involvement: Invite parents to participate in a reading session or a discussion group to
address their questions and see how the story is presented in a positive, age-appropriate
manner.
By proactively engaging with parents and fostering an open dialogue, educators can navigate
sensitivities effectively while promoting an inclusive learning environment for children.
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Question 4 [35]
4.1 In the early history of children’s literature, children’s literature was generally
considered primarily educational in its purpose. Based on the timeline of how children’s
literature has developed, discuss how this situation has changed over the years. (10)
4.2 Discuss the elements of a story based on an example of children’s literature of your own
choice. (10)
Question 4.1
The evolution of children's literature from primarily educational to a more diverse and
multifaceted field reflects broader cultural and societal changes. Here's a timeline illustrating
how this shift occurred:
17th Century: Didacticism and Morality
• Context: Early children's literature was heavily didactic, focusing on moral and religious
instruction. Books like John Bunyan's "Pilgrim's Progress" (1678) aimed to teach
children moral lessons.
• Purpose: The primary goal was to educate children about proper behavior and religious
piety.
18th Century: Moral Instruction and Enlightenment
• Context: During the Enlightenment, children's literature began to include rational and
moral instruction. John Newbery's "A Little Pretty Pocket-Book" (1744) combined
entertainment with instruction.
• Purpose: Literature was used to instill virtues such as honesty, diligence, and obedience,
while also providing some amusement.
19th Century: Romanticism and Imagination
• Context: The Romantic movement emphasized the innocence and imagination of
childhood. Authors like Lewis Carroll with "Alice's Adventures in Wonderland" (1865)
and Charles Kingsley with "The Water-Babies" (1863) began to write more imaginative
and whimsical stories.
• Purpose: Books started to focus more on entertaining and delighting children,
encouraging creativity and imagination rather than just moral instruction.
Late 19th to Early 20th Century: Adventure and Realism
• Context: This period saw the rise of adventure stories and realistic fiction. Authors like
Mark Twain with "The Adventures of Tom Sawyer" (1876) and L. Frank Baum with
"The Wonderful Wizard of Oz" (1900) provided exciting stories that reflected children’s
own experiences and fantasies.
• Purpose: The purpose expanded to include entertainment, adventure, and a reflection of
real-life experiences, catering to children’s interests and desires for escapism.
Mid to Late 20th Century: Diversity and Psychological Depth
 • Context: Post-World War II, children's literature began to address complex
psychological and social issues. Books like "Charlotte's Web" by E.B. White (1952) and
"Where the Wild Things Are" by Maurice Sendak (1963) explored themes of friendship,
loss, and emotional growth.
• Purpose: Literature aimed to help children navigate their emotions, understand complex
situations, and develop empathy, while still entertaining them.
21st Century: Inclusivity and Global Perspectives
• Context: Modern children's literature increasingly emphasizes inclusivity, diversity, and
global perspectives. Books like "Wonder" by R.J. Palacio (2012) and "The Hate U Give"
by Angie Thomas (2017) address social justice, inclusion, and the diverse experiences of
children around the world.
• Purpose: The purpose now includes promoting social awareness, cultural understanding,
and inclusivity, alongside entertainment, education, and emotional support.
Summary
• Shift: Children's literature has shifted from purely didactic and moralistic purposes to a
more balanced approach that includes entertainment, imagination, emotional
development, social awareness, and inclusivity.
• Current Trends: Today’s children's literature reflects a broad spectrum of themes and
styles, catering to the diverse needs and interests of children, fostering both personal
growth and a deeper understanding of the world.
Question 4.2
Example Book: "Where the Wild Things Are" by Maurice Sendak
Elements of a Story:
1. Characters:
o Main Character: Max, a young boy who dresses in a wolf costume.
o Supporting Characters: The Wild Things, fantastical creatures Max meets on
his journey.
2. Setting:
o Real World: Max's home, where the story begins and ends.
o Fantasy World: The land of the Wild Things, an imaginative place Max travels
to in his dream.
3. Plot:
 o Introduction: Max dresses up in a wolf costume and causes trouble at home,
leading his mother to call him a "wild thing" and send him to his room as
punishment.
o Rising Action: Max's room transforms into a forest, and he sails to the land of the
Wild Things.
o Climax: Max becomes the king of the Wild Things but soon feels lonely and
wants to return home.
o Falling Action: Max leaves the Wild Things and sails back to his room.
o Resolution: Max finds his supper waiting for him, showing his mother's love and
forgiveness.
4. Theme:
o Imagination and Adventure: The story celebrates the power of imagination and
the adventurous spirit of childhood.
o Home and Family: Despite his wild adventure, Max realizes the importance of
home and family, reflecting a universal theme of love and belonging.
5. Conflict:
o Internal Conflict: Max's struggle with his emotions, feeling wild and rebellious
but ultimately desiring love and acceptance.
o External Conflict: Max's interactions with the Wild Things and his journey to
assert control over them.
6. Point of View:
o The story is told from a third-person limited perspective, focusing on Max's
experiences and feelings.
7. Style:
o Language: Simple, poetic language that appeals to young readers, with a
rhythmic and flowing narrative.
o Illustrations: Maurice Sendak's iconic illustrations play a crucial role in
conveying the story, emotions, and atmosphere, complementing the text and
adding depth to the narrative.
8. Tone:
o The tone is whimsical and adventurous, capturing the wild imagination of a child
while also conveying warmth and tenderness.
Impact on Young Children:
• Engagement: The fantastical elements and vivid illustrations captivate young readers'
imaginations.
• Emotional Resonance: The story addresses complex emotions in a way that is accessible
to children, helping them understand and articulate their own feelings.
• Moral Lesson: It subtly teaches the importance of home, family, and unconditional love.
By carefully selecting and discussing stories like "Where the Wild Things Are," educators can
engage children's imaginations, support their emotional development, and introduce them to
important life themes and lessons.
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4.3 How would an analysis of illustrations of children’s literature influence your selection
of books for the classroom? (5)
4.4 Consider the following cartoon image: Discuss the advantages of books versus the
advantages of new digital literacies in the acquisition of literacy.
Question 4.3
Analyzing Illustrations in Children's Literature:
Illustrations in children's literature significantly impact how young readers engage with and
understand stories. Analyzing these illustrations helps educators select the most appropriate and
beneficial books for the classroom. Here are five ways this analysis influences book selection:
1. Comprehension Enhancement:
o Influence: Select books with clear, detailed illustrations that directly support the
text, helping children grasp the storyline and concepts.
o Example: In "The Very Hungry Caterpillar" by Eric Carle, the illustrations
clearly depict the caterpillar's growth and transformation, making the story easier
for children to follow.
2. Engagement and Interest:
 o Influence: Choose books with vibrant, imaginative, and appealing illustrations
that captivate children's attention and encourage repeated reading.
o Example: The whimsical illustrations in Dr. Seuss books draw children in and
make the reading experience enjoyable and entertaining.
3. Cultural Representation:
o Influence: Opt for books that feature diverse characters and settings in their
illustrations to promote inclusivity and help children from different backgrounds
see themselves reflected in the stories.
o Example: "Last Stop on Market Street" by Matt de la Peña, illustrated by
Christian Robinson, showcases a variety of characters from different cultures,
fostering a sense of belonging and cultural awareness.
4. Emotional Connection:
o Influence: Select books with expressive illustrations that convey emotions
effectively, helping children connect with the characters and understand their
feelings.
o Example: In "Where the Wild Things Are" by Maurice Sendak, the illustrations
vividly depict Max's journey and emotions, making it easier for children to relate
to his experiences.
5. Literacy Skill Support:
o Influence: Choose books with illustrations that enhance vocabulary and narrative
skills by providing visual context and cues that complement the text.
o Example: "Brown Bear, Brown Bear, What Do You See?" by Bill Martin Jr. and
Eric Carle uses repetitive text and corresponding illustrations to help children
learn new words and understand the narrative structure.
By carefully analyzing illustrations, educators can select books that not only captivate and
engage young readers but also support their cognitive, emotional, and cultural development.
Question 4.4
Advantages of Books vs. New Digital Literacies in the Acquisition of Literacy
Advantages of Books:
1. Tactile and Sensory Experience:
 o Advantage: Physical books provide a tactile experience that can be comforting
and engaging for children. Handling books, turning pages, and experiencing the
physicality of a book can enhance the reading experience.
o Impact: This sensory interaction can help children develop a stronger connection
to reading and create positive associations with books.
2. Focus and Reduced Distraction:
o Advantage: Traditional books limit distractions that are often present in digital
devices, such as notifications and advertisements.
o Impact: This focused environment helps children concentrate better on the story,
leading to improved comprehension and retention.
3. Encouragement of Imagination:
o Advantage: Books often require readers to use their imagination to visualize the
story, characters, and settings.
o Impact: This engagement of the imagination fosters creativity and critical
thinking skills.
Advantages of New Digital Literacies:
1. Interactive and Multimodal Learning:
o Advantage: Digital literacies often incorporate interactive elements such as
animations, sound effects, and clickable text that can enhance engagement and
learning.
o Impact: These features can make reading more dynamic and help children
understand complex concepts through multimedia support.
2. Access to a Wide Range of Resources:
o Advantage: Digital platforms can provide access to a vast library of books and
educational resources that might not be available in physical form.
o Impact: This accessibility allows children to explore a broader array of subjects
and stories, catering to diverse interests and learning needs.
3. Personalization and Adaptability:
o Advantage: Digital reading tools often include features that allow for
personalization, such as adjustable font sizes, text-to-speech functions, and
interactive dictionaries.
 o Impact: These customizable options can cater to individual learning styles and
needs, making reading more accessible and enjoyable for all children.
Conclusion:
Both traditional books and new digital literacies have distinct advantages in the acquisition of
literacy. Physical books offer a tactile, focused, and imagination-stimulating reading experience
that can foster a deep love of reading. On the other hand, digital literacies provide interactive,
accessible, and adaptable resources that can enhance engagement and cater to diverse learning
styles.
Balanced Approach: In an educational setting, a balanced approach that incorporates both
traditional books and digital resources can provide a comprehensive literacy experience. By
blending the strengths of both mediums, educators can support the diverse needs and preferences
of their students, ensuring that all children have the opportunity to develop strong literacy skills
and a lifelong love of reading.
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