March 2004 E Olivier Classification of books

March 2004 E. Olivier

Classification of books Format Size, shape, illustrations, design, paper, binding, typography Toy books, board books, wordless books, picture books, illustrated books, chapter books Genre Literature in which the members share common characteristics Fiction, nonfiction, prose, poetry, realism, fantasy

Format: Ratio of text to illustrations Wordless picture books: no text Picture books: text & pictures tell the story Illustrated books: text gains more importance & illustrations are fewer Junior novels: no illustrations at all

Books for the early years: Toybooks & Board books Toylike elements: flaps, levers, fabric, movable parts, pop-ups Very young children Board books Heavy cardboard & laminated Toddlers – licking & chewing, turned easily Value Develop closeness & mutual enjoyment Introduction to the world of literature

Books for the early years: Mother Goose Nursery rhymes Written by adults for adults Appeal: Rhythm Rhyme Humor Participation Associations with home & pleasant surroundings Value: Useful preschool & primary grades Develop language skills, story sequence & structure Encourage children to read

Books for the early years: Concept books Organize objects/events into categories Data falls into patterns under a general concept/idea Help children to understand concrete & abstract ideas Counting books & alphabet books Value: Introduce & clarify objects Develop vocabulary & language skills

Books for emergent readers: Predictable books Patterns allow the reader to predict what is going to happen next Events are repeated Repetition of language Rhythm & rhyme Value Children say along or “read” Help children to read naturally

Books for emergent readers: Big books Large format books A group can see the illustrations & text clearly Value Enjoyment Reading instruction Shared reading experiences Participation Reading is placed in a social context

Books for emergent readers: Beginning to read books Children are eager to read on their own Easy to read, I can read, Ready to read Fantasy, realistic fiction, folk tales Value Children read new material with a good chance of success Opportunity to figure out the meaning on their own Reinforce the idea of reading

Discussion time Visualize your room & home when you were a child. What in your environment contributed to your literary development? Plan a concept book for preschool children Plan a toy book for preschool children What was your favourite rhyme as a child? Motivate.

Picture books Any book in which the illustrations are as important as the text This includes toy & board books, Mother Goose, concept books & books for beginning readers Types Picture story books Narratives that use text & illustrations Wordless books No or very little text Picture books of poetry and song Narratives in rhyme & rhythm

Evaluating picture books Text & illustrations should tell the story Illustrations should be appropriate Clear language Characters should be well developed No stereotyping Accurate setting Not be condescending Size, type, jacket, title page, text should be appropriate Paper & binding of high quality

Poetry books Concentrated language Sound, rhyme, rhythm, figurative language, imagery, spacing Poetry books may also be narratives Good poetry has fresh ideas & insight Teachers should consider: Quality Age / background Poetry preferences Cultural diversity Variety in form & content Relationship between children’s experiences & classroom activities

Traditional literature Folktales / Fairy tales Origin: oral tradition Associations with writer: Grimm’s fairy tales Formula Openings : Once upon a time Quick presentation of the problem Uncomplicated characters: good & bad Quick pace of the plot Inevitable fate of the villains Value Strengthens the imagination Simplifies moral questions It can promote cultural & global awareness

Traditional literature Fables Stories usually about animals that teach a lesson Stories are short but the meaning complex One-line moral at the end Aesop’s tales well-known Ages 8 – 9 years old Value Quick retellings & dramatization Cooperative learning

Traditional literature Myths Longer stories that explain the origins of the earth Focus: gods, ancient heroes, ancestors and natural phenomena Setting: home of the gods

Traditional literature Legends Focus on people that are extraordinary Based on the lives of real /supposedly real people King Arthur Picture books reflects life in medieval times

Fantasy Elements do not exist outside the imagination Categories Talking toys – Winnie the Pooh Personified animals Imaginary animals – dragons Tiny people – elves Curious occurrences – time travel Science fiction – space travel Value Helps children understand real life

Evaluating fantasy The fantastic element must be believable Fantasy must be central to the story Details must be consistent with the rest of the story Main characters must be plausible & believable

Realistic fiction Based on what happened or could have happened Common themes: Common experiences – everyday events Personal growth – physical or emotional maturing Relationships with family or friends Problems – death Life in a pluralistic society – other countries

Categories of realistic fiction Sports stories Animal stories Mysteries – action and suspense Humorous stories Good realistic fiction Accurate setting Avoids clichés in content Should avoid didacticism Consistent style Value Helps children see similarities & differences among peoples

Informational books More nonfiction books than any other writing Present facts, concepts & generalizations about a topic Evaluating non-fiction Accuracy of facts Organization – logical Writing style – interesting & understandable Illustrations – accurate & enhance Value: Broadens children’s knowledge

Discussion time What was your favourite folktale and why? Read and compare the first line in several folktales. Which line is the most effective? Select a picture book and evaluate it according to the criteria Select a book of animal fantasy and one in which animals are portrayed realistically. Which do you prefer and why? Read a fantasy book and evaluate it according to the criteria

Bibliography Aesopus, Paxton, T. & Rayevsky, R. 1993. Birds of a feather and other Aesop’s fables. New York : Morrow Junior books [J 398. 245 AESO]. Bunting, E. 1994. Smoky night. San Diego Harcourt Brace & Co [J 823 BUNT]. By die skool. 1993. Boleswa: Macmillan [439. 368 KOM]. Carle, E. 1987. Papa, please get the moon for me. London : Hodder and Stoughton [J 823 CARL]. Corbett, G. 1984. Working in the garden. London: Walker House [J 428. 12 COR]. De Paola, T. 1985. Tomie de Paola’s Mother Goose. London: Methuen Children’s Books [FJ 398. 9 MOT]. Dodd, H. & Iversen, D. 1999. Hercules and other Greek legends. Auckland : Lands End [428. 6 WILD]. Dupasquier, P. 1993. Follow that chimp. London : Walker Books [J 823. 06 DUPA]. Fowler, R. 1982. ‘n Muis in die huis. Pretoria: JP van der Walt.

Glazer, J. I. 1997. Introduction to children’s literature. Prentice Hall: Macmillan. Hawkins, C. 1983. What's the time, Mr Wolf. Johannesburg: William Heinemann [J 529. 7 HAW]. Hughes, M. 1997. Minibeast encyclopedia. Oxford : Heinemann [Pr 595. 7 HUGH]. Kleynhans, A. & Kincaid, E. 1984. Sneeuwitjie – Ek lees lekker. Kaapstad: Human & Rossouw [J 398. 21 GRI]. Komnick, G. 1974. Botter aas. Kaapstad : Malherbe [J 839. 363 LIND]. Kruger, J. A. 1991. Kinderkeur: ‘n gids tot bekroonde Suid-Afrikaanse kleuter-, kinder- en jeugboeke sedert 1989. Pretoria: UNISA [028. 5079 KRU]. Lewis, S. 1987. One-minute Greek myths. New York: Doubleday [K 398. 45 LEW]. Loewen, V. H. & Pearson, D. 1997. The best book for Terry Lee. Auckland : Shortland Publications [Pr 823 BEST]. Lohann, C. 1986. Kinderlektuur. Pretoria: HAUM.

Pienkowski, J. 1992. Phone book. London : Orchard Books [J 823 PIEN]. Rousseau, L. and Harries, K. 1976. Herelandgoed. Kaapstad: Human & Rousseau [EDUJ 839. 363 ROUSSEAU]. Sendak, M. 1967. Wildekanis land. Kaapstad : HAUM [EDUJ 839. 363 SENDAK]. Snyman, L. 1983. Die kind se literatuur. Durbanville : Kinderpers. Small, T. 1991. The legend of William Tell. New York: Bantam [K 398. 2 SMA]. Stock, C. 1991. Armien gaan see toe. Kaapstad : Human & Rousseau [J 839. 363 STOC]. Three little pigs. 1983. Brimax Story Time Board Books [J 398. 21 JAC]. Vels, V. 1999. Liewe Heksie en die rekenaar en ander nuwe Liewe Heksie-stories. Kaapstad : Human en Rousseau [J 839. 363 VELS]