• SUVANNABHUMI
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• v.16 no.2
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• pp.67-90
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• 2024

This article paid attention to three types of children's characters in Vietnamese children's literature in North Vietnam from 1945 to 1975, including children's characters as young soldiers in the frontlines, young citizens in daily life, and role models. The goal of this body of literature was illustrated as educating young generations on patriotism, the revolutionary spirit, and civic consciousness. Our research suggests that politics in children's literature is universal and that the power discourse of adults is an inevitable factor predominating in children's literature. Besides, juxtaposing Vietnamese children's literature with Southeast Asian literature helps us see that the political orientation and moral concepts in children's literature have created a stagnation in the current pace of Vietnamese children's literature. This paper, therefore, contributes to identifying Vietnamese children's literature in the overall picture of Southeast Asian children's literature in the post-colonial context.

• SUVANNABHUMI
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• v.16 no.2
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• pp.91-113
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• 2024

Since the last years of the twentieth century, the approach to children's literature from ecocriticism has been discussed in academic fora around the world, especially in the US and Europe. In Southeast Asia, with the foundation of the ASEAN Association of Environment and Literature in 2016, there have been scholarly discussions about the capacity of children's literature to enhance ecological awareness in the region. In Vietnam, since the early years of the 21st century, with the increasing reception of ecocriticism from outside, children's literary works have become the subject of ecocriticism. This article examines scholarly works approaching children's literature in Vietnam, pointing out how they elucidate messages about environmental education. By studying Vietnamese ecocritical scholarship of various types including research, commentaries, and criticism on children's literature, this article argues that ecological education is a prominent feature in the relationship between ecocriticism and children's literature in Vietnam. As such, Vietnamese ecocriticism of children's literature shares the prominent argument of international materials on children's literature and ecocriticism, particularly in Southeast Asia.

• Journal of English Language & Literature
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• v.58 no.1
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• pp.117-142
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• 2012

The education of children is one of the most important parts in children's literature. Children's literature, whose implied readers are both children and parents, is a good means to teach how they should behave and interact. Therefore, literary conventions of children's literature tend to be conservative with happy endings or fairy tale elements. Most of the children's literature of the 18th century were read as a conduct book which teaches children good manners and proper behavior, and at the same time served as a guidebook which tells parents how to discipline children. It emphasized the need of discipline to ascertain the hierarchy and order of the family, and cherished the close relationship between parents and children. In the 19th century, the ideal of family becomes more internalized. In the early 20th century, the ideology of family still remained, even though the world wars and economic depressions caused the cracks and collapses of the family. In the later 20th century, the disintegration of the traditional family was accelerated. The ideal of family based on the close relationship between parents and children, has had problems from the start. The attachment and over-closeness became stressful and sometimes could be poisonous. Recent children's literature shows the process of disintegration of the traditional nuclear family, children suffering in the fractured family, children's mental trauma, and nostalgia for the lost family. However, modern children's literature manages to find the lost or ideal surrogate family, and often shows fairy-tale elements such as mystical and heroic child protagonists or helpers who might solve all the difficult problems at once, despite the collapse of the family in reality.

• Journal of Korean Library and Information Science Society
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• v.34 no.3
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• pp.317-343
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• 2003

The purpose of this study is to develop a general model for web-based children's literature education and to validate the model. Both qualitative and quantitative methods were used for the analysis of this study. The findings of this research were three point. At First, the model of web-based children's literature education have five major components i.e., objects, construction of activity, display of activity, management of it, and evaluation of it. At second, the creative writing was revealed the core of the web-based children's education. The third, web-based children's literature activity can be followed by cyber learning community activities.

• Journal of English Language & Literature
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• v.54 no.2
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• pp.189-215
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• 2008

This study proposes using children's literature as a means of teaching and learning English as a foreign language and suggests practical strategies on the basis of transactional theory of reading suggested by Rosenblatt (1994, 1995). This study suggests three novels written for children or young adults: On My Honor (1986) by Marion Dane Bauer, The Giver (1993) by Lois Lowry and Hatchet (1987) by Gary Paulsen. These texts were selected because of their diverse topics, easy and comprehensible language, engaging stories, and authentic and rich expressions, making them effective materials for foreign language learners. This paper is organized as follows: First, it reviews research on teaching literature in English education and response-oriented language teaching to provide theoretical background of literature-based language teaching and learning. Second, it provides the background of the texts selected for the study. Third, it develops diverse, practical strategies for instructors who intend to use children's literature in EFL teaching. We expect to guide EFL instructors in adopting children's literature in their English class by connecting theory and practice and by providing diverse methods and strategies, and sample responses by EFL university students.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.55-68
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• 2002

Since the introduction of literature in reading and writing during the 1970s, considerable research has attempted to determine whether literature has significantly positive effects upon enhancement of reading proficiency. It is said that literature extends our knowledge of the world. Through books, we can experience other people's thoughts, experiences, and ideas (Frye, 1964). This paper explored the role of children's literature for the teaching of reading through the literature-based instruction. It focused on why and how children's literature serves as an important context for enhancing learner's reading proficiency of English. It also discussed the authentic use of literature-based strategies for practical classroom use, and suggested the future directions for research toward the literature-based instruction in the domain of reading comprehension.

• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.44-54
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• 2005

The emphasis in environmental education for children should be on awareness, appreciation, and sensory experiences. By offering children opportunities to experience the elements of nature that surround them, teachers elevate children's comfort level and familiarity with the natural world. But many children have little contact with nature, because of urban living, hurried schedules, TV's attraction, and the low value most schools place on outdoor activities. So, teachers have to expand the real out-of-door experiences into the classroom by sharing and making accessible books focusing on nature and the natural environment. Namely, quality children's literature is an excellent vehicle for extending a particular experience or introducing new ones. Building on outdoor experiences through stories encourages children to explore more deeply what they have observed and experienced-concepts are reinforced, new knowledge gained, vicarious experiences provided. There are three-fold classification of environmentalism, especially environmental ethics, and three-aspects of the history in children's literature. The analytical results of this study are as follow. The environmental ideology in elementary Korean textbooks varies from 'egocentrism-didacticism' to 'ecocentrism-fantasy'. This finding has implication for selecting children's books and teaching environmental contents in elementary school. Therefore teachers and parents need to get ready to receive ecocriticism.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.1
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• pp.277-298
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• 2014

The purpose of this study is to examine the images of libraries and librarians in Korean children's literature. For this purpose, fourteen children's fictions that the main background is library are analyzed. Library's role appeared in the children's fictions is focused on reading books. In the children's fictions, librarians are usually women and described as friendly and active people. And their role is shown as strongly committed to children's reading activities. Library services and activities for information literacy education and cultural development of children is hardly reflected in the fictions. It implicates that the libraries and librarians in children's literature is very reflective of those in the real world.

• Korean Journal of Child Studies
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• v.24 no.6
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• pp.95-115
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• 2003

This research examined he effects on preschool children's recognition of and attitude towards earth's nature of an early childhood environmental education program using children's literature. The subjects were 36 four-to six-year old children. The education program lasted for 8 weeks. Children were interviewed and surveyed about earth's nature, and the meanings of children's writings about nature were analyzed. The children who participated in this research showed a positive recognition of and attitudes towards the nature of the earth. Participants became keen observers of the world around them, examined the concept of change in nature, acquired knowledge about the earth through firsthand experiences, and developed caring attitudes for the natural world of the earth.

• The Korean Journal of Community Living Science
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• v.19 no.3
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• pp.399-410
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• 2008

The main purpose of this study was to examine the effects of drama activities using children's literature on the improvement of young children's creativity. To answer this research question, 2 groups, an experimental group composed of 18 five-year-old children who attend "J public Kindergarten," and a control group composed of 18 five-year-old children who attend "H public Kindergarten," were organized. Both kindergartens were located in Hwaseong, Gyeonggi-do. The experimental group participated in drama activities twice a week; 16 times for 8 weeks. In this study, the change in children's creativity was measured by conducting a pre-test and a post-test developed by Chun(2000). The results after 8 weeks of experimentation indicate that the drama activities using children's literature had a positive effect on promoting children's creativity. Comparing the scores of the pre-test and the post-test, it was obvious that the experimental group's creativity had been improved. The experimental group's creativity including the sub-elements of the test such as fluency, flexibility, uniqueness, and imagination, was improved more than that of the controlled group.