Quality Children's Literature
Robyn Ewing's Lecture -
This week’s lecture we were fortunate enough to have Robyn Ewing to talk about ‘Quality children’s literature’ and their use in the classroom. From my perspective I know it that all teachers should and will at some point incorporate and make use of quality children’s literature. However, from year 1 of my course up until this lecture I noticed and took into account how important it is to ensure teachers use quality children’s literature in a classroom. From the collections of quality children’s literature books I have, this lecture enlarged my list by taking noting of other authors and books I would like to add for my collection. How exciting! Good children's literature has multiple layers of meaning and can be looked at from many different perspectives. It introduces students to new worlds, perspectives and contains themes and topics that children can relate to and understand but that also introduces them to new ideas (Winch, et. al., 2010).
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From today’s lecture, I took into account that there is a direct integration between drama activities, quality children’s literature, and imaginative play (Ewing, 2013). I understand there are many meanings beyond the literature of the text where this notion leads to students underpinning the images and artworks of the book. For future teaching implications, I will delve into incorporating a range of quality children’s literature, from what I learnt I know it’s a beginning chapter for students to encounter perspective, imagination, meaning, creativity encouraging them to not only become effective readers but also to stimulate their imagination.
References:
Ewing, R. (2013). Creative Arts in the lives of young children. Camberwell, VIC: ACER Press.
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy : reading, writing and children's literature (4th ed.). South Melbourne: Oxford University.
