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NI NT H ED I T I O NLiteraturefor ChildrenA SHORT INTRODUCTIONDavid L. RussellFerris State University330 Hudson Street, NY 10013A01 RUSS0455 09 SE FM.indd 112/1/17 3:51 PM
Vice President and Editor in Chief: Kevin M. DavisPortfolio Manager: Drew BennettContent Producer: Yagnesh JaniManaging Content Producer: Megan MoffoPortfolio Management Assistant: Maria FelibertyExecutive Product Marketing Manager: Christopher BarryExecutive Field Marketing Manager: Krista ClarkProcurement Specialist: Deidra SmithCover Designer: Studio MontageCover Art: LSC Communications/CrawfordsvilleMedia Producer: Allison LongleyEditorial Production and Composition Services: SPi GlobalEditorial Project Manager: Clara BartunekFull-Service Project Manager: Sasibalan Chidambaram, SPi GlobalText Font: Sabon LT Pro 10.75 ptFor related titles and support materials, visit our online catalog at www.pearsonhighered.com.Credits and acknowledgments for materials borrowed from other sources and reproduced, withpermission, in this textbook appear on the appropriate page within the text.Every effort has been made to provide accurate and current Internet information in this book.However, the Internet and information posted on it are constantly changing, so it is inevitable thatsome of the Internet addresses listed in this textbook will change.Copyright 2019, 2015, 2012 by Pearson Education, Inc. All rights reserved. Printed in the UnitedStates of America. This publication is protected by Copyright and permission should be obtained fromthe publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission inany form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtainpermission(s) to use material from this work, please visit http://www.pearsoned.com/permissions/Library of Congress Cataloging-in-Publication DataNames: Russell, David L., 1946- author.Title: Literature for children : a short introduction / David L. Russell,Ferris State University.Description: Ninth edition. NY, NY : Pearson Education, 2017. Includesbibliographical references, appendix, and glossary.Identifiers: LCCN 2017046759 ISBN 9780134800455 ISBN 0134800451Subjects: LCSH: Children’s literature—History and criticism. Children—Books and reading.Classification: LCC PN1009.A1 R87 2017 DDC 809/.89282—dc23 LC record available athttps://lccn.loc.gov/201704675910987654321ISBN 10: 0-13-480045-1ISBN 13: 978-0-13-480045-5A01 RUSS0455 09 SE FM.indd 212/1/17 3:51 PM
DedicationThis is for my grandchildren,Mason, Mariya, Emily, Sarah, Lily, Ella,and Gabriella, and to the memory of Tookieand Bryan WoodsA01 RUSS0455 09 SE FM.indd 312/1/17 3:51 PM
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About the AuthorDavid L. Russell is a professor of English at Ferris State University in Big Rapids,Michigan, where he teaches children’s literature and folk literature. He is the authorof Patricia MacLachlan and Scott O’Dell, both published by Twayne Publishers, aswell as Stuart Academic Drama: An Edition of Three University Plays by GarlandPublishing. He has also published numerous scholarly articles on children’s literature,and was a contributor to The Oxford Encyclopedia of Children’s Literature, TheContinuum Encyclopedia of Children’s Literature, and The Cambridge Guide toChildren’s Books in English. He is currently co-editor of The Lion and the Unicorn.vA01 RUSS0455 09 SE FM.indd 512/1/17 3:51 PM
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ContentsPreface xvCHAPTER1The History of Children’s LiteratureHow We Got Here 1Introduction 1The Earliest Children’s Literature 2The Middle Ages 3The Renaissance 4The Eighteenth Century 8The Philosophers 8The Bookseller and Moral Writers 9The Discovery of the Folktales 11The Victorian Golden Age 11The Twentieth Century 16Children’s Literature Around the World 16Modern Theories of Child Development 18Piaget and Cognitive Development 18Erikson and Psychosocial Development 20Kohlberg and Moral Development 21Summary 22Recommended Resources 23CHAPTER2Reading the WorldIssues in Children’s Literature 25Introduction 25Cultural Diversity and Inclusion 26viiA01 RUSS0455 09 SE FM.indd 712/1/17 3:51 PM
viii ContentsAmerican Indians 27African Americans 29Latinos/as 33Asian Americans 34Other Cultures 36The Importance of Diversity and Inclusion 37Social Diversity and Inclusion 39Sexual Development 39Sexual Preference and Gender Identity 39The Physically, Emotionally, and Intellectually Challenged 40Transition and Tragedy 41Divorce 41Death 42War and Violence 44Bibliotherapy 46Intellectual Freedom 48Summary 50Works Cited 51Recommended Resources 52Children’s Books on Culture and Ethnicity: A Selected and AnnotatedBooklist 53American Indian and Native Heritage 53African American and African Heritage 55Latinos/as and Latino Heritage 56Asian American and Asian Heritage 58Other Cultures 59CHAPTER3Experiencing LiteratureReading, Writing, Talking, and Doing 61Introduction 61Language Acquisition 62Educational Theories 63Lev Vygotsky and Social Interaction 63Reader Response Theory 64A01 RUSS0455 09 SE FM.indd 812/1/17 3:51 PM
Contents ixUsing Literature in the Classroom 66Reading Experiences 66Writing Experiences 69Dramatic Experiences 71Artistic Experiences 73Technology in the Classroom 75The Common Core Curriculum 77Summary 80Works Cited 81Recommended Resources 81CHAPTER4The Art and Craft of FictionThe Medium and the Message 83Introduction 83Literary Elements: Tools of the Trade ��95Tone 97Literary Criticism: Thinking About Books 102Historical Criticism 102Structuralism and Formalism 103Archetypal Criticism 104Psychoanalytical Criticism 105Feminist Criticism 108Ecocriticism 109Summary 110Works Cited 111Recommended Resources 112A01 RUSS0455 09 SE FM.indd 912/1/17 3:51 PM
x ContentsCHAPTER5Picture BooksThe Union of Story and Art 113Introduction 113Beginning Books 113Tactile and Movable Books 113Alphabet Books 115Counting Books 117Concept Books 117Picture Storybooks 118Wordless Picture Storybooks 118The Picture Storybook’s Appeal: An Example 120The Story 122Plots and Themes k Art 124Line, Shape and Space 125Texture, Composition and Perspective 129Artistic Media 131Artistic Style 134Design and Meaning in Picture Books 136Graphic Novels 140Summary 141Works Cited 142Recommended Resources 142Picture Books: A Selected and Annotated Booklist 143Picture Storybooks 147CHAPTER6PoetryFor the Love of Language 155Introduction 155Mother Goose Rhymes 156The Origins 156Mother Goose and Child Development 157A01 RUSS0455 09 SE FM.indd 1012/1/17 3:51 PM
Contents xiChoosing Mother Goose Books 163The Sounds in Poetry 164Rhyme 164Rhythm 166The Pictures in Poetry 167Direct or Sensory Description 168Figurative or Comparative Description 169The Kinds of Poetry 171Narrative Poetry and Ballads 171Lyric Poetry 172Sharing Poetry with Children 180Summary 182Works Cited 183Recommended Resources 183Poetry for Children: A Selected Booklist 183CHAPTER7Folk NarrativesThe Oldest Stories 189Introduction 189Elements of the Folk Narrative 190Setting and Plot 190Character 190Language and Style 194Images and Symbols 195Motifs 195Taboos 197Types of Folk Narratives 199Talking Animal Tales 199Fables 200Wonder Tales 200Merry Tales 204Cumulative Tales 206Local Legends and Tall Tales 206Ghost Stories and Jump Tales 207A01 RUSS0455 09 SE FM.indd 1112/1/17 3:51 PM
xii ContentsMyths and Traditional Epics 208Origin and Adventure Tales 208Trickster Tales 210Pourquoi Tales 210Folktales in the Classroom 212Summary 214Works Cited 214Recommended Resources 214Folk Narratives: A Selected and Annotated Booklist 216CHAPTER8FantasyThe World of g Fantasy 222Fantasy Elements 223The Fantasy World 224The Fantasy Characters 224The Fantasy Premise 225Types of Fantasy Fiction 227Animal Fantasy 228Toy Fantasy 230Eccentric Characters 232Enchanted Journeys 233Epic Fantasy 234Miniature Fantasy 235Time Slip Fantasy 236Supernatural and Horror Fantasy 236Science Works Cited 241Recommended Resources 242Fantasy Fiction: A Selected and Annotated Booklist 243A01 RUSS0455 09 SE FM.indd 1212/1/17 3:51 PM
Contents xiiiCHAPTER9Realistic FictionThe Days of Our Lives 251Introduction 251Historical Realism 252Definition 252Historical Accuracy 253Historical Authenticity 254Contemporary Realism 256Definition 256New Realism and the Problem Novel 257Topics in Realistic Fiction 258Family Relationships 260Friendship 262Personal Growth and Development 264Social Issues 264Adventure and Survival 266Death and Dying 268Mysteries and Puzzlers 270Sports 270Animals 271A Word About Verse Novels 272Summary 272Works Cited 273Recommended Resources 273Historical Realism: A Selected and Annotated Booklist 274Contemporary Realism: A Selected and Annotated Booklist 278CHAPTER10NonfictionTelling It Like It Is 285Introduction 285Characteristics of Nonfiction 286Purpose and Audience 287A01 RUSS0455 09 SE FM.indd 1312/1/17 3:51 PM
xiv ContentsFactual Information 288Writing Style 289Informational Format 290Types of Nonfiction 295Science and Nature 295Arts and Leisure 298Human Growth and Development 299History and Human Society 300Biography and Autobiography 302Creative Nonfiction 304Summary 305Works Cited 306Recommended Resources 306Nonfiction: A Selected and Annotated Booklist 308APPENDIXAmerican Awards 323The Newbery Medal 323The Caldecott Medal 326The Mildred L. Batchelder Award 330The Laura Ingalls Wilder Award 331The Coretta Scott King Award 332National Council of Teachers of English Award for Excellence in Poetryfor Children 334The Scott O’Dell Award for Historical Fiction 334NCTE Orbis Pictus Award for Outstanding Nonfiction for Children 335Robert F. Sibert Informational Book Award 336International Awards 337The Carnegie Medal 337The Kate Greenaway Medal 339The Hans Christian Andersen Award 341The Astrid Lindgren Memorial Award 342Glossary 343Children’s Literature Resources 347Index 349Credits 362A01 RUSS0455 09 SE FM.indd 1412/1/17 3:51 PM
PrefaceRevisions always pose both opportunities and risks. Certainly, just being askedto do a revision is an honor, but it is more importantly a responsibility. One wantsto preserve the features valued by loyal users of the previous edition while makingchanges that might appeal to a wider audience. Perhaps most importantly, arevision allows for the updating of material to keep pace with the dynamic world ofchildren’s literature.As so often happens, this revision turned out to be more dramatic than I hadoriginally envisioned, and a generous publisher has made it possible to have fullcolor throughout the book. This, I trust, will make the overall design more visuallyappealing. The chapters have been reshuffled, and, more importantly, reduced innumber. Logic and efficiency were my motives for these changes. Katherine Patersonfamously said, “I love revision. Where else can spilled milk be turned into icecream?” It is with this spirit that I have entered into this ninth edition.New to This EditionPerhaps most noticeably, the entire book is now illustrated in color, which I hopemakes for a livelier and more pleasing presentation.All chapters have been rewritten and updated where necessary to keep abreastof developments in the field. All resource lists have been updated. Chapter 1 (The History of Children’s Literature) now includes materialon twentieth–century theories of child development (Piaget, Erickson, andKohlberb), which were formerly in a separate chapter. This move is toemphasize the development of modern children’s literature as it addresses newattitudes toward childhood. Chapter 2 (Reading the World: Issues in Children’s Literature) combinesmaterials from former chapters 3 and 4, including the social issues of diversityand inclusion, the personal issues of sexuality and death, and the harsh realitiesof war and violence. In addition, the chapter concludes with a discussion ofintellectual freedom, which is often called into play with books on all these issues. xvA01 RUSS0455 09 SE FM.indd 1512/1/17 3:51 PM
xvi PrefaceThe new Chapter 4 constitutes a shifting of the literary and critical materialsoriginally in Chapter 9. Because this information applies to all children’sliterature, its placement near the beginning of the text probably makes themost sense. Additionally, the discussion of critical approaches has beenenhanced considerably. The new Chapter 5 (Picture Books), which begins Part II, combines thediscussions of all picture books, which in previous editions had been dividedbetween two chapters. This should avoid some redundancy, and the inclusionof more full-color illustrations should strengthen the discussions on art. The new Chapter 6 (Poetry) opens with a discussion of Mother Gooserhymes, which had originally been placed in a chapter on books for the veryyoung. Using Mother Goose as an entrée to the discussion of poetry maymake more sense. In my own classes, students spend most of their time reading the primarymaterial—the picture books, the poetry, the folktales, the fantasies, the realisticfiction, the nonfiction—which is as it should be. This book is intended as asupplement to that reading, and the focus is always, I hope, on the literature itself.Finally, I offer no apology for my approach, which is decidedly literary, reflectingmy own background as a teacher of English literature. My hope is that all whouse this book come away with more than just ideas about how to make readingfun in the classroom (however important that is). Children’s literature provides anexcellent opportunity for us to develop an appreciation for the art of literature andan understanding of how literature reflects our world and ourselves.As always, I close with a quotation from Ecclesiasticus, a question that goes tothe heart of education:If thou hast gathered nothing in thy youth, how canst thou find anything in thine age?A01 RUSS0455 09 SE FM.indd 1612/1/17 3:51 PM
Language 124 Picture-Book Art 124 Line, Shape and Space 125 Texture, Composition and Perspective 129 Artistic Media 131 Artistic Style 134 Design and Meaning in Picture Books 136 Graphic Novels 140 Summary 141 Works Cited 142 Recommended Resources 142 Picture Books: A S
