Ave Maria College

COLLEGE OF EDUCATION
HEI Unique Institutional Identifier No: 09077

COURSE PACKET IN
MAJ 4: CHILDREN AND ADOLESCENT
LITERATURE

Prepared By:

Arjie P. Abellana
Course Facilitator

2021
AMC, Vallesville – Fatima, Liloy, Zamboanga del Norte, 7115
 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
___________________________________________________________________________________________

MAJ 4 – Children and Adolescent Literature

Prepared by:
Arjie P. Abellana
i
 PREFACE

This course packet was prepared for those whose delicate task is to bring books to children and
share with children their own love of literature. Because of difficulty in procuring the prescribed foreign
anthologies and because of the dearth of materials on the teaching of literature for young people, it is
hoped that this material may serve as an introduction and adventure into the realm of children and adult
literature and a useful and inexpensive anthology. This course packet is provided for better
understanding and appreciation of the development of children and adolescent literature.
To my beloved students who will take up this course, I am encouraging you to read and study
seriously all the concepts and learning materials found in this course packet. This course pack is
designed not only for enjoyment of reading but also for your language enrichment and vocabulary. To
enhance your comprehension, there is only one thing to do, Read and read and read and comprehend
what you are reading. I am encouraging you to study and utilize this learning material with full
knowledge and wisdom.
I would like to thank my family and my co-teachers for helping me every time I need help from
them. Their humility in guiding and lending me their hands made me feel motivated and determined to
work on this course packet. Above all things, I would like to thank our Lord Almighty for giving me the
strength and good health to make this course packet complete.

Arjie P. Abellana
Course Facilitator
Phone Number: 09353437302/ 09512639632
Facebook Account: Arjie Abellana
Email Address: arjieabellana2@gmail.com

ii
 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
TABLE OF CONTENTS
PREFACE ii
TABLE OF CONTENTS iii
COURSE OUTLINE v
WEEK 1
LESSON 1: HISTORY AND VALUE OF CHILDREN LLITERATURE……………... 3

Weekly Exam 1……………………………………………………..………… 8

Activity 1 ………………………………………………………………..……. 9

WEEK 2
LESSON 2: PICTURE BOOKS……………………………………………..……….……. 11
LESSON 3: NURSERY RHYMES ……………………………………………….………. 12
LESSON 4: POETRY FOR CHILDREN………………………………………….……... 13

Weekly Exam 2…………………………………………………..…………… 17

Activity 2 ……………………………………………………………..………. 19

WEEK 3
LESSON 5: LEARNING TECHINIQUES IN TEACHING LITERATURE…….…..… 21
LESSON 6: WAYS IN CRITIQUING A LITERARY PIECE …………………….…… 22

Weekly Exam 3 ……………………………………………………….……… 23

Activity 3 ………………………………………………………………..……. 24

WEEK 4
LESSON 7: FOLKLORE AND FOLKTALES …………………………………….……. 26
Weekly Exam 4…………………………………………………………..…… 32

Activity 4 ………………………………………………………………...…… 34

WEEK 5
LESSON 8: MODERN FANTASY………………………..………………………….….. 36

Weekly Exam 5……………………………………………………………… 38

Activity 5 ……………………………………………………………………. 39

WEEK 6
LESSON 9: MODERN REALISTIC FICTION………………...……………………… 41
LESSON 10: HISTORICAL FICTION………………...………………………………… 42
Weekly Exam 6……………………………………………………………… 46

iii
 Activity 6 ……………………………………………………………………. 47

WEEK 7
LESSON 11: SCIENCE FICTION………………………………………………………. 50
Weekly Exam 7……………………………………………………………… 51

Activity 7 ……………………………………………………………………. 54

WEEK 8
FINAL EXAMINATION WEEK…………………………………………………………. 56
WEEK 9
SUBMISSION OF MAJOR COURSE OUTPUT………………………………………… 58

iv
 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077

COURSE OUTLINE
Course Facilitator ARJIE P. ABELLANA
Course Code and Major 4- Children and Adolescent Literature
Title
Course Pre- MAJ 4- Child and Adolescent Literature
requisite
Course Description This course provides a survey of the categories and types of the world’s
literature for children and adolescents.
Course Objectives At the end of the course, the students should be able to:
1. Analyze and evaluate literary materials of children and adolescent
literature through writing critical analysis paper.
2. Develop love for reading literature for meaningful experiences by
extending other artistic expressions.
No. of Hours 6Hrs Home Learning /Week x 9 Weeks = 54Hrs
Flexible Learning Modular Distance Learning / Blended
(Home Learning Aided by Course Packet)

WEEK Lessons / Teacher’s Activity (Input) Students’ Activity (Output)

General Class and Course
Orientation 1. Get Oriented About the Course,
1. Discuss Course Outline, Requirements, Classroom
Requirements (Outputs), Protocols and Week 1 Lessons
Classroom Protocols and Week & Activities
1 Lessons and Activities 2. Receive Course Packet
WEEK 1 2. Distribute Course Packets
Weekly Objectives:
At the end of this week, students should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam.
b. Write a reflection paper that tells about the importance of selecting
appropriate books for the young readers.

LESSON 1:History And Value Of HOME LEARNING:

Children Literature Read Lesson 1. Then DO:
1. Weekly Exam 1
2. Activity 1
1. Collect Week 1 Outputs 1. Submit Week 1 Outputs

WEEK 2 Weekly Objectives:

At the end of this week, students should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam.
b. Produce a picture book.

LESSON 2: Picture Books HOME LEARNING:

v
 LESSON 3: Nursery Rhymes Read Lesson 2, 3 and 4. Then DO:
LESSON 4: Poetry for Children 1. Weekly Exam
2. Activity 2
1. Collect Week 2 Outputs 1. Submit Week 2 Outputs
2. Return Checked Week 1 2. Received Checked Week 1
Outputs Outputs
WEEK 3
Weekly Objectives:
At the end of this week, students should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam.
b. Write a literary analysis through a creative graphic representation.

LESSON 5: Learning Techniques in HOME LEARNING:

Teaching Literature Read and Watch Lesson 5 and 6.
LESSON 6: Critiquing a Literary Then DO:
Piece 1. Weekly Exam 3
2. Activity 3
1. Collect Week 3 Outputs 1. Submit Week 3 Outputs
2. Return Checked Week 2 2. Received Checked Week 2
WEEK 4 Outputs Outputs

Weekly Objectives:
At the end of this week, students should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam.
b. Write a text analysis comparing two versions of the same folktale from
different cultures.

LESSON 7: Folklore and Folktale HOME LEARNING:

Read Lesson 7. Then DO:

1. Weekly Exam 4
2. Activity 4

1. Collect Week 4 Outputs 1. Submit Week 4 Outputs

2. Return Checked Week 3 2. Received Checked Week 3
WEEK 5 Outputs Outputs

Weekly Objectives:
At the end of this week, students should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam.
b. Produce a movie review of the movie Harry Potter and the Sorcerer’s
Stone.

LESSON 8: Modern Fantasy HOME LEARNING:

Read Lesson 8. Then DO
1. Weekly Exam 5
vi
 2. Activity 5

1. Collect Week 5 Outputs 1. Submit Week 5 Outputs

WEEK 6 2. Return Checked Week 4 2. Received Checked Week 4
Outputs Outputs

Weekly Objectives:
At the end of this week, students should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam.
b. Develop a Historical Fiction.

LESSON 9: Modern Realistic Fiction HOME LEARNING:

LESSON 10: Historical Fiction Read Lesson 9 and 10. Then DO
1. Weekly Exam 6
2. Activity 6

1. Collect Week 6 Outputs 1. Submit Week 6 Outputs

WEEK 7 2. Return Checked Week 5 2. Received Checked Week 5
Outputs Outputs

Weekly Objectives:
At the end of this week, students should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam.
b. Make a movie poster of the movie Tenet.

HOME LEARNING:
LESSON 11: Science Fiction Read Lesson 11. Then DO
1. Weekly Exam 7
2. Activity 7

1. Collect Week 7 Outputs 1. Submit Week 7 Outputs

WEEK 8 2. Return Checked Week 6 2. Received Checked Week 6
Outputs Outputs
FINAL EXAMINATION WEEK 1. Take the Final Exam.

SUBMISSION OF MAJOR 1. Submit major course output

WEEK 9 COURSE OUTPUT

Congratulations! You have just completed your Course on MAJ 4 – Children and Adolescent
Literature
Major Output / Project
Assessment Task Details
Individual Portfolio At the end of the semester, students submit individually a Portfolio in MAJ 4-
in MAJ 4 – Children Children and Adolescent Literature. This contains the weekly exam sheets and
and Adolescent the activity sheets answered by the students.
Literature
Grading System Computation for Midterm Grade: Computation for Semestral Grade:
Components Components
Percentage Percentage
vii
 Weekly Exams/Quizzes =50% Mid-term =35%
Weekly Activities =50% Final Exam =40%
Total =100% Course Major Output =25%
Total =100%
Protocols to Follow 1. Wear face mask all the time.
During Face-to- 2. Observe physical distancing.
Face Learning 3. Clean as you leave the room.
4. Erase the writings on the board as you go.
5. Refrain from charging mobile phones or any gadget inside the
classroom.
6. Refrain from using mobile phone during class hours.
7. Dispose garbage properly.
8. Follow sitting arrangement.
9. Avoid borrowing any personal belongings of classmates.
LIST OF REFERENCES
Book:
Parayno, S. M. (1997). Children’s Literature Revised Edition. Katha Publishing .Co. Inc.
Quezon City Manila Philippines.
Websites:
Ages and Stage of Child Development. Retrieved on May 18,
2021.https://childdevelopmentinfo.com/ages-stages/#gs.1m259q
The Value of Children Literature. Retrieved on May 18, 2021.
https://www.luther.edu/oneota-reading-journal/archive/2012/the-value-of-childrens-literature/
Modern Fantasy. Retrieved on May 18, 2021
http://childrenandyoungadultliterature.weebly.com/modern-fantasy.html
Science Fiction. Retrieved on May 18, 2021
https://www.masterclass.com/articles/what-is-science-fiction-writing-definition-and-characteristics-of-
science-fiction-literature#what-is-science-fiction-literature
Makato and the Cowrie Shell. Retrieved on May 19, 2021.
http://globalwords.edu.au/units/Neighbours_JSY7_html/documents/Makato.pdf
Contemporary Realistic Fiction. Retrieved on May 19, 2021.
https://kotekchildrensliterature.blogspot.com/p/contemporary-realistic-fiction.html?
m=1&fbclid=IwAR2PJfv5VLdw_WGce3pNpinmnqoPLNTasXR15MJKdvjW8g9dEMV5KPSk4I0_
Historical Fiction. Retrieved on May 19, 2021.
https://www.masterclass.com/articles/what-is-historical-fiction-definition-of-the-historical-fiction-genre-
and-tips-for-writing-your-historical-novel#what-is-historical-fiction_

Prepared By: Approved By: Noted By:

MR. ARJIE P. ABELLANA DR. DOMINGO S. ARANAL DR. NUEVA ERA V. ARANAL
Course Facilitator Executive VP College President

Date Signed: ______________

viii
MAJ 4 – Children and
Adolescent Literature
Ave
Maria
College

WEEK 1
MAJ 4 - Children and Adolescent Literature 1
 COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077

MAJ 4 – CHILDREN AND ADOLESCENT LITERATURE

To my students in Major 4 – Children and Adolescent Literature:

Welcome to the first semester of school year 2021-2022 in general and to this course
Major 4 – Children and Adolescent Literature in particular. I am Mr. Arjie P. Abellana, your
facilitator for this course.
This course provides a survey of the categories and types of the world’s literature for
children and adolescents. At the end of this course, you should be able to:
1. Analyze and evaluate literary materials for children and adolescent literature
through writing critical analysis paper.
2. Develop love for reading literature for meaningful experiences by extending other
artistic expressions.
Your course will run for 9 weeks of home learning where you will be aided by this course
packet. This course packet contains the course outline, the weekly lessons, the weekly
exams/activities, major course requirement, and the grading system.
At the end of each lesson you are required to answer weekly exams, which will serve as
your quiz. Moreover, you are also expected to work on the activities which will serve as your
performance task. All of these should be submitted to your course facilitator at the beginning
of the following week through email (arjieabellana2@gmail.com) or print copies which you
can place in an envelope and drop in the box provided at the designated place of the school.
You can go through the course outline at the beginning of this course packet to have a
glimpse of the specific lessons and the equivalent requirements for each week.
If you have questions for clarifications you can text, call or email your course
facilitator.

GOD BLESS 

To my students:
You are now about to start the first lesson for Week 1. Read the learning materials below
then answer Weekly Exam 1 and do Activity 1.

At the end of this week, you should be able to:

a. Answer correctly at least 85% of the questions in the weekly exam.
b. Write a reflection paper that tells about the importance of selecting appropriate books
for the young readers.

MAJ 4 - Children and Adolescent Literature 2

 LESSON 1: HISTORY AND VALUE OF CHILDREN LITERATURE

A. THE VALUE OF CHILDREN LITERATURE

Giving children access to all varieties of literature is extremely important for their success. Educators, parents,
and community members should help students develop a love and passion for reading. Not only is reading literature
important in developing cognitive skills to be able to succeed in a school or work setting, but it is valuable for other
reasons as well. Although there are countless values in exposing children to literature, Donna Norton (2010) identifies
the value of literature for young people in her book Through the Eyes of a Child. Children’s literature is important
because it provides students with opportunities to respond to literature; it gives students appreciation about their own
cultural heritage as well as those of others; it helps students develop emotional intelligence and creativity; it nurtures
growth and development of the student’s personality and social skills; and it transmits important literature and themes
from one generation to the next.
First value to note is that children’s literature provides students with the opportunity to respond to literature and
develop their own opinions about the topic. This strengthens the cognitive developmental domain as it encourages deeper
thought about literature. Quality literature does not tell the reader everything he/she needs to know; it allows for some
difference in opinion. One reader may take something completely different away from the piece of literature than the next
reader, based on the two personal viewpoints and experiences. Students can learn to evaluate and analyze literature, as well as
summarize and hypothesize about the topic. Norton says that for children, “wordless picture books are excellent stimuli for
oral and written language” Students reading wordless books like A Ball for Daisy (Raschka, 2011), The Yellow Umbrella
(Liu, 1987), or The Red Book (Lehmann, 2004) will be able to analyze the illustrations and develop their own dialogue for the
story. This strengthens students’ cognitive functions in being able to form opinions on their own and to express themselves
through language in summarizing the plot of a wordless book.
Second, children’s literature provides an avenue for students to learn about their own cultural heritage and the cultures
of other people. It is crucial for children to learn these values because, “developing positive attitudes toward our own culture
and the cultures of others is necessary for both social and personal development” (Norton, 2010). In saying this, however,
when teaching students about the cultural heritage of others, one should be very careful in selecting which books to
recommend to young readers. There are many stories, some folktales, which contain blatant stereotypes and inaccuracies
about certain cultural groups. This includes books such as Brother Eagle, Sister Sky (Jeffers, 1991), or The Rough-Face Girl
(Martin, 1992). Both of these stories depict Native Americans in a misguided way and contain misinterpretations of what
actually occurred in history. For example, the Iroquois tribe in The Rough-Face Girl (Martin, 1992) historically lived in
longhouses, but the illustrator depicts these Native Americans as living in teepees. This is a clichéd view, and it can be very
damaging in perpetuating stereotypes if we as adults are not cautious in the books we have in our classroom and home
libraries. However, there are some children’s books that are more accurate in teaching the cultural differences of others. A
story called “Eric” from Tales from Outer Suburbia (Tan, 2009) is a touching story about a family who takes in a foreign
exchange student and must learn about their guest and accept the differences between their cultures. It has a positive message
about encouraging acceptance of the cultural differences between people, which is something that we want to help nurture in
our students. Another book that helps discuss culture is Going Home (Bunting, 1996), which is the story of a Mexican
immigrant family with the children who were born in the U.S. There is a difference in what “home” is for the parents and the
children, and when they take a trip to Mexico, the children realize how important their parent’s culture and homeland is for
them. Many books are available that depict culture as an important piece of society that is to be treasured and valued, and
those books can have great value for students.
Third, children’s literature helps students develop emotional intelligence. Stories have the power to promote
emotional and moral development. Children’s literature “contains numerous moments of crisis, when characters make
moral decisions and contemplate the reasons for their decisions,” an important skill for children to see modeled (Norton,
2010, p. 34). Guji Guji (Chen, 2004), for example, is a story about a crocodile who is adopted into a family of ducks.
Ultimately he must choose between betraying his adopted family and going back to his own “species,” and he decides to
remain true to his beliefs and not betray his family. The Scar (Moundlic, 2007) is an effective book to read with students
in order to teach them about responding to grief, as it is about a boy whose mother dies. This requires a complex level of

MAJ 4 - Children and Adolescent Literature 3

emotional intelligence, as many young children do not understand death. The topic of death would be more appropriate
for an older grade level, but it is an important topic to discuss with students. Another book that encourages emotional
intelligence is Selma (Bauer, 2002), which discusses what it takes for a young sheep to be happy. It is a philosophical
story within a picture book, and challenges students to think about what happiness really is. The Big Box (Morrison,
1999) is a story about children who have their freedom taken away by being put into a box and the deeper problems that
exist with not being given one’s freedom. Children’s literature encourages students to think deeper about their own
feelings.
Children’s literature also encourages creativity. Norton stresses “the role that literature plays in nurturing and
expanding the imagination” (2010, p. 4). The House in the Night (Swanson, 2008) depicts the creativity that a young girl
has in her dreams at night, as she flies about the dark neighborhood on the wings of a bird. The Amazing Pop-up Music
Book (Petty, 1999), Zin! Zin! Zin! A Violin (Moss, 1995), and Look Closer: Art Masterpieces through the Ages
(Desnoettes, 2006) are imaginative and original books that encourage students to learn about music and art, and they are
engaging in their design and interactivity. Children’s literature promotes the development of students’ internal
imaginations.
Children’s literature is of value because it fosters personality and social development. Children are very
impressionable during the formative years, and children’s literature can help them develop into caring, intelligent, and friendly
people. Developmental psychologist Jean Piaget says that when students move from the pre-operational to the operational
stage of cognitive development, they become less egocentric. Whereas students in preschool and kindergarten may be entirely
focused on themselves, as students grow older they begin to take into account the feelings and viewpoints of others. Being
able to understand other people’s viewpoints and to not be selfish are important skills that adults must nurture in children, as
Norton says that “acceptable relationships require an understanding of the feelings and viewpoints of others” (2010, p. 27).
Children’s literature can foster social development by encouraging students to accept other people and their differences.
Books like And Tango Makes Three (Parnell & Richardson, 2005), Molly’s Family (Garden, 2004), Heather Has Two
Mommies (Newman & Souza, 1989) and Daddy’s Roommate (Wilhoite, 2000) present situations that might encourage
students to become more open-minded to different types of families and understand that love is the most important thing in a
family. Children’s literature can also encourage students to develop relationships with people, encouraging social contact. A
typical friendship is depicted in Loop the Loop (Dugan, 1992), where a young child and an elderly person become good
friends and share the common joy of playing with yo-yo’s. In A Couple of Boys Have the Best Week Ever (Frazee, 2008), the
boys learn to think of the needs of others when they build a diorama for the grandpa who is fascinated with penguins.
Literature encourages students to be considerate and friendly people, and these traits may be consistent with developing
students into quality citizens.
Finally, children’s literature is of value because it is a timeless tradition, one in which “books are the major
means of transmitting our literary heritage from one generation to the next” (Norton, 2010, p. 3). Classic stories like Dr.
Seuss’ And to Think That I heard it on Mulberry Street (Geisel, 1989) and The Cat in the Hat (Geisel, 1957) are
important books to read to children because of their literary heritage. For a younger audience, children could build their
cognitive and language skills through exposure to Mother Goose rhymes. One example of a good collection of these
classic rhymes is Hey Diddle Diddle and Other Mother Goose Rhymes (dePaola, 1998). Children in older grades can
learn to appreciate the classic plays and messages of William Shakespeare in picture books that aim to make the plays
more accessible. Many versions of Shakespeare’s works are available in abridged and picture book formats, including
Romeo and Juliet (Coville, 1999) and The Tempest (Mayer, 2005). Children are only young for a short time, and so we
must give them access to a basic literary heritage of timeless books. Quality children’s literature has the great power to
captivate audiences for many generations.
Children’s literature is extremely valuable in both the school setting and at home. Teachers and parents should both be
able to differentiate between quality and mediocre literature, in order to give students access to the best books to
encourage these important values of literature and considering developmental domains. Children’s literature is valuable
in providing an opportunity to respond to literature, as well as cultural knowledge, emotional intelligence and creativity,
social and personality development, and literature history to students across generations. Exposing children to quality
literature can contribute to the creation of responsible, successful, and caring individuals. 

MAJ 4 - Children and Adolescent Literature 4

 B. AGES AND STAGES OF CHILD DEVELOPMENT – A guide in choosing appropriate Literary Piece

Children go through distinct periods of development as they grow from infants to young adults. During each of
these stages, multiple changes in the development of the brain are taking place. What occurs and approximately when
these developments transpire are genetically determined. However, environmental circumstances and exchanges with
key individuals within that environment have a significant influence on how each child benefits from each
developmental event. Ages and Stages is a term used to outline significant periods in the human development timeline.
During each stage, growth and development occur in the primary developmental domains, including physical,
intellectual, language and social-emotional. Our goal is to help parents understand what is taking place in their child’s
brain and body during each period, with the hope that they will be able to provide the necessary support, encouragement,
structure, and interventions to enable a child to progress through each stage as smoothly and successfully as possible
based on each child’s unique set of traits and interests.

Baby (Birth – 2 Years Old) – Infant Development & Parenting

This is a time for developing the bonds that will last a lifetime, providing the child with the inner resources to
build self-esteem and the ability to relate positively to others. It is also the time for parents to begin to discover who this
new person is. Each child is unique, and it is imperative that parents learn to understand, respect, support and encourage
the unique characteristics and abilities of each child.

Toddler Development (18 Months – 3 Years)

At this stage, children are now free to roam around their world. It is a time for active exploration of their
environment. Language development grows significantly, which leads to learning the names of objects of interest, the
ability to ask for things, and as they discover their independent nature, yes, they develop the ability to say, “No!” During
this developmental stage, a major challenge is developing what psychologists call emotional regulation. “Meltdowns” are
common during this period but parents can use the bond developed during infancy to help the child learn to modulate
their emotional expression and begin to grasp the difficult concept of delay of gratification. While they instinctively
seem to be able to say “No,” toddlers also need help in learning how to accept “No” from others. This is also a stage of
rapid physical and intellectual development, preparing these children for starting school, which includes interacting
cooperatively with peers while at the same time being able to compete physically and intellectually. A child’s parent is in
the position to be a coach providing just the right combination of encouragement, support, and guidance. Parents also
need to serve as the primary teacher for the mastery of fundamental learning and encourage active discussion and
experimentation of new concepts and skills.

Preschooler Development (3 – 6 Years Old)

Preschooler are emerging from toddlerhood to a new world of exploration and formal learning. Most have started
or will start preschool or prekindergarten and complete this period of development by entering formal school in either
kindergarten or first grade. Because kindergarten has become more academic and often mirrors what used to be first
grade, children usually start kindergarten around the age of six. Preschoolers are open to learning numbers, letters,
beginning reading, and simple math. This is also a critical period for learning music. They are improving their gross
motor and fine motor skills, which gets them interested in art, crafts, and all kinds of ride-on toys (wagons, scooters,
bikes, etc.). They are also developing early sports skills, which often leads to participation in organized sports by the end
of this developmental period. The most important mode of learning during this period is playing. Make believe play of
all kinds is attractive and fosters the development of language, socialization, and creativity. Interest in exploring their
environment promotes early interest in science. They also like to build things out of items around the house as well as
building sets such as Legos, Kinex, blocks, and others.

MAJ 4 - Children and Adolescent Literature 5

School-Age Children Development (6 – 12 Years Old)

Child Raising school-age children can be an enjoyable experience. Watching them try new activities, cheering
them on at athletic events, and applauding their accomplishments at recitals are usually some of the high points for most
parents.  However, achieving success is often preceded by frustration and sometimes learning to accept one’s weaknesses
as well as celebrating and building on strengths. Well-equipped parents can be excellent coaches for their child no matter
what the endeavor. While toddlers and preschoolers need constant supervision, school-age children become gradually
ready for more independence. However, learning to make good choices and exercise self-discipline does not come easily
for many.  Parents need to impart a moral code that the child gradually internalizes. As children struggle with these
essential tasks, parents must be able to provide praise and encouragement, but they must also allow their kids sometimes
to experience the natural consequences for their behavior or provide logical consequences to help them learn from
mistakes.

Teenagers – Adolescent Development (13 – 18 Years Old)

There is no doubt that for most families, the teen years present a challenge for both parents and children. Middle
School is not fondly remembered by most who attend. It is often fraught with scary body changes, bullying by peers and
a new surge for independence. This leads to passive-aggressive behavior (“I’ll do it in a minute.”), self-consciousness
(“What are you staring at?”) and self-doubt (“I’m not good at anything.”) and/or over-confidence (“Well, I thought I
could do that.”) and of course moodiness (“Leave me alone.”). High School is usually better for most. It is a time to
begin defining one’s self and realistically contemplate the future. Skill development is accelerated to prepare for college
or job training programs, and talents are perfected. Social skills are honed, and relationships take on more of a serious
nature. Peer pressure is at its max, and in today’s teen society there are more tempting sidetracks than ever. During
adolescence, kids need their parents more than ever. Research shows that in a positive family environment, including fun
family activities, open parent-child communication, and encouragement to participate in positive extracurricular
activities, teens can navigate these years with relative ease.

KEEP IN MIND:
 Children’s literature is important because it provides students with opportunities to respond to
literature; it gives students appreciation about their own cultural heritage as well as those of
others; it helps students develop emotional intelligence and creativity; it nurtures growth and
development of the student’s personality and social skills; and it transmits important literature
and themes from one generation to the next.

REFERENCES:
Ages and Stage of Child Development. Retrieved on May 18,
2021.https://childdevelopmentinfo.com/ages-stages/#gs.1m259q

The Value of Children Literature. Retrieved on May 18, 2021. https://www.luther.edu/oneota-reading-

journal/archive/2012/the-value-of-childrens-literature/

MAJ 4 - Children and Adolescent Literature 6

MAJ 4 - Children and Adolescent Literature 7
 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
NAME: MARQ JOHN N. TABILIRAN DATE: 10/18/21
PROGRAM & YEAR: BSED-2 SCORE: ___________________

WEEKLY EXAM 1

I. DEFINING TERMS
INSTRUCTION: Define using your own words the following key terms.

1. Literature
-Literature is the total of preserved writings belonging to a given language or people. Literature is the class
or the total of writings, of a given country or period, is which notable for literary form or expression, as
distinguished, on the one hand, from works merely of technical or erudite and, on the other, from
journalistic or other ephemeral writing.

2. Development
-The term development refers to an act of getting better by expanding, enlarging or refining. This term can
also be used to refer to the process in which something exceeds by degrees to a different stage.
Development is the act of improving quality of life and making sure everyone has the preference in what
that life looks like.

II. ESSAY
INSTRUCTION: Answer the questions below.

1. Discuss the value of children literature.

Children’s literature is important because it provides students with opportunities to respond to literature; it
gives students appreciation about their own cultural heritage as well as those of others; it helps students develop
emotional intelligence and creativity; it nurtures growth and development of the student’s personality and social
skills; and it transmits important literature and themes from one generation to the next.
-First value to note is that children’s literature provides students with the opportunity to respond to literature and
develop their own opinions about the topic.

MAJ 4 - Children and Adolescent Literature 8

 -Second, children’s literature provides an avenue for students to learn about their own cultural heritage and the
cultures of other people.
-Third, children’s literature helps students develop emotional intelligence. Stories have the power to promote
emotional and moral development.
-Finally, children’s literature is of value because it is a timeless tradition, one in which “books are the major
means of transmitting our literary heritage from one generation to the next”.

Children’s literature is valuable in providing an opportunity to respond to literature, as well as cultural

knowledge, emotional intelligence and creativity, social and personality development, and literature history to
students across generations. Exposing children to quality literature can contribute to the creation of responsible,
successful, and caring individuals. 

2. Do you agree that literature nurtures and expands the imagination of the readers? Support your answer with some
examples.

Yes, because nurturing a nation of readers is making a more productive world. Reading helps us to understand and
construct databases for research, academics, economy, and the like. This makes people smarter and less likely to be
fooled or scammed. Children who regularly read improve in their reading skills and their understanding of what they
have read. Children can use their imagination to engage with the story. Reading helps children to be empathic through
the characters and their stories. Reading is essential for their learning at school.

MAJ 4 - Children and Adolescent Literature 9

 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
NAME: MARQ JOHN TABILIRAN DATE: 10/18/21
PROGRAM & YEAR: BSED-2 SCORE: ___________________

ACTIVITY 1 – REFLECTION PAPER

INSTRUCTION: From the inputs you’ve read, write a reflection paper. In your reflection paper you must be able to point
out the importance of selecting carefully which books to recommend to young readers. You can either
encode or write, if encoded, just follow the guidelines:

As I sit down to reflect on my subject ,Children and Adolescent Literature, I ponder for what ’ve learned about
importance of selecting carefully which books to recommend of young readers. Here are some of the guide/tips that I
have learned for a good choice.
1. Let them choose what they read, they will take risks. Read books widely across a variety of genres. There is a
required certain number of books in particular genres.
2. Left the titles up to the kids. Conversations that students been stuck in a reading rut appreciated the nudge to
explore other genres and picked up books they never would have read otherwise
3. When you let kids choose what they read, they will read more.
4. Let the students read five books over the course of a school year. The goal is for them to read more than they
did the year before.
5. Let the students discover reading can have an important place in their lives.
6. Let the kids choose what they read, they become better writers. We know that kids who read more tend to be
better writers.
7. Students not only are better writers, but they WANT to write, often “fan fiction” takes them farther into the
worlds of the books they love.
8. Let kids choose what they read, they enjoy reading; it’s not a chore.
9. When you let kids choose what they read, they become empowered.
10.Trust them to make good choices about their reading, and they had to trust the teachers suggest new books and
push them to challenge themselves over the course of the year.

Students are much more willing to make (and take) book recommendations to each other and to seek out new
titles even before a teacher can bring them into the classroom. When we trust students to take control of their own
reading and give up some of the control, teachers become accustomed to, great things can happen.

MAJ 4 - Children and Adolescent Literature 10