Lesson 1 :

Topic: The Place of Literature in a Child’s Life

Reporter: Kim Harvey Martel

Reflection:

The Place of Literature in Child’s life is emphasize the literary of all young people
at school from time to time. They have to realize that education is a valuable ingredient and
that remained. Reading books is important to all children that’s why we need to show them
and believe they need to place a literature in their life. Even the culture has changed also
their wants and needs. Teacher, Parents and Librarian can help the children. They can
work effectively to developed the child for reading books. As a parent it is my desire that
my child would develop a love for books, and be able to know the importance and benefits
from reading the books. 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.

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.

By reading some literature adds to a child's development. Children read for fun,
and in the process, develop better reading skills and abilities to enjoy more reading.
Because reading children's literature stimulates a child's imagination, reading provides an
important visual experience. Books provide windows into worlds that many would never be
able to physically visit and see and encourage students to consider situations that would
never have even occurred to them.
Lesson 2:
Topic: Children’s Reading Interest
Reporter: Aireen Batucan

Reflection:

In classrooms, teachers should be aware of which books their students are selecting to
read and assist them in making appropriate choices. By determining children’s reading interests,
teachers can help students find more appropriate material to read and motivate them to become
life-long readers.Teachers need to be aware of their students’ interests so they can help students
select literature. Interest in reading material is an influential factor for future reading.

Students should be provided with books that represent all genres so that they can
determine what they most enjoy reading. Unless a child is given the opportunity to read poetry,
mysteries, historical fiction, biographies, autobiographies, and science fiction, he or she may not
know all of the types of stories that are created for readers of all ages. Student book choice is the
first step in getting children hooked on reading. When students have ownership of their reading,
successful, independent readers begin to bloom.

Children are humans and have human needs. They also have additional needs unique to
their particular situation. It is profound responsibility of parents and careers to provide for those
needs.Among this needs are:

1. Material Security - It embraces everything that gives him a sense of comfort and well-
being.Children cannot acquire their own food or sustain any reasonable shelter. The initial
responsibility of their parents is to provide a roof over their heads and food in their stomach.

2. Emotional Security - The need to love and to be beloved. Children need emotional stability in
order to feel happy and safe. They also need it to learn.
The emotional security of a young child is a prerequisite for any further learning.They are
completely dependent on their parents but need to be able to explore their surroundings to learn.
When they feel loved and safe, they find the courage to start discovering the world and this is how
they grow and learn.Young children also learn best when their family and home life is predictable
and safe.

3.Intellectual Security - The need to know things more accurately. Children cannot learn anything
without the parents help and stuff them with intellectual nourishment.

4. Need for spiritual security- Material achievement may be viewed as a top priority, but spiritual
nurturing can help children to develop a way of valuing more than just material achievement like
fame, career, money or visible success in their life. The value of success and the value of
happiness will be very different if they are spiritually nurtured and can change their life direction. In
such a way that helps them move into life with greater confidence and a better understanding of
how much God truly loves them.

5. The need to belong- In order for young children to feel confident, happy, comfortable, and at
ease with themselves and others, including the teacher, they need to first feel like the classroom
environment is a place where they are invited, accepted, loved, and “a part of the group, not a part
from the group. Children who feel a part of the classroom community will be better able to
focus on building healthy relationships and having a happy experience. That ‘sense of belonging’ is
so important to the success of a young child
Lesson 2: Continuation

Topic: Children’s Reading Interest

Reporter: Aileen Lopez

Reflection:

As a continuation of the topic about childrens reading interest the reporter

discussed other needs of children in order to developed some interest in reading boks.
One of this is the need to be love and be loved. Loving and being loved are not givens. The
world would be a far better place if each child who is brought into it was wanted and
beloved. Beyond having their physical needs for food, water, shelter, and hygiene met,
young children also need plenty of emotional and cognitive support, love, and nurturing.
Parents should make it a point to express love and affection for their children every day.
Doing so helps young children to feel safe, comforted, and included in a warm, bonded
relationship. Such feelings of security actually increase children's capacity to learn and to
develop mentally and physically.

Next is the need to achieve, to do or be someone worthy of respect. When children feel
valued and capable, they are less likely to engage in power struggles. Children deserve
respect. When children are respected they succeed in life. When a child experiences
respect, they know what it feels like and begin to understand how important it is. Respect is
a two-way street and when you choose to model mutual respect, you’ll be well on your way
to raising respectful children.

Also child need for recreation or change. Recreational activities help in overall development
of a student’s physically, mentally, and emotionally. It not only helps to gather knowledge
but to use it ethically to lead a healthy and better life. It teaches one to think with reason
and live with a more practical approach to life. It also enhances ones all round development,
thus helping to achieve success in ones endeavors.

Lastly is the need for aesthetic satisfaction. Teachers can help develop children’s aesthetic
senses by involving them in the arts through introduction to works of art, music, dance, and
literature. Children’s aesthetic sensibilities are enhanced by allowing them to explore their
environment in a manner that encourages divergent thinking. In discussing art with children,
basic elements such as line, color, form, space, and design are all appropriate. Teachers
can create aesthetic opportunities in the classroom by providing children with materials,
supplies, room décor, objects, books, visiting artists, and varied activities to stimulate their
aesthetic sense.

It also outline how children develop language and literacy skills before they begin formal
reading instruction from the age of two up to twelve years old.
Lesson 3
Topic: Selecting Books for Children
Reporter: Jomelyn Cawit

Reflection:

Books are an excellent resource for children. They can introduce children to different
people and places, expand their word vocabulary, stimulate their curiosity and imagination, and
encourage their intellectual growth. Books also provide a means for special and enjoyable moments
between adults and children. As a mother of a toddler selecting books that are just right for my child
is important so that she isn’t reading books that is too easy, too hard, or that she have no interest in.

For a toddler like my daughter she enjoy picture books about objects in their world. For
example: people, clothing, common household objects, or animals. Books with illustrations that are
bold and simple appeal to her age. Cloth books and books made of heavy cardboard are durable,
easy to clean, and easier for babies and toddlers to manipulate without damaging the book. This
young age likes learning to turn the pages and listening to me talk about the pictures, too.

Preschoolers enjoy books that have a lot of actions, pictures and repetitions, and stories
about themselves or other children their age. They like to hear the same book over and over
again. While this may seem tiresome to the reader, it is very beneficial to the child's learning. Select
books that are quality literature. A good variety of books from different genres is also important such
as wordless, participation, fairy tale, picture books, and predictable books.

For elementary students we should Consider the child personality traits and personal
preferences when choosing a book. Choose an informational book or a novel in an area of specific
interest.

A fine book is not necessarily the most lavish or most expensive book on the shelf. It is a
book that is written and designed well. Take more than a few minutes to look at the books read
them or passages from them. A book is an unlimited investment in the human mind and spirit. Its
selection deserves thoughtful attention.

In this report I was able to know the basic needs of children that will help me to become
a better parent, and among these are:

1. Material security - Children cannot acquire their own food or sustain any reasonable shelter. The
initial responsibility of their parents is to provide a roof over their heads and food in their stomach.
2. Emotional Security - The need to love and to be beloved. Children need emotional stability in
order to feel happy and safe.
3. Intellectual Security - The need to know things more accurately. Children cannot learn anything
without the parents help and stuff them with intellectual nourishment.
4. Need for spiritual security- Material achievement may be viewed as a top priority, but spiritual
nurturing can help children to develop a way of valuing more than just material achievement like
fame, career, money or visible success in their life. The value of success and the value of
happiness will be very different if they are spiritually nurtured and can change their life direction. In
such a way that helps them move into life with greater confidence and a better understanding of
how much God truly loves them.
5. The need to belong- In order for young children to feel confident, happy, comfortable, and at
ease with themselves and others, including the teacher, they need to first feel like the classroom
environment is a place where they are invited, accepted, loved, and a part of the group, not apart
from the group. Children who feel a part of the classroom community will be better able to
focus on building healthy relationships and having a happy experience. That sense of belonging is
so important to the success of a young child.
Lesson 3: Continuation
Topic: Selecting Books for Children
Reporter: Gema Rose Ventures

Reflection:

Since I am a mother and children’s books are my child’s first introduction to literature, it is
important that I make the right decision in selecting books for my child. Blessed with marvelous
books at an early age, my child will be more likely to curl up with a good book in later years.

And there are types of books that the reporter discussed that are suitable for children to
read. One of this is fiction books. I believed that reading fiction is good for children. When kids relax
into reading a good story, they lose themselves and are swept into a different world. Reading fiction
stories aid their creativity, introduce to new ideas and ways of thinking about the world, fiction has
powerful potential as a creativity booster.Fiction can also help socialize children by teaching them
important lessons about life and the way that our society and communities work.

Besides with this benefits that fiction books brought to children, it is also important to
know some criterias in selecting fiction books. Among these are: theme which is the underlying idea
that ties the plot, characters, and setting together into a meaningful whole. When evaluating themes
in children’s books, consider what the author wanted to convey about life or society and whether
that theme is worthwhile for children.As I observed in children books usually authors directly state
the theme of a book, rather than imply it as authors commonly do in books for adults. Themes in
books written for younger children frequently develop around experiences and emotions that are
important to the younger readers. For example the theme in Douglas Wood’s What Dads Can’t Do
develops the importance of a father’s love by showing numerous father and child relationships.

Next thing to consider is the plot When asked to tell about a favorite story, children usually
recount the plot, or plan of action. Children want a book to have a good plot: enough action,
excitement, suspense, and conflict to develop interest. A good plot also allows children to become
involved in the action, feel the conflict developing, recognize the climax when it occurs, and respond
to a satisfactory ending. Children’s expectations and enjoyment of conflict vary according to their
ages: Young children are satisfied with simple plots that deal with everyday happenings, but as
children mature, they expect and enjoy more complex plots.

Another thing to consider is the quality of content. Each book should be read carefully
before the selection is made. Stories for young children should be related to the child‟s experience,
interests, and needs and give factual information, it should be short and full of simple action leading
to satisfying conclusions, deal with the child‟s everyday world topics easily understood, give truth
and reality, have the humor simply and obviously expressed, and it should appeal to children's
sense of humor, sympathy or imagination.

Characterization is also important because a believable, enjoyable story needs main

characters who seem lifelike and who develop throughout the story. Characterization is one of the
most powerful of the literary elements The characters whom we remember fondly from our
childhood reading usually have several sides; like real people, they are not all good or all bad, and
they change as they confront and overcome their problems.

Style also need to be consider, as authors have a wide choice of words to select from
and numerous ways to arrange words to create plots, characters, and settings and to express
themes. Many authors use words and sentences in creative ways. To evaluate style, read a piece of
literature aloud, the sound of a story should appeal to your senses and be appropriate to the content
of the story. The language should help develop the plot, bring the characters to life, and create a
mood.
Lesson 3: Continuation
Topic: Selecting Books for Children
Reporter: Rynette Heramis

Reflection:

As a continuation with what Miss Ventures discussed in the previous video report, Miss
Heramis added this two elements in choosing fiction books, these are: format and illustration.

Children need to have experiences with well-made books in which content; including, text
illustrations and format expertly complement each other. The book should be beautiful,the cover
should be sturdy,the binding should be firm,the paper should be durable, the pages should be
uncluttered, the print should be clear, and the size of the book should be such that children can
handle it easily.

llustrations are essential in children’s books and are the key reason ther readers interest
is held longer. A good artist will produce bold pictures that captures the attention of the reader and
helps to tell a story and teach concept. The illustrations will help children develop appreciation and
awareness as they strengthen and support the written text. Illustrations also help establish mood,
adding depth and realism to the story through the use of imagery that will make all five senses come
alive. And in my experience with my child, if it isn’t well illustrated she lose interest fast.

Another interesting book to read is about biographies. Reading biography not only
allows kids to gain valuable new perspectives, but it also encourages their own self-discovery. It
allows them to see the world in new ways, it teaches them lessons they might not otherwise have
learned, it creates empathy and understanding of others, it extends their view into the future and will
discover fascinating people. I hope someday the stories behind these people engage my little one’s
imaginations and inspire her to think outside her self and the life she live.

Lastly reading reference books such as dictionary and encyclopedias are very important
too. Using a dictionary is a skill for life that children develop over time. It supports children’s develop
language skills and helps them understand new words at different ages. Using a dictionary helps
children master important concepts like: spelling, word meaning, alphabetical order and word
classes.

The initial days of learning are full of curiosity and that curiosity of kids can only be
satisfied if you give them the right answers. A good book at the right time can be of great help to
kids. An encyclopedia is full of interesting facts that can be helpful for curios people and there are
special encyclopedia for kids.

Good books also let children see the inside of how one comes to know. To simply
present a fact without helping a child see how we came to know the fact doesn’t promote good
learning. These books can make wonderful memories for children and deliver information about
daily life, about children’s interests and curiosities, and about the world. A child’s ability to make
meaning during reading enhances when the child engages actively in thinking about what he or she
reads. Therefore, select books that encourage active participation ones that are on topics of high
interest or that answer questions your child would asked.
Lesson 4
Topic: History of Childrens Literature
Reporter: Shahine Gabales

Reflection:

For many of us, some of our fondest childhood memories are associated with the stories
and books we learned from our parents, heard from our teachers, and discovered for
ourselves.Adults have been writing for children a broad definition of what we might call children’s
literature in many forms for centuries. Little of it looks much fun to us now. Works aimed at children
were primarily concerned with their moral and spiritual progress. Literature written specifically for an
audience of children began to be published on a wide scale in the seventeenth century. Most of the
early books for children were didactic rather than artistic, meant to teach letter sounds and words or
to improve the child's moral and spiritual life. It is important to understand past literary
accomplishments in order to appreciate current trends in literature. It enables us to comprehend
what life was like in long-ago eras. The oral tradition has also given us glimpses of long-dead
societies.

One example that had a strong oral story-telling culture was the Anglo-Saxons.
The Anglo-Saxons were prominent in the early Middle Ages, stretching from the first century up to
the Renaissance, which began around the 14th century. The Anglo-Saxons invaded what is current-
day England around the year 450, and were the dominant group until the Norman invasion in 1066.
The group consisted of three Germanic tribes: the Angles, the Saxons and the Jutes. The Anglo-
Saxon people pushed the native Britons to the region now known as Wales.The Anglo-Saxon
invaders brought with them a tradition of oral poetry, but it was Christianity that brought the written
word to them. For the most part, only churchmen were literate and spent much time copying
manuscripts. Thus, we see plenty of religious topics in the written works of that era.

Another period from the early beginning of children literature is the Medieval Period.
Medieval literature is defined broadly as any work written in Latin or the vernacular between c. 476-
1500 CE, including philosophy, religious treatises, legal texts, as well as works of the imagination.
More narrowly, however, the term applies to literary works of poetry, drama, romance, epic prose,
and histories written in the vernacular (though some histories were in Latin). While it may seem odd
to find histories included with forms of fiction, it should be remembered that many history of the
Middle Ages contain elements of myth, fable, and legend and, in some cases, were largely the
product of imaginative writers. Medieval children were taught to read on parchment covered wooden
tablets containing the alphabet and a basic prayer, usually the Pater Noster. Later versions are
known as “hornbooks”, because they were covered by a protective sheet of transparent horn.

Puritan Period - there have been many changes related to the publishing of literature for
children since the beginning of the 17th century when the only books published for children were
school books to teach them the alphabet and spelling, as well as morals, manners, and religion. At
that time, the content of school books was influenced by Puritan beliefs that children were inclined
to evil and needed to be taught morals. However, during this time, cheaply published books called
chapbooks containing popular stories and tales also began to be produced and sold. Since these
books did not contain strictly moral stories, they were often criticized for departing from Puritan
beliefs (Gangi, 2004). Puritanical thinking eventually gave way to the Enlightenment ideals
characterized by the philosophy of John Locke, which marked a shift in the view of children to that
of a “blank slate” that could be written upon. During this time, moral tales and fables were still
published, but more light-hearted books featuring word play, riddles, rhymes, and games began to
appear in children’s books as well.
Lesson 4: Continuation
Topic: History of Children Literature
Reporter: Quenny Magallanes

Reflection:

As a continuation of the report for the history of children literature cited here the
importance of people who become part of the develpment of children literature.During the
18th century, John Newbery, a writer of children’s books, greatly influenced children’s
literature by starting the first publishing house dedicated to children’s stories. He published
his own stories, as well as the works of other children’s book authors. The idea of a
publishing house just for children’s stories reflected a shift in how society thought of
children.

Another dramatic development in children's literature in the twentieth century has

been the picture book. Presenting an idea or story in which pictures and words work
together to create an aesthetic whole, the picture book traces its origin to the nineteenth
century, when such outstanding artists as Randolph Caldecott, Kate Greenaway, and
Walter Crane were at work.

Since the beginning of time, adults have entertained children with stories and
fables. From these folktales developed an elaborate tapestry of children's literature. Today
children's literature encompasses multiple genres and appeals to readers of every age.
Lesson 5
Topic: Development of Childrens Literature in the Philippines
Reporter: Marifel Sales

Reflection:

In this report it was discussed the development of Children Literature in the

Philippines from the pre-spanish time up to the present. Children’s literature in the
Philippines traces its roots to oral tradition before Spain colonised the archipelago. Mothers
sung lullabies for their babies. Each region had its own lullaby: Ili-ili Tulog Anay from the
Visayas, Paghehele of the Tagalogs; and Duoay ya of the Ilocaos. Youngsters heard
folktales from adults; these tales were meant to educate the young. Further, proverbs and
riddles reflected the people’s philosophy and way of life. Likewise, these had morals.

I realized that Philippines was already rich with awesome literature before the
arrival of the Spaniard. Our ancient literature shows our customs and traditions in everyday
life as traced in our folk stories, old plays and short stories. Our ancestors also had their
own alphabet which was different from that brought by the Spaniards. The first alphabet
used by our ancestor was similar to that of the Malayo-Polynesian alphabet. Whatever
records our ancestors left were either burned by the Spaniards friars in the belief that they
were works of the devil or were written on materials that easily perished, like the barks of
trees, dried leaves and bamboo cylinders which could not have remained undestroyed even
if efforts were made to preserve them.

Other records that remained showed folk songs that proved the existence of a
native culture truly our own. Some of these were passed on byword of mouth till they
reached the hands of some publishers or printers who took interest in printing the
manuscripts of the ancient Filipinos. The Spaniards who came to the Philippines tried to
prove that our ancestors were really fond of poetry, songs, stories, riddles and proverbs
which we still enjoy today and which serve to show to generations the true culture of our
people.

Due to the long period of colonization of the Philippines by the

Spaniards, they have exerted a strong influence on our literature. The first
Filipino alphabet called ALIBATA was replaced by the Roman alphabet. Books were
focused on the lives of saints, prayers and sermons. Written in the vernacula in Roman
alphabet, these were distributed throughout the archipelago. And Spaniards introduce
diffent kind of literatures that were drawn the interest of some Filipinos. And later became
one way for some Filipinos like Francisco Balagtas to exposed the horrible situation of the
Filipinos in the hands of the spaniards through his Florante and Laura.
Lesson 5: Continuation
Topic: Development of Childrens Literature in the Philippines
Reporter: Marifel Masbang

Reflection:

When the Filipinos failed to gain independence as new colonizers took the power
from Spain which is the Americans.It opened again to a new kinds of literature which the
American brought in the Philippines.The literary genres that flourished during the American
Period were poetry, sarswela, short story, and the novel. Poetry was written in the three
languages - Filipino, Spanish, English, and in the different dialects.

The textbooks used in the classroom, the Baldwin Readers, were brought in from
America and taught Filipinos that “A is for Apple.” It was replaced by the Insular Readers,
written for Filipinos with Filipino characters and settings, but used to transmit American
values to Filipino children. Philippine literature during the American rule was influenced by
two factors, first of which is, education. With the Americans providing free education, many
were given the chance to study and English was used as the language of instruction. Unlike
the Spanish, the foreigners were willing to teach their language to the Filipinos. Free
education served as the stepping stone for others to improve their social status.Early
literary works in English showed styles of which is American. It can also be seen that
writers who just started learning English cannot fully showcase their talent because of the
lack of mastery of the language.

To Filipino children the Americans introduced books that were meant for young
American readers. Filipino youngsters were introduced to Mother Goose Rhymes and Alice
in Wonderland that I had so much fun also reading those american literatures during my
childhood.Since the setting and way of life presented in these stories are foreign, the result
was the alienation of the Filipino child from his own culture. Adding to the burden was the
American-themed literature for the Filipino children. The values, attitudes were reflected in
the Filipino children, who made the values their own.