Course Code

Course Description Children’s Literature

A.Y.
Term
Revision Date

VISION MISSION

COLLEGE GOALS
In its desire to make education responsive to the needs and demands of the changing times, Ligao Community College stipulates the following
goals: excellence in instruction, development of research-oriented students and instructors and commitment to extension services.
Program Outcomes (from CMO No. 74, s. 2017 p. 4):

1. Demonstrate in-depth understanding of the diversity of learners in various learning areas

2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes
4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Course Information
Course Name Children’s Literature Course Code
Pre-requisite subjects Course Credit 3 units, 3 hr / week(18 weeks, 54 hr in total)
Course Requirements
Grading system

Course Description BTIs

covered
The course focuses on the importance of children's literature for promoting lifelong love of reading among the young learners. It focuses on the
technological, pedagogical and content knowledge necessary to demonstrate knowledge of children’s literature that promote literacy skills and
respond to the learner diversity.

Course Learning Outcomes

At the end of the course, the pre-service teachers can:
A. demonstrate knowledge and understanding of children’s literature to promote lifelong love for reading;
B. demonstrate knowledge of children’s literature to promote literacy skills;
C. demonstrate interest and enjoyment of reading that nurture and inspire learner participation;
D. show skills in the selection and use variety of teaching and learning resources Including ICT for learners from the three ECE levels;
and
E. apply teaching strategies using appropriate resources that are responsive to the learners’ linguistic, cultural, socio-economic and
religions background.

Time Most Essential Learning Outcomes Content Suggested Teaching Suggested

Allotmen
t
Weeks 1- At the end of these weeks, the pre-service
2 teacher (PST) can:
a. describe the literacy elements;
b. explain the knowledge bases of
children’s literature in early
education; and
c. advocate for the importance of
building love of reading and
enjoyment of books in the early
years.
Learning Activities Assessment
A. Introduction
1. Knowledge base of Children’s
Literature in early education:
Developmentally Appropriate
Practices, constructivist
approach, Huge collection of
quality books for young
children

2. Importance of Children’s
Literature and building love of

At the end of these weeks, the preservice
teacher (PST) can:
a. articulate one’s own reading
identity; and
Weeks 3-
b. draw corresponding implications on
4
the appropriate use of children’s
literature to meet the
developmental characteristics and
needs of young children.
At the end of these weeks, the preservice
teacher (PST) can: a. demonstrate
knowledge on picture books; b. evaluate
picture books appropriate for young
children; and c. demonstrate positive
disposition and enjoyment of picture
Weeks 5-
books related to use with young children
6 Selection
Weeks 7- At the end of these weeks, the preservice
8 teacher (PST) can:
a. differentiate the different types of
folk literature; and
reading
3. History of Children’s Literature
4. Literacy Elements (plot, theme,
characterization,)
B. Characteristics of Young Children
and appropriate environments
1. Review of Developmental
characteristics of young children
2. Appropriate LiteratureRich
Environments for infants and
toddlers, preschoolers
C. Literature Genres and Forms
1. The Picture Book
1. Types of Picture Books
(alphabet, counting,
concept, wordless books)
2. Criteria for Picture Book
3. Awards for Children’s
books (Local and Foreign
4. Common Themes,
Characters, and Situations
in Picture books
2. Folk Literature
1. Mother Goose
2. Folktale
3. Chained and cumulative tales
4. Animal tales
 b. demonstrate positive disposition 5. Transformational tales
and enjoyment of folk literature 6. Pourquoi tales
7. Fables
related to use with young children.
8. Tall tales and legendary
figures
9. Noodlehead tales
10. Myths and legends
11. Songs as folk literature
12. Fairy tales as folk literature
At the end of these weeks, the pre-service 3. Modern Fantasy
teacher (PST) can: 1. What modern fantasy is
a. describe what modern fantasy is; 2. Science fiction
Weeks 9- and b. demonstrate positive
10 3. How they are use
disposition and enjoyment of
appropriately with young
modern fantasy related to use with
children
young children.
At the end of these weeks, the pre- 4. Realistic Fiction
1. Characteristics of Quality
service teacher (PST) can: Realistic Fiction for Young
a. describe realistic fiction and its Children
2. Using the Realistic Fiction
elements; Book in Social Studies
b. choose appropriate realistic
Weeks
11-12 fiction selections appropriate for
young children; and
c. demonstrate positive disposition
and enjoyment of realistic fiction
related to use with young
children
Weeks At the end of these weeks, the pre-service 5. Poetry and the Rhythm of
13-14 teacher (PST) can: Expression
a. demonstrate knowledge of various 1. Poetry Elements and Forms
 types of poems by writing samples 2. Poetry and Rhythm
of some types; 3. Poetry Throughout the
b. demonstrate positive disposition Classroom and Curriculum
and enjoyment of poetry related to 4. Teacher’s use of poetry in
use with young children; and
the classroom
c. create an activity plan using poems
5. Linking poetry with
and rhymes for young children.
curricular themes
6. Poetry and Cultural
Diversity
At the end of these weeks, the pre-service 6. Books and Stories in Other
Forms/Media
teacher (PST) can: a. Types
a. evaluate appropriate 1. Television
books/materials in other forms; 2. Audio books
Week 15- b. demonstrate positive disposition 3. Video
16 4. Applications (Apps)
and enjoyment of books /materials 5. Performances –
in other forms/media related to use puppet show
with young children; and b. Criteria in evaluating other
forms/ media for use with
c. create an activity plan using. young children
Week 17-
18 At the end of these weeks, the pre-service D. Literature in the Classroom and at
Home
teacher (PST) can:
1. DepEd Kindergarten Curriculum
a. outline the themes and topics of the themes and lessons
DepEd Curriculum;
2. ECCD Council- National Early
Learning Curriculum (NELC)
b. outline the themes and topics of the
NELC; 3. Strategies to develop love for
reading for parents
c. align appropriate children’s
literature selections to the
 curriculum; and

d. suggest strategies for parents to

instill love of books and reading.
Final Examination
References

(1994) Bumasa at Lumaya: A Sourcebook on Children's Literature in the Philippines. Pasig, M.M.: Anvil.
Barone, D. M. (2011). Children’s Literature in the Classroom: Engaging Lifelong Readers. New York: The Guilford Press.
Glazer, J. I. (1997). Introduction to Children’s Literature. Upper Saddle River: Merrill.
Kiefer, B. & Tyson, C. (2019). Charlotte Huck’s Children’s Literature: A Brief Guide. McGraw-Hill. 3rd edition
Ortiz, W. P. (2016). Bugtong ng Buwan: At Iba Pang Kuwento. Diliman, Quezon City, Manila, Philippines: The University of the
Philippines Press.
Yu, R. T. (2011). Balagen: Edukasyong Pangkapayapaan at Panitikang Pambata. Diliman, Quezon City: University of the
Philippines Press.