,© 2020 University of South Africa
All rights reserved
Printed and published by the
University of South Africa
Muckleneuk, Pretoria
CHL2601/1/2021–2023
10000305
InDesign
MNB_Style
,CONTENTS
1 Page
WELCOMEix
1 PURPOSE OF THE MODULE ix
2 LINK WITH OTHER MODULES x
3 LEARNING OUTCOMES AND ASSESSMENT CRITERIA x
4 ASSESSMENT xi
5 RECOMMENDED/ESTIMATED NOTIONAL HOURS TO BE SPENT FOR THIS MODULE xii
6 CLOSING REMARKS xiii
LEARNING UNIT 11
DIFFERENT GENRES OF CHILDREN’S LITERATURE AND THEIR APPROPRIATENESS FOR THE
FOUNDATION PHASE 1
PURPOSE OF THE LEARNING UNIT 1
LEARNING OUTCOMES OF THE UNIT 1
KEY CONCEPTS 1
OVERVIEW OF THE LEARNING UNIT 1
1.1. DEFINING KEY CONCEPTS 2
1.1.1 Literacy 2
1.1.2 Emergent literacy 2
1.1.3 Literature 3
1.1.4 Children’s literature 3
1.1.5 Literature genres 3
1.1.6 Africanisation 3
1.2 A SHORT HISTORY OF CHILDREN’S LITERATURE 4
1.2.1 South African children’s literature 5
1.2.2 Children’s literature in indigenous South African languages: an emerging market 5
1.2.3 An era of digital literacies 5
1.3 THE IMPORTANCE OF CONTEXT IN CHILDREN’S LITERATURE 6
1.4 THE PERSONAL VALUE LITERATURE HAS FOR CHILDREN 7
1.4.1 Good books lead to good conversations 7
1.4.2 It exposes children to new information 8
1.4.3 Reading supports a reader identity 8
1.4.4 Reading is fun 8
1.4.5 Stories make children feel better about themselves 9
1.4.6 Stories teach us understanding and empathy 9
1.4.7 Stories establish and confirm our heritage and cultural identity 9
1.4.8 Moral reasoning 9
1.4.9 Literary and artistic preferences 9
(iii) CHL2601/1
, 1.5 THE BENEFITS OF CHILDREN’S LITERATURE IN TERMS OF CHILD DEVELOPMENT THEORY 10
1.5.1 Language development 10
1.5.2 Cognitive development 11
1.5.3 Social and cultural development 12
1.6 CHARACTERISTICS OF CHILDREN’S LITERATURE 13
1.6.1 Plot 13
1.6.2 Characters 13
1.6.3 Setting 14
1.6.4 Theme 14
1.6.5 Style 14
1.7 THE DEVELOPMENT OF EARLY LITERACY (EMERGENT LITERACY) SKILLS THROUGH
CHILDREN’S LITERATURE 15
1.8 TYPES OF CHILDREN’S LITERATURE (GENRES) 15
1.8.1 Picture books 16
1.8.1.1 Baby books 16
1.8.1.2 Rhymes 16
1.8.1.3 Toy books 16
1.8.1.4 Alphabet books 17
1.8.1.5 Counting books 17
1.8.1.6 Concept books 17
1.8.1.7 Wordless picture books 17
1.8.1.8 Easy-to-read and beginning readers’ books 18
1.8.2 Traditional literature 18
1.8.2.1 Folktales/folklore 18
1.8.2.2 Fables 18
1.8.2.3 Myths 19
1.8.2.4 Legends 19
1.8.2.5 Fairy tales 19
1.8.2.6 Fantasy 19
1.8.2.7 Realistic and historical fiction 20
1.8.3. Non-fiction or informational books 20
1.9 CONCLUSION 22
1.10 SELF-ASSESSMENT QUESTIONS 22
ADDITIONAL READING AND LEARNING EXPERIENCES 23
LIST OF REFERENCES 23
LEARNING UNIT 225
DEVELOPING A LOVE FOR READING AND PROMOTING READING COMPREHENSION
THROUGH THE SELECTION OF APPROPRIATE STORIES 25
PURPOSE OF THE LEARNING UNIT 25
LEARNING OUTCOMES OF THE UNIT 25
KEY CONCEPTS 25
OVERVIEW OF THE LEARNING UNIT 25
2.1 DEFINING KEY CONCEPTS 26
2.1.1 Reading 26
(iv)
All rights reserved
Printed and published by the
University of South Africa
Muckleneuk, Pretoria
CHL2601/1/2021–2023
10000305
InDesign
MNB_Style
,CONTENTS
1 Page
WELCOMEix
1 PURPOSE OF THE MODULE ix
2 LINK WITH OTHER MODULES x
3 LEARNING OUTCOMES AND ASSESSMENT CRITERIA x
4 ASSESSMENT xi
5 RECOMMENDED/ESTIMATED NOTIONAL HOURS TO BE SPENT FOR THIS MODULE xii
6 CLOSING REMARKS xiii
LEARNING UNIT 11
DIFFERENT GENRES OF CHILDREN’S LITERATURE AND THEIR APPROPRIATENESS FOR THE
FOUNDATION PHASE 1
PURPOSE OF THE LEARNING UNIT 1
LEARNING OUTCOMES OF THE UNIT 1
KEY CONCEPTS 1
OVERVIEW OF THE LEARNING UNIT 1
1.1. DEFINING KEY CONCEPTS 2
1.1.1 Literacy 2
1.1.2 Emergent literacy 2
1.1.3 Literature 3
1.1.4 Children’s literature 3
1.1.5 Literature genres 3
1.1.6 Africanisation 3
1.2 A SHORT HISTORY OF CHILDREN’S LITERATURE 4
1.2.1 South African children’s literature 5
1.2.2 Children’s literature in indigenous South African languages: an emerging market 5
1.2.3 An era of digital literacies 5
1.3 THE IMPORTANCE OF CONTEXT IN CHILDREN’S LITERATURE 6
1.4 THE PERSONAL VALUE LITERATURE HAS FOR CHILDREN 7
1.4.1 Good books lead to good conversations 7
1.4.2 It exposes children to new information 8
1.4.3 Reading supports a reader identity 8
1.4.4 Reading is fun 8
1.4.5 Stories make children feel better about themselves 9
1.4.6 Stories teach us understanding and empathy 9
1.4.7 Stories establish and confirm our heritage and cultural identity 9
1.4.8 Moral reasoning 9
1.4.9 Literary and artistic preferences 9
(iii) CHL2601/1
, 1.5 THE BENEFITS OF CHILDREN’S LITERATURE IN TERMS OF CHILD DEVELOPMENT THEORY 10
1.5.1 Language development 10
1.5.2 Cognitive development 11
1.5.3 Social and cultural development 12
1.6 CHARACTERISTICS OF CHILDREN’S LITERATURE 13
1.6.1 Plot 13
1.6.2 Characters 13
1.6.3 Setting 14
1.6.4 Theme 14
1.6.5 Style 14
1.7 THE DEVELOPMENT OF EARLY LITERACY (EMERGENT LITERACY) SKILLS THROUGH
CHILDREN’S LITERATURE 15
1.8 TYPES OF CHILDREN’S LITERATURE (GENRES) 15
1.8.1 Picture books 16
1.8.1.1 Baby books 16
1.8.1.2 Rhymes 16
1.8.1.3 Toy books 16
1.8.1.4 Alphabet books 17
1.8.1.5 Counting books 17
1.8.1.6 Concept books 17
1.8.1.7 Wordless picture books 17
1.8.1.8 Easy-to-read and beginning readers’ books 18
1.8.2 Traditional literature 18
1.8.2.1 Folktales/folklore 18
1.8.2.2 Fables 18
1.8.2.3 Myths 19
1.8.2.4 Legends 19
1.8.2.5 Fairy tales 19
1.8.2.6 Fantasy 19
1.8.2.7 Realistic and historical fiction 20
1.8.3. Non-fiction or informational books 20
1.9 CONCLUSION 22
1.10 SELF-ASSESSMENT QUESTIONS 22
ADDITIONAL READING AND LEARNING EXPERIENCES 23
LIST OF REFERENCES 23
LEARNING UNIT 225
DEVELOPING A LOVE FOR READING AND PROMOTING READING COMPREHENSION
THROUGH THE SELECTION OF APPROPRIATE STORIES 25
PURPOSE OF THE LEARNING UNIT 25
LEARNING OUTCOMES OF THE UNIT 25
KEY CONCEPTS 25
OVERVIEW OF THE LEARNING UNIT 25
2.1 DEFINING KEY CONCEPTS 26
2.1.1 Reading 26
(iv)
