QUESTION 1
,QUESTION 1
1.1.1 What role does reading for fun play in building a positive
relationship with children’s literature?
Reading for fun plays a fundamental role in developing a child’s love for
books because it creates joy and excitement rather than pressure. When
children experience reading as pleasurable, they associate stories with
comfort and entertainment rather than tests or rigid learning (CHL2601
Study Guide, 2020). Fun reading also increases motivation and confidence,
helping learners build a positive relationship with texts and encouraging
lifelong reading habits (Guthrie & Klauda, 2014).
1.1.2 How do stories in children’s literature help children develop their
own identity as readers?
Stories help children see themselves reflected in characters and situations.
This identification fosters the development of a “reader identity,” where
children begin to view themselves as readers with personal preferences
and tastes (CHL2601 Study Guide, 2020). Exposure to diverse genres
allows them to decide what types of books they enjoy, shaping their sense
of belonging in the reading community (McGeown et al., 2015).
, 1.1.3 In what ways does reading stories help children build empathy
and understanding of others?
Stories often introduce characters from different backgrounds, cultures, and
life experiences. When children engage with these narratives, they learn to
imagine others’ perspectives, which builds empathy and compassion
(CHL2601 Study Guide, 2020). Literature has been described as a “window
and mirror” a window into others’ lives and a mirror reflecting one’s own
(Bishop, 1990). Through these experiences, children develop social
awareness and respect for diversity.
1.1.4 How did colonial influence shape early children’s literature in
South Africa?
Colonial influence shaped children’s literature in South Africa by prioritising
European stories and excluding African voices. Early literature largely
promoted Eurocentric values, often ignoring local languages and contexts
(CHL2601 Study Guide, 2020). Folktales and oral traditions were
dismissed, and imported texts dominated classrooms. This reinforced
cultural marginalisation and denied African children culturally relevant
stories (Evan, Joubert & Meier, 2018).
,QUESTION 1
1.1.1 What role does reading for fun play in building a positive
relationship with children’s literature?
Reading for fun plays a fundamental role in developing a child’s love for
books because it creates joy and excitement rather than pressure. When
children experience reading as pleasurable, they associate stories with
comfort and entertainment rather than tests or rigid learning (CHL2601
Study Guide, 2020). Fun reading also increases motivation and confidence,
helping learners build a positive relationship with texts and encouraging
lifelong reading habits (Guthrie & Klauda, 2014).
1.1.2 How do stories in children’s literature help children develop their
own identity as readers?
Stories help children see themselves reflected in characters and situations.
This identification fosters the development of a “reader identity,” where
children begin to view themselves as readers with personal preferences
and tastes (CHL2601 Study Guide, 2020). Exposure to diverse genres
allows them to decide what types of books they enjoy, shaping their sense
of belonging in the reading community (McGeown et al., 2015).
, 1.1.3 In what ways does reading stories help children build empathy
and understanding of others?
Stories often introduce characters from different backgrounds, cultures, and
life experiences. When children engage with these narratives, they learn to
imagine others’ perspectives, which builds empathy and compassion
(CHL2601 Study Guide, 2020). Literature has been described as a “window
and mirror” a window into others’ lives and a mirror reflecting one’s own
(Bishop, 1990). Through these experiences, children develop social
awareness and respect for diversity.
1.1.4 How did colonial influence shape early children’s literature in
South Africa?
Colonial influence shaped children’s literature in South Africa by prioritising
European stories and excluding African voices. Early literature largely
promoted Eurocentric values, often ignoring local languages and contexts
(CHL2601 Study Guide, 2020). Folktales and oral traditions were
dismissed, and imported texts dominated classrooms. This reinforced
cultural marginalisation and denied African children culturally relevant
stories (Evan, Joubert & Meier, 2018).
