PICTURE BOOK PHILOSOPHY

Picture Book Philosophy

Picture Book Philosophy

In the United States, philosophy typically makes its formal entry into the curriculum at the college level. A growing number of high schools offer some introduction to philosophy, often in special literature courses for college bound students. In Europe and many other countries, it is much more common to find philosophy in the high school curriculum. However, philosophy prior to high school seems relatively uncommon around the world. This may suggest that serious philosophical thinking is not for pre-adolescents.

Two reasons might be offered for accepting this view. First, philosophical thinking requires a level of cognitive development that, one may believe, is beyond the reach of pre-adolescents. Second, the school curriculum is already crowded; and introducing a subject like philosophy will not only distract students from what they need to learn, it may encourage them to become skeptics rather than learners. However, both of these reasons can be challenged. They will be addressed in turn.

The literary genre children's books or children's literature generally refers to the broad range of texts published for young audiences from birth to 12 years. From board books to fictionalized novels, the contents of these books are influenced by myriad factors, including the current knowledge of child developmental learning, personal ideologies of the authors and illustrators, social and political cultures surrounding the books' publications, and economic realities within the children's publishing industry. Likewise, children's books reflect society's views regarding moral standards and lifestyle choices. Trends in children's publishing are dictated by these views as well as the corporate philosophy regarding book sales.

As a result, issues concerning children's book publication, such as censorship and cultural authenticity, are often raised by literary critics and concerned members of society. In an effort to increase the quality of children's books and to encourage multiculturalism in children's publishing, children's book awards are given by numerous educational organizations such as the American Library Association and the National Council of Teachers of English.

These awards encourage publishers to meet quality standards set forth by the award committees, resulting in books of higher literary value that avoid cultural stereotypes and promote acceptance of all cultures.

Characteristics and Genres Of Children's Books

Various researchers and educators have generated lists of criteria for “good children's literature.” Essentially, they all agree that children need books that are accurate and insightful, aesthetically pleasing, and free of stereotypes or negative cultural representations. In addition, children's books should broaden the reader's understanding and awareness of a topic and should be developmentally appropriate for the intended age level. Books possessing these qualities help children understand themselves, others, and the changing world around them.

Choosing the right books for the right readers enriches children's lives and imaginations as they encounter new worlds, new characters, and new situations through the various genres of children's books.

Barbara Peterson (2001) describes the textual characteristics of “good” children's books, emphasizing the literary genres most suitable for each stage in a child's development. Genres of children's books include traditional literature (folktales, myths, legends, ...