childhood and history ppt
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Childhood and History
Focus of the content
1. the transformation of the idea of children 2. the idea of education toward children 3. the trend of children’s literature 4. the influence of the printing toward children’s literature 5. Rhyme and oral tradition in children’s literature
Children’s Literature
Generally -- politics, social customs, religion and
economics (Little Women) Specifically --helps define family life and the roles of
men and women (Red Riding Hood/Snow White)
--affect our behavior and attitudes
Before the sixteenth century
A. In the medieval world ---no place for childhood 1. shorter life span 2. children work for economic reasons --children were taken as young adults
Before the sixteenth century
B. storytellers, ritual, and tradition --nonliterate—before 15th century, literature
encased in the oral tradition --traditional (oral) tradition—stories in caves
about real and metaphorical beasts; unexplained forces of nature—lightning, thunder, fire, the sun and the moon
Greek Mythology
Before the sixteenth century
B. function of the stories
—bound the tribe together, providing a common body of knowledge
--children were told what to believe, how to act, and what roles to play --socialize children into the linguistic and moral practices of the tribe
Before the sixteenth century
----reveal common psychological impulses, as fears, needs and universal human problems
Before the sixteenth century
the dual role of the storyteller —a historian (the genealogy and important
events of the tribe; a fantasist —a person who created and retold stories to
entertain and instruct listeners in the values and mores of society
--storytellers are transient, traveling from castle to cottage
Before the sixteenth century
--Illuminated manuscripts, drawn and copied by monks in medieval monasteries
--courtesy books—flourished in the fifteenth century; very instructive and often in rhyme
Before the sixteenth century
From oral tradition to print --traditional literature/invention of the printing
press in the middle 1400s --more people to learn to read --schooling become possible for the rising
European middle class (boys had to have books)
Before the sixteenth century
From oral tradition to print --William Caxton—publication of the first book --Aesop’s Fables (1484); Morte D’Arthur (148
5); History of Reynard the Fox (1481) --folk literature—children as the first-time audi
ence
The sixteenth and seventeenth centuries
renaissance (1300s-1600s)—give dignity to human life and human achievement
demands for all kinds of books—religion, law, medicine, practical manuals, education, arithmetic, astronomy, science, geography, news and literature
The sixteenth and seventeenth centuries
Wynken de Worde (continue the printing business)
Valentine and Orson (1504)
The sixteenth and seventeenth centuries
Religious didacticism —John Fox’s Book of martyrs (1563)
protestantism—emphasis of personal salvation
break with Roman Catholicism—literature—the personal search for a heavenly end
The sixteenth and seventeenth centuries Religious didacticism John Bunyan’s Pilgrim’s Progress—allegorica
l, didactic odyssey of a Christian seeking salvation struck a chord in younger readers
The sixteenth and seventeenth centuries Two of the most famous example verses are
as follows Now I lay me down to sleep, I pray thee, Lord, my soul to keep; If I should die before I wake, I pray thee, Lord, my soul to take. —1784 ed. In Adam's Fall, we sinned all.
The sixteenth and seventeenth centuries
--Chapbooks—small paper booklets—available
to common people Tom Thumb His Life and Death
--Hornbooks—wooden boards shaped like paddles and covered with a very thin layers of transparent horn
The sixteenth and seventeenth centuries --religious didacticism—
New England Primer A Picture Book and Fairy Tales Charles Perrault (1697)—Mother Goose
Tales in France 2. Brother Grimm in Germany—collect the
tales in oral tradition “Cinderella,” “Puss in Boots,” “Sleeping Beauty”
The sixteenth and seventeenth centuries at the turn of 17th century—ephemeral fairy
tales replaced the heavy-handedness of religious didacticism
4. John Locke—Some Thoughts Concerning Education (1673)
Tabula rasa, blank slate (go against the idea of “original sin”)
The Eighteenth Century
1. Mother Goose nursery rhymes— Humpty Dumpty (ridicule the aristocrats)
2. nursery rhymes—political satire, nonsensical, weather, human traits, human folly
3. Enduring Legacies of Mother Goose— a. Mother Goose—verse and fairy tale
The Eighteenth Century
4.adventure and satire —emerged from the puritanical world of the early 1700s
The Life and Strange Surprising Adventures of Robinson Crusoe
by Daniel Defoe (1719) Guilliver Travels by Jonathan Swift (1726) 5. Childhood Recognized John Newberry—A Little Pretty Pocket Boo
k (1744) and Good Two Shoes (1745) ---for entertaining and instructive --the Newberry Medal
The Eighteenth Century
6. Scientific Didacticism Jean-Jacques Rousseau (1712-78)—
émile(1762)—provide an example of the child brought up naturally (an entirely different concept of schooling)
7. “a stock literary character emerging in books for children”
The Nineteenth Century
Brothers Grimm, Jacob and Wilhelm—collected folktales
Grimm’s Fairy Tales (1823) Hans Christian Andersen—composed his
original fairy tales “The Emperor’s New Clothes,”
“Thumbelina,” and “The Steadfast Tin Soldier,” “Ugly Duckling”
The Nineteenth Century
Children’s Literature Enters a “Golden Age” --burgeoning industrial revolution and the
technology Christmas Carol(1843) by Charles Dickens Alice’s Adventure in Wonderland (1865) by
Lewis Carroll)
The Nineteenth Century
-revolutionized ideas about what was appropriate or permissible for children
--Rich in theme, imagery and whimsy Little Women (1868) by Louisa May Alcott
The Nineteenth Century
Victorian era (known for its middle class ethos
--children have books on manners, morals, and the mores of society
--Adventure of Tom Sawyer (1876) --illustrators (combine Art and text) --literature for pleasure rather than for admonition
The Twentieth Century
picture books—early twentieth century 1920s and 1930s—marked by an interest in
individual differences growth and development in intelligence,
language, and social behavior an influx of talented writers and illustrators
The Twentieth Century
e.1940s and 1950s —family stories, fantasies, historical fiction
--interest in psychological theories of Jean Piaget
f. 1950s and 1960s—an awareness of social inequity
g. 1970s—1990s—the breaking of taboos in content
Summary
children’s literature emerged when societal and cultural forces defined a period of childhood
the double nature of children’s literature: to entertain and to instruct
the definition of childhood continue to evolve