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Citation |
Kellogg D. J. Lang. Lit. Educ. 2010; 6(1): 75-92. |
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Copyright |
(Copyright © 2010, The journal, Publisher University of Georgia, Department of Language and Literacy Education) |
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DOI |
unavailable |
PMID |
unavailable |
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Abstract |
This article begins by revisiting an old dispute between the children's writer Chukovsky and the child psychologist Vygotsky on whether and how child literature should mediate development. It then considers child language language lessons in South Korea for clues about how such mediation might happen, and finds the development of rote language, the creation of concrete roles, and the formulation of abstract rules. The real aim of child literature in the classroom is not story sharing per se, but rather sharing-for-development, specifically development away from other-regulation and towards self-regulation, particularly emotional self-regulation, through role play and rule play. Chukovsky's work, rich in sonorous rhyming language suited to rote learning, is a good example of children's literature, but not a good example of child literature serving the emotional self-regulation of older children through the formation of roles and rules. Child literature is that which can be mastered by children as producers rather than passive consumers. |