How Can Sharing Children s Literature With Children Help...

How can sharing children’s literature with children help develop their language and literacy skills? Discuss with reference to your background reading and provide examples of good practice from your school experiences. The sharing of children’s literature is of vital importance when it comes to the development of children’s language and literacy skills. Carter (2000) says the sharing of children’s literature is the â€Å"most important† contribution which is made to both children’s self-knowledge and to their literary development. The National Curriculum (2013) states that by the time children leave Primary school they should be able to read and write â€Å"fluently and with confidence†. To allow schools to coincide with these aims the sharing of†¦show more content†¦Research carried out by Cremin et al.(2008) found that when a group of teachers were asked to list six child authors only 48% of teachers could name six, a shocking statistic considering these are professionals who are meant to be widening the horizons of our children’s literature adventure conversely they appear to be restricting or capping that potential. Using Appendix 1 and two classic writers in Roald Dahl and C.S. Lewis as an example, both writers are so unique and have their own facets and styles of writing which make both authors sublime for children in developing literature and language skills. Dahl, has an ability to test the phonetic language skills of the most proficient reader through his somewhat quirky words and bizarre stories, which are always thoroughly enjoying and challenging. In a completely different style the classical writer C.S. Lewis is able to challenge children through his systematic writing style which allows for so much more investigation and development of literacy skills through the use of different skills and types of writing as detailed in the appendix. These two authors provide such differing characteristics which allow for children to develop and hone different literacy and language skills. A teacher who has a poor repertoire of knowledge when it comes to children’s author