Children’s Literature: Functions, Characteristics, and Critical Perspectives
Functions of Children’s Literature
Children’s literature serves multiple functions, including:
- Teaching and Knowledge Acquisition: It helps children learn new things and expand their understanding of the world.
- Moralizing: It instills certain moral values, helping children distinguish between good and evil.
- Entertainment: It provides enjoyment and pleasure, which is crucial for engaging young readers.
Ideally, these functions work together. If the entertainment aspect is strong, the other functions are often fulfilled as well. Sometimes, one function may prevail, or they may be equally balanced. However, if a clear moral lesson is too obvious, children may reject the work.
Characteristics of Children’s Literature According to Jesualdo
Cheerful Activities: Children’s literature should depict a series of joyful activities. Actions can transition easily, and the ending should be happy. This is because children’s understanding of reality differs from that of adults. They don’t necessarily need explanations for changes or a strict principle of identity.
Imaginative Character: Imagination is essential. Many texts incorporate elements that break conventional time constraints (e.g., moving to imaginary places). For children, time is malleable. Stories may also break physical laws (e.g., seven-league boots).
Drama: The narrative cannot remain flat. Drama is crucial for maintaining a child’s attention and engagement. Intonation also plays a significant role.
Simplicity of Language: The language should be accessible to children. Simple and beautiful language, combined with proper intonation, enhances comprehension and enjoyment.
Mercedes Gomez del Manzano’s Perspective
Creative Simplicity: Simplicity should permeate all aspects of children’s literature, including the plot, characters, and language.
Poetic Boldness: Authors should be daring and innovative, breaking established patterns in children’s literature.
Adequate Communication: Effective communication with children is best achieved through the affective route rather than solely through rational means.
Characteristics to Avoid in Children’s Literature
Childishness: Avoid using language that mimics children’s speech, such as excessive use of diminutives and augmentatives.
Didacticism: Avoid an overwhelming didactic purpose. This includes:
- Moralizing: Overusing literature to teach moral lessons.
- Chauvinism: Promoting a specific parental ideal.
- Ideological Indoctrination: This is the most harmful form, attempting to instill a particular ideology.
- Instruction Manuals: Transforming literature into a textbook.
Paternalism: Using literature as a means for parents to give advice.
Kitsch: Striving for elegance but ending up ridiculous and pretentious.
Ambiguity: Characters should be well-defined and clear so that children understand their roles.
Petrini’s View
Petrini emphasizes the importance of illustrations, suggesting an inverse relationship between age and the number of images (younger children need more visuals).
Critical Perspectives on the Existence of Children’s Literature
Liberal Criticism: Some critics deny the existence of a separate category of children’s literature. They argue that there should be only “literature” without adjectives, and individuals can choose what suits them.
Directed Criticism: Others believe that children’s literature should exist because many works are specifically aimed at children and would not exist otherwise.