Childrens literature

Lga3101
PPG AMBILAN KHAS FEBRUARI 2013 28 SEPTEMBER 2013

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PROGRAM IJAZAH SARJANA MUDA PERGURUAN DENGAN KEPUJIAN (PENGAJIAN PROFESSIONAL) INSTITUT PENDIDIKAN GURU MALAYSIA PROJECT COURSEWORK

CHILDRENS LITERATURE LGA3101

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NAME : NORAZLIMA BINTI LIMAT I C NUMBER : !"0#10$01$%#"& OPSYEN : TESL ' PPG SPECIAL INTAKE FEBRUARY &013 SEMESTER : 3 LECTURERS NAME : MR GHAZALI BIN ABDULLAH

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DECLARATION PAGE

"I admit that this work is my own work except for excerpts and summaries

SIGNATURE !!!!!!!!!!!!!!!!!!!!!! AUT"#R NORAZLIMA BINTI LIMAT

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APPRECIATION

Assa$ammua$aikum%%&&

'et me first thank to The (ercifu$ A''A") for I was a*$e to comp$ete the +"I',REN-S 'ITERATURE 'GA./0/ assi1nment within the 1i2en

period& I wou$d $ike a$so to record a hi1h 1ratitude towards my 'GA./0/-s $ecturer3 (r& Gha4a$i *in A*du$$ah& Second$y) a specia$ thank for my fe$$ow c$assmates for their co5operations) supports) moti2ations and many more& Indeed the assi1nment 1i2es positi2e effects to me *ecause indirect$y I knew now that the imp$ication of knowin1 the proper ru$es in teachin1 chi$dren-s $iterature is serious$y important& In addition I wou$d $ike to thank my *e$o2ed fami$y especia$$y my dau1hter for her understandin1 and support throu1hout the time I-2e used to comp$ete this assi1nment&

T()*+ ,-.

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C-*/0*/ 6ro7ect assi1nment

P)10 :

Task /

6ortfo$io 86air work9 = 5 /;

6ro7ect assi1nment Task ; <ritten Assi1nment 8 Indi2idua$ 9 /.5/> Task . <ritten Ref$ection 8 Indi2idua$ 9

6ro7ect assi1nment

References

/? 5 /:

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T)2+ 1 : P-3/4-56- ( P)63 7-3+ ) /& <orkin1 in pairs) you are to co$$ect samp$es from 2arious $iterary 1enres to *e used with three pupi$s& @ou shou$d ha2e at $east . poems and . stories 6repare at $east ; teachin15$earnin1 acti2ities that you cou$d use with each one of the materia$s co$$ected Austify your choice of materia$s and the teachin15$earnin1 acti2ity *ased on the peda1o1ica$ princip$es&

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T)2+ & : W36//0* A2261*80*/ ( I*96:69.)5 ) ,iscuss how $iterature can *e used B to hea$ Band dea$ with chi$dren-s concerns& @ou need to define *i*$iotherapy and chi$dren-s concerns @ou a$so need to identify the way in which *i*$iotherapy is used B to hea$ B @ou need to refer to current research in this area Ana$ysis shou$d show e2idence of critica$ thinkin1 and re$e2ant examp$es shou$d *e inc$uded

Ci*$iotherapy is a form of menta$ hea$th treatment& It in2o$2es the use of *ooks to he$p chi$dren cope with chan1es) emotiona$ pro*$ems) or menta$ pro*$ems 86ardek) /DDE9& (ore precise definitions of *i*$iotherapy 2ary& Ci*$iotherapy can *e considered the use of se$f5he$p *ooks with or instead of medica$ treatment or the readin1 of fiction *ooks to identify with the difficu$ties experienced *y the characters 86rater et a$&) ;00?9&
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An a$ternate definition is Bthe use of 1uided readin1 of written materia$s in 1ainin1 understandin1 or so$2in1 pro*$ems re$e2ant to a person-s therapeutic needs 8Riordan F <i$son) /D=D) p& >0?9& Ci*$iotherapy uses *ooks as teachin1 inter2entions in the c$assroom after carefu$ matchin1 *etween students and *ooks chosen to faci$itate de2e$opment and achie2ement 8+ook et a$&) ;00?9& True se$f5know$ed1e and a 1reater understandin1 of the wor$d may emer1e fo$$owin1 interaction with $iterature& +$ients rea$i4e that their pro*$ems are uni2ersa$) as we$$ as uniGue& They $earn that they share a connectedness with many other peop$e and cu$tures) which pro2ide comfort and $e1itimi4e their fee$in1s and thou1hts 8G$addin1) ;00>9& 'istenin1 to or readin1 stories& It is a$so known as a (ethod of Treatment addresses a *asic human need to disco2er the truth) to understand) to find an exp$anation for painfu$ experiences) and e2en to cha$$en1e in7ustice or $ack of meanin1& In the process) the reader or $istener is *e$ie2ed to pass throu1h three sta1es identification with the character and e2ents in the story3 catharsis) where the reader *ecomes emotiona$$y in2o$2ed in the story and is a*$e to re$ease pent5up emotions under safe conditions3 and insi1ht resu$tin1 from the cathartic experience) where*y readers may *ecome aware of their pro*$ems and of possi*$e so$utions for them& <hen peop$e read or $isten to a story or poem or watch a mo2ie in which human *ein1s disp$ay their 2u$nera*i$ity) weaknesses) and stren1ths) they tend to identify with the characters- experiences) sufferin1) and pain) as we$$ as their happiness& Throu1h this identification process) the indi2idua$ shares fee$in1s and conf$icts with the characters and experiences catharsis& These stories enhance understandin1 of the human situation and increase empathy for the sufferin1 of others) which e2entua$$y may
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he$p indi2idua$s understand themse$2es *etter& Ci*$iotherapy has se2era$ 1oa$s&

6ro2idin1 chi$dren with factua$ information a*out the pro*$ems they are experiencin1 or may experience in the future is an important aspect& Additiona$$y) readin1 a*out others with simi$ar difficu$ties can 1i2e a chi$d new insi1ht a*out his or her own pro*$ems& Readin1 a *ook can pro2oke discussions *etween peop$e) $eadin1 to therapeutic reso$utions& It de2e$ops new 2a$ues and attitudes in wi$$in1 readers) and so$utions are 1enera$$y presented in the *ooks that may 1i2e new out$ook to a reader& #2era$$) research has shown that it is 1enera$$y effecti2e for specific 1roups& Areas achie2in1 mixed resu$ts in the $iterature inc$ude impro2in1 academic achie2ement) increasin1 se$f5 concept) and wei1ht $oss& Cook se$ection is important when administerin1 *i*$iotherapy of an indi2idua$ chi$d& Coth fiction and non5fiction ha2e *een shown to *e effecti2e in aidin1 in copin1 and *rin1in1 positi2e chan1e to readers It is a$so important to consider the chi$d-s interests and readin1 a*i$ities when se$ectin1 a *ook& Ci*$iotherapy can a$so *e defined as the use of *ooks to he$p peop$e so$2e pro*$ems such as these points on the next pa1e&

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8D9 toto he$p an indi2idua$ p$an aa 8D9 he$p an indi2idua$ p$an constructi2e course ofof action toto constructi2e course action so$2e a pro*$em& so$2e a pro*$em&

8;9 toto increase an indi2idua$Hs 8;9 increase an indi2idua$Hs understandin1 of human understandin1 of human *eha2ior oror moti2ations *eha2ior moti2ations 8.9 toto foster an indi2idua$Hs 8.9 foster an indi2idua$Hs honest se$f5appraisa$ honest se$f5appraisa$

8=9 toto he$p a person discuss aa 8=9 he$p a person discuss pro*$em more free$y pro*$em more free$y

8/9 toto de2e$op an indi2idua$Hs 8/9 de2e$op an indi2idua$Hs se$f5concept3 se$f5concept3

8E9 toto pro2ide a way for aa person 8E9 pro2ide a way for person

toto find interests outside ofof se$f3 find interests outside se$f3

there is is more than one so$ution there more than one so$ution toto a pro*$em3 a pro*$em3 8?9 toto show an indi2idua$ that he 8?9 show an indi2idua$ that he oror she is not the first or on$y she is not the first or on$y person toto encounter such aa person encounter such pro*$em3 pro*$em3

8:9 toto show an indi2idua$ that 8:9 show an indi2idua$ that

8>9 toto re$ie2e emotiona$ oror 8>9 re$ie2e emotiona$ menta$ pressure3 menta$ pressure3

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There are a few *asic sta1es in Ci*$iotherapy 1enera$$y and the acti2ities are desi1ned to

pro2ide information pro2ide insi1ht stimu$ate discussion a*out pro*$ems communicate new 2a$ues and attitudes create awareness that other peop$e ha2e simi$ar pro*$ems pro2ide rea$istic so$utions to pro*$ems

As a conc$usion *i*$iotherapy is a potentia$$y powerfu$ method for schoo$ teachers and counse$ors to use on many $e2e$s and in e2ery schoo$ 1rade& In order to esta*$ish a stron1 *i*$iotherapy pro1ram in an institution) practitioners must present the procedure as a non5threatenin1 one) startin1 *y ca$$in1 the process *i*$io1uidance) for instance& They must a$so so$icit the input and ad2ice of co$$ea1ues) parents) and administrators& In addition) they must a$ways *e a$ert to the $imitations of *i*$iotherapy&

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Task . <ritten Ref$ection 8 Indi2idua$ 9 <rite a ref$ection of a*out E>0 words on what you ha2e 1one throu1h in comp$etin1 the pro7ect& Support your ref$ection with re$e2ant $iterature&

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Throu1h en1a1in1 in this assi1nment

I ha2e $earned a 1reat dea$ a*out the

importance of the chi$dren-s- $iterature) not on$y in education *ut a$so in a chi$d-s 1enera$ $ife& As a resu$t there are num*ers of chan1es that I wi$$ make to my own readin1 experiences and additiona$$y those that wi$$ in2o$2e others especia$$y my own f$esh and *$oodI ha2e now experienced a much 1reater 2ariety of this $iterature and ha2e rea$i4ed the importance of exp$orin1 a wide ran1e of sty$es and themes when usin1 *ooks in a c$assroom settin1& Thus) I wi$$ stop restrictin1 myse$f to texts that I am fami$iar with and take *etter note of others that are presented to me& I think that this wi$$ *e important if I am to reach outside my own persona$ experiences and experience different forms and sty$es of $iterature& I ha2e a$so *ecome aware of my own $o2e of chi$dren-s $iterature as I ha2e rare$y *een a*$e to wa$k past the picture *ooks in *ookstores and ha2e a$ways en7oyed readin1 and en1a1in1 with them& I fee$ that this is a 1ood Gua$ity and wi$$ *e he$pfu$ for me in my chosen profession& Thus) I wi$$ continue to read) co$$ect and en7oy chi$dren-s picture *ooks& I think that this wi$$ not on$y *e usefu$ in a practica$ sense) *ut wi$$ a$so he$p me en1a1e and empathi4e with chi$dren when I am in the teachin1 profession) as ha2in1 a persona$ $i*rary of Gua$ity resources is important for a$$ teachers& I ha2e found throu1h takin1 part in this task that there are a num*er of *ooks that I ho$d 2ery c$ose to my heart& These texts were an important part of my own chi$dhood and I ha2e found that I tended to c$in1 to these when I-m asked to en1a1e with or ana$yse a text& "owe2er throu1h the task a$so) I ha2e come to understand and appreciate the a*undance of Gua$ity a2ai$a*$e in chi$dren-s $iterature&
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In comp$etin1 the assi1nment) I-2e a$so come to rea$i4e that there are many inno2ati2e ways to teach and $earnin1 throu1h the use of chi$dren-s $iterature& This I ha2e come to see throu1h comments on the discussion *oard from *oth my tutors and other students& As a resu$t I fee$ that this is an important area that I need to *oth exp$ore and experience more for myse$f& This wi$$ *e exceedin1$y he$pfu$ to me in my future career and wi$$ a$$ow me to use a wide ran1e of resources to create en1a1in1 $earnin1 opportunities& I wi$$ start to consider ways in which I can do this each time I read a chi$dren-s *ook& In addition I wi$$ ensure that I note down potentia$ $earnin1 opportunities as I read and en1a1e with picture *ooks so that I wi$$ *e a*$e to *e1in creatin1 a poo$ of resources for myse$f& I ha2e thorou1h$y en7oyed *oth $earnin1 and en1a1in1 with others in this task) and I *e$ie2e that thus far I ha2e 1ained some depth of understandin1 in re1ards to chi$dren-s $iterature that wi$$ *e 2ery usefu$ to me&

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REIIEREN+ES Cauer) A& 8;0009& Hope was here& N@ G&6& 6utnam-s Sons& Ceaty) A& 8;00=9& Cicada summer& N@ Amu$et Cooks& +ho$denko) G& 8;00E9& Al Capone does my shirts& N@ G&6& 6utnam-s sons& +offe$t) N& 8;00:9& Fred stays with me! N@ 'itt$e) Crown and +ompany& I$$ustrated *y Tusa) T& +onnor) '& 8;00=9& Waiting for normal& N@ Jatherine Te1en Cooks& +oy) A& 8;00.9& Two old potatoes and me& N@ A$fred A& Jnopf& I$$ustrated *y Iisher) +& ,e$acre) '& 8;00=9& Alicia afterimage& N@ 'ee F 'ow Cooks) Inc& de6ao$a) T& 8/DD=9& Nana Upstairs & Nana Downstairs& N@ G&6& 6utnam-s Sons& ,owe$$) I&#& 8;00?9& Chic en !oy" N@ Athenaeum Cooks for @oun1 Readers& Griffin) A& 8;00;9& Hannah di#ided& N@ "yperion Cooks for +hi$dren& "o$t) J&<& 8/DDD9& When $achary %ea#er came to town& N@ "enry "o$t and +#mpany Jonis*er1) E&'& 8;00;9& &ilent to the !one& N@ A$addin 6aper*acks& (urray) A& 8;00.9& %ottled up& N@ ,ia$ *ooks& Sachar) '& 8;00?9& &mall steps& N@ ,e$acorte 6ress& Shannon) ,& 8/DD=9& A !ad case of stripes& N@ The C$ue Sky 6ress& Kimmer) T&L& 8;00:9& 'eaching for sun& N@ C$ooms*ury U&SA& +hi$dren-s Cooks& Adderho$dt5E$$iott) (& F E$er) S& "& 8/D=D9&+ounse$in1 students who are 1ifted throu1h *i*$iotherapy& Teachin1 Exceptiona$ +hi$dren& ;;8/9) ;?5./&

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Anderson) +& (& F (ac+urdy) (& (& 8;0009& <ritin1 and hea$in1 Toward an informed practice& Ur*ana) I' Nationa$ +ounci$ of Teachers of En1$ish& G$addin1) S& T& F G$addin1) +& 8/DD/9& The AC+s of *i*$iotherapy for schoo$ counse$ors& Schoo$ +ounse$or) .D8/9) :5/.& "e*ert) T& 6& F Jent) R& 8;0009& Nurturin1 socia$ and emotiona$ de2e$opment in 1ifted teena1ers throu1h youn1 adu$t $iterature& Roeper Re2iew) ;;8.9) p/?:5/:/& 'enkowsky) R& S& 8/D=:9& Ci*$iotherapy A re2iew and ana$ysis of the $iterature& (ournal of &pecial )ducation) *+*,) /;.5.;& (orawski) +& (& F Gi$*ert) A& N& 8;0009& ,e2e$opmenta$ interacti2e

*i*$iotherapy& College Teaching) E=8.9) /0=5//E& (yers) A& E& 8/DD=9& Ci*$iotherapy and ,+T +o5constructin1 the therapeutic

metaphor& (ournal of Counseling and De#elopment- ./+0, ) ;E.5;>0& 6a$mer) C& +&3 Ci$$er) ,& '&3 Rancourt) R& E&3 F Teets) J& A& 8/DD:9& Interacti2e *i*$iotherapy An effecti2e method for hea$in1 and empowerin1 emotiona$$y5a*used women& (ournal of 1oetry Therapy) 22+2,) .5/>& 6ardeck) A& T& 8/DD.9& 'iterature and adopti2e chi$dren with disa*i$ities& )arly Child De#elopment and Care& 32) ..5.D& 6ardeck) A&T& 8/DDE9& Usin1 $iterature to he$p ado$escents cope with
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pro*$ems& Adolescence) *3+224,) E;/5E;:&

Sridhar) ,& F Lau1hn) S& 8;0009& Ci*$iotherapy for a$$& Teaching )5ceptional Children00+*

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