Child-Centered or Subject-Centered Children's Literature Program? Recommendations from the Two Most Recent Dominant Literary Critical Theories (Structuralism and Revisionism).

Autor/in	Peterson, Gordon
Titel	Child-Centered or Subject-Centered Children's Literature Program? Recommendations from the Two Most Recent Dominant Literary Critical Theories (Structuralism and Revisionism).
Quelle	(1979), (10 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Childrens Literature; Comparative Analysis; Educational Philosophy; Educational Principles; Elementary Education; English Curriculum; English Instruction; Literary Criticism; Literature Appreciation; Reading Material Selection; Theories + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Elementarunterricht; English langauage lessons; Englischunterricht; Literaturkritik; Literarische Wertung; Theory; Theorie
Abstract	Stressing the importance of choosing either a child-centered or a subject-centered orientation in developing a children's literature program, this paper discusses the characteristics of child-centered and subject-centered approaches to literature and then focuses on the dominant literary theories of structuralism and revisionism. Maintaining that structuralists would base a literature program on the subject while revisionists would emphasize both the subject and the reader's responses, the paper then discusses teaching recommendations from each theory. The document concludes with a list of appropriate illustrative questions, the answers for which would differ between structuralists and revisionists. (HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC