Children’s literature

Children’s literature

Introduction

Children’s literature comprises of poems, books, and plays meant for children. Due to the oral tradition of the children’s literature, it is challenging to have the origin traced to the first story of children. Many cultures viewed a child as a person already on its way to adulthood; thus, they did not perceive childhood as its own sacred time to be valued for the experience it brought. But, the cultures viewed childhood to be a preparation period. In the mid-19^th century, the stories of children mainly consisted of moral principles perspectives. During the genre golden age, the children’s literature moved into the entertainment realm for all ages.

Since the times of Greek myths and European fairy tools, notions of purity, justice, or what is “appropriate” have significantly changed in various ways (Konner, 2016). The ancient Greek myths notions of justice have gone through a development process from a culture of shame to guilt culture. However, challenges faced the traditional interpretation where it got argued that different writers in the various genres g only concerned in the times they lived thus reacted to the environment they lived through their work.

Although many writers understood justice and purity differently, their discussion regarding ethical relationships harmony illustrated the core justice idea. The readers get argued through vivid stories and beautiful words how they understood justice, what is “appropriate” and purity and applied it to the society they lived (Konner, 2016). Also, readers reflected on their lives and the political and moral problems us as a society face today. People’s efforts in realizing justice in modern society today, a lot can be learned from the ancients. For example, suggestions and traces can get found regarding elements of the successful justice practice in the political and moral life, principle of fairness, law-abiding citizens, and proper legislation.

Fairytales were initially adult entertainment, where old wives used tales to amuse each other. But, fairytales were sophisticated in the 17^th and 18^th century, ribald performances when it came to Europe courts and men had primarily taken over. It was not until the 19^th century when fairytales collectors started viewing them as tools for education (Liu, 2016). The tales began to reward good behaviours and punish the wrong actions. Also, tales tried to socialize children in the days long before education which was government-sponsored. Once the fairytales became popular in literature, the younger generation started listening and telling the story.

But even when the fairy social agendas are influencing, the fairytales are far from consistent rules offering. They happen to reward modest girls, kind and obedient while boys succeeded by being energetic and adventurous what transgression changes constitute as much as what morality get formed of (Liu 2016). Children, with poetic justice instinctive grasp, prefer the immediacy of the system of punishments and rewards of the tales. Fairytales get considered secular as they believe that award comes for this world in particular, and not the next.

The fairytales purpose has changed since their origin. Initially, they got told by men only to other men. In the 17^th century, France used them to educate adults and children, but the Germans kept the fairytales for the adults to vent or wish against the government and social systems. The approach by the Germans has not changed as writers and adults see it as a way of educating children on issues like purity, justice, and what is “appropriate.”

Conclusion

Therefore, fairytales and myths remain grounded in the violent truths when it comes to human passions. It is in our most untamed, unacceptable and unruly impulses. However, we get to learn then eventually, whereby the tales and myths aid in teaching people how their given desires can get controlled. But also, fairytales and myths teach beneficial lessons of wolves’ recognition just in case.