1.0 Introduction
The importance of education cannot be overemphasised for an individual or a nation. Early childhood education focuses on children learning and educating and is defined as year childhood education to children under 8 years old. It is affected by so many different factors. This discussion essay focuses on the place of children’s literature in early year’s education. For clarifying this topic, there are four main parts of this paper: part one will review children’s literature; part two will explain early education; part three will combine children’s literature with early education together; part four is overall conclusion. In the discussing process, case approach and theory analysis will be used as two main argument ways.
2.0 Review Children’s Literature
Early around 200 AD, the earliest written children’s literature – folk-type tales was published in India. But the history of children’s literature might be older than this, since children’s literature is used for instructing, educating and entertaining for young children (Mesut Sackes, et al, 2009). The main form of early literacy includes mythology, traditional stories, songs, poems and unique fables, such as the widely known Arabian Nights. It can be said that how long the history of human being, how long the history of children’s literature is. Even with such a long history, there is still not one definite and widely accepted definition toward children’s literature. Nancy Anderson (2006) has defined it as all special written materials for young children. For all children’s literature in the whole world, no matter which country it is or which culture it belongs, it has walked through the similar path, which can be described as: beginning with spoken form, coming to be current varied expression ways, such as written, listening, and playing. This is the result of social development. For example, under the multimedia technology’s pushing, children’s literature can be shown out with reading and vividly pictures. Social development promotes and pushes the development of children’s literature; children’s literature also drives the society’s progress. Since children are our next new generation; children’s literature educates and cultivates children.
3.0 Early Education
Early education is also named as early childhood education. In most places of the world, it is usually defined as children’s education under five years old. Under the concept of Jean Piaget, early education learning is based on play (1962). Usually it includes kindergarten and preschool education. In the mind of some people, early education also covers fetus education. In early education, parents play great role and parents are seen as the “first and best teacher” of young children. A number of researchers have verified the importance of early education for one child’s growing and developing. Different types of early education have different contribution on children’s ability and skills. Along with time growing and social development, early education has gradually gaining more and more attention from society. From Sep.27 to Sep.29, 2010, the first conference of early education has been held in Moscow (Hilda Jackman. 2011). This stands for whole world begin concerning this field. Different approaches of early education have been studied and researched. Different education approaches have different influences. This short essay focuses on the places of children’s literature in early education.
4.0 Children’s Literature and Early Education
Value of children literature is beyond all doubt. History of European early education has proved the great contribution and the position of children literature to early education. Perry Nodelman, this Canadian expert in the field of children’s literature has found out the great contribution of children’s literature to children’s growing under the theory of receptor's response (2008); Bruno Bettelheim believed that fairy tale made great contribution to the development of mental health for children under the theory of psychology (2010). For me, children’s literature did make great contribution to early education, especially in the aspect of literacy pedagogy, effective classroom and diversity of student populations. Following part will explain the reasoning through these three points.
4.1 Children’s Literature and Literacy Pedagogy
There is another name for children’s literature, which is new born literature. This means for human being, children’s literature is the first contact literature. It directly determines the language ability of children. It can cultivate the literary consciousness of children. It can make children feel the charming of language. For human being, childhood is the origin period. Children are out of social repression, moral restraining and rational controlling. This means all thoughts and activities of human being are spontaneous and unconscious. If introducing children’s literature into this period, undoubtedly children will have a much more perfect spiritual world. Children’s literature is the bridge for children walking into cognitive. Through reading and listening, children walk out the first step in learning (Ann Miles Gordon & Kathryn Williams Browne. 2010). For literacy pedagogy in the future, children will feel much easier, since they have strong language sense.
4.2 Children’s Literature and Effective Classroom
Children literature is still the key element in nurturing children’s humanistic sensibilities. It has strong educational value in moral, justice and beauty sense. Early childhood literature play great important role in shaping children’s personality. This means children’s literature is an important resource of early education. In most language textbook, children’s literature occupies large proportion. Early education cannot leave children’s literature. Under the cultivation of children’s literature, children will be more easily educated. This can make the early education be much more effective (Mesut Sackers, et al, 2011).
4.3 Children’s Literature and Diversity of Student Populations
In some sense, children’s literature is the word game for children. It is must component of children’s growing. Fairy tale can provide happiness to children and help children to find out their own way resolving some issues for them. This objective is reached through the implying function of children’s literature. For all young children from different nation, under the same fairy tale, they all have similar implication. This means for diversity students, children’s literature can arouse their resonance. In early education, children’s literature can make diversity students have the same topic (Deborah A. Philips & Amy E. Lowenstein, 2011). This means even for students from different background, they can learn together since the same interests toward one funny story.
Conclusion
Summing up all the above statement, children’s early childhood literacy plays significant role in early education field. It is not only one component of early education, but also can promote early education’s effectively realizing and achieving, since children’s literature is so funny and so attracting for small children. Interesting of them can arise their concerning and attention to the learning. This function’s realizing is achieved through playing role on literacy pedagogy, classroom education and population diversity.
5.0 References
Mesut Sackes, Kathy Cable Trundle & Lucia M. Flevares. (2009). Using Children’s Literature to Teach Standard-Based Science Concepts in Early Years. Early Childhood Educ. J. Vol.36, P415-P422
Anderson Nancy. (2006). Elementary Children's Literature. Boston: Pearson Education.
Jean Piaget. (1962). Play, dreams and imitation. Retrieved online, from: http://www.psych.utoronto.ca/users/peterson/Psy2302011/03Piaget.pdf
Mesut Sackers, Kathy Cable Trundle, Randy L. Bell & Ann A. O’Connell. (2011). The influence of early science experience in kindergarten on children’s immediate and later science achievement: kwtype=0&keyword=%E6%95%99%E8%82%B2&searchtype=titlekeyword evidence from the early childhood longitudinal study. Journal of Research in Science Teaching. Vol.48, Issue 2. P217-P235
Ann Miles Gordon & Kathryn Williams Browne. (2010). Beginnings & Beyond: foundations in early childhood education. Cengage Learning.
Hilda Jackman. (2011). Early education curriculum: a child’s connection to the world. Cengage Learning.
Perry Nodelman. (2008). The hidden adult: defining children's literature. Retrieved online, from: http://www.google.cn/books?hl=zh-CN&lr=&id=wKosfJZhUwQC&oi=fnd&pg=PR7&dq=children+lierature+%E4%BD%9C%E8%80%85:Perry+%E4%BD%9C%E8%80%85:Nodelman&ots=zufiu1oWIz&sig=vGkVpGaLLkSzPSSkOoe9aPLC-2Q&redir_esc=y
Bruno Bettelheim. (2010). The uses of enchantment: The meaning and importance of fairy tales. Retrieved online, from: http://www.google.cn/books?hl=zh-CN&lr=&id=1esOc6GGtOsC&oi=fnd&pg=PA2&dq=children+lierature+%E4%BD%9C%E8%80%85:Bruno+Bettelheim&ots=0dZodYKmvv&sig=0dqfepR0BgwuZ5vFFF6kI6s_bvA&redir_esc=y
Deborah A. Philips & Amy E. Lowenstein. (2011). Early Care, Education, and Child’s Development. Annual Review of Psychology. Vol.62, P483-P500
1.0简介
不能过分强调教育的重要性，为个人或一个国家。幼儿教育注重对孩子的学习和教育，8岁以下的被定义为一年童年儿童教育。它是由许多不同的因素的影响。这个讨论征文年初的教育侧重于儿童文学的地方。本文为了澄清这个话题，有四个主要部分：第一部分将检讨儿童文学;第二部分将解释早期教育;第三部分将结合早期教育与儿童文学，第四部分是总体结论。在讨论过程中，案件将被用来作为两个主要论点的方式方法和理论分析。
2.0审查儿童文学
公元200年左右的早期，最早的书面儿童文学 - 民俗故事在印度出版。但儿童文学的历史比这可能是老年人，因为儿童文学是用于指导，教育和娱乐为幼儿（的梅苏特Sackes，等，2009）。早期识字的主要形式包括传统神话故事，歌曲，诗歌和独特的寓言，如广为人知的天方夜谭。可以说，人类的历史有多久，多久儿童文学的历史。即使有如此悠久的历史，仍然没有一个明确的向儿童文学和广泛接受的定义。南希·安德森（2006年）已经把它定义为对幼儿的特殊书面材料。所有儿童文学在整个世界，无论哪个国家，它是或它属于哪种文化，它已经走过通过了类似的路径，它可以被描述为：口语形式的开始，未来是当前多样化的表达方式，如写，听，玩。这是社会发展的结果。例如，多媒体技术的推动下，儿童文学可以显示阅读和生动的图片。促进和推动社会发展的儿童文学，儿童文学的发展，也促使了社会的进步。由于儿童是我们的未来新一代儿童文学的教育和培养孩子。
3.0早期教育
早期教育又称为幼儿教育。在世界大部分地区，它通常被定义为孩子的教育5岁以下。根据皮亚杰的概念，是基于早期教育学习玩（1962）。通常它包括幼儿园和学前教育。在一些人的头脑中，早期教育也涵盖胎教。在早期教育中，家长起到极大的推动作用，被看作是“第一个和最好的老师”幼儿和家长。一些研究人员已经证实了早期教育的重要性，对一个孩子的成长和发展。不同类型的早期教育对儿童的能力和技能有不同的贡献。随着时间增长和社会发展，早期教育已经逐渐获得越来越多的关注社会。从9月27日至9月29日，2010年，早期教育的第一次会议，至今已举办在莫斯科（希尔达·杰克曼2011）。这代表了整个世界开始涉及这一领域。不同的方法进行了研究和早期教育研究。不同的教育方法有不同的影响。这篇短文的重点在早期教育的儿童文学的地方。
4.0儿童文学和早期教育
儿童文学的价值是毫无疑义的。欧洲早期教育的历史已经证明了巨大的贡献和对早期教育的儿童文学的位置。佩里Nodelman，这个在儿童文学领域的加拿大专家已经发现出了很大的贡献的儿童文学孩子的成长受体的响应（2008）的理论下;尔海姆布鲁诺认为，童话故事做了很大的贡献心理健康发展为岁以下的儿童心理学的理论（2010）。儿童文学对于我来说，没有早期教育做出更大的贡献，特别是在识字教学方面，有效的课堂和学生群体的多样性。以下部分将解释推理，通过这三个点。
4.1儿童文学素养教育学
儿童文学，这是新出生的文献还有另外一个名字。这意味着，人类的福利，儿童文学是第一次接触文学。它直接决定孩子的语言能力。它可以培养儿童的文学意识。它可以使孩子感受到迷人的语言。人类的福利，童年的起源时期。儿童是社会的的镇压，道德的约束和合理控制。这意味着所有的想法和人类活动是自发的，无意识的。如果引入到这一时期的儿童文学作品，无疑是孩子们有一个更完美的精神世界。儿童文学是孩子走进认知的桥梁。通过阅读和听力，孩子们走出学习（安万里戈登·凯瑟琳·威廉姆斯布朗。2010）的第一步。识字教学法在未来，孩子们会觉得更容易，因为他们有强大的语感。
4.2儿童文学和有效的课堂
儿童文学仍然是培养孩子的人文情感中的关键元素。它具有很强的教育价值，道德，正义和美感。幼儿教育的文献，起到非常重要的作用，在塑造孩子的个性。这意味着儿童文学的早期教育是重要的资源。在大多数语文课本，儿童文学中占有很大的比重。早期教育不能离开儿童文学。儿童文学的培养下，孩子们会更容易教育。这可以使早期教育有效得多（梅苏特Sackers，等，2011）。
4.3儿童文学和学生群体的多样性
从某种意义上说，儿童文学是孩子们的猜字游戏。这是必须的组成部分，孩子的成长。童话可以提供幸福的孩子，并帮助孩子找到自己的方式，为他们解决一些问题。达到这个目标是通过儿童文学的暗示功能。对于所有年轻的孩子来自不同的国家，在相同的童话，他们都有类似的含义。这意味着，儿童文学的多样性学生可以引起他们的共鸣。在早期教育，儿童文学可以使多样性的学生有相同的主题（德博拉答：飞利浦艾米E.洛温斯坦，2011）。这意味着，即使来自不同背景的学生，他们可以一起学习，朝着一个有趣的故事，因为相同的利益。
结论
总结上述声明，儿童的幼儿识字中起着重要的作用，在早期教育领域。它不仅是早期教育的一个组成部分，而且还可以促进早期教育的有效实现和实现的，因为儿童文学是如此有趣，所以吸引小的孩子。有趣的人可以引起他们的关注和重视学习。此功能的实现是通过扮演角色识字教学法，课堂教育和人口多样性。
5.0参考文献
Mesut Sackes的凯西电缆子母床＆M. Flevares圣卢西亚的。 （2009年）。使用儿童文学教授早年的基于标准的科学概念。幼儿教育EDUC。 J.第36卷，P415-P422
南希·安德森。 （2006年）。小学儿童文学。波士顿：培生教育。
皮亚杰。 （1962）。发挥梦想和模仿。网上检索，从http://www.psych.utoronto.ca/users/peterson/Psy2302011/03Piaget.pdf
梅苏特Sackers的，凯西电缆子母L.贝尔安A.奥康的兰迪。 （2011年）。早期的科学经验，在幼儿园对儿童的直接和以后的科学成就的影响：kwtype = 0＆的关键字=％E6％95％99％E8％82％B2搜索类型= titlekeyword从早期童年纵向研究的证据。在科学教学研究杂志。 48卷，第2期。 P217-P235
安万里戈登·凯瑟琳·威廉姆斯布朗。 （2010年）。 ＆Beyond的开端：幼儿教育基础。圣智学习。
希尔达·杰克曼。 （2011年）。早期教育课程：儿童的世界连接。圣智学习。
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德博拉A.飞利浦艾米E.罗文斯坦。 （2011年）。早期护理，教育，和孩子的发展。心理学年度回顾。 Vol.62，P483-P500
