There is an abundance of story titles out in the market. However, it is important for a teacher to choose the most appropriate ones that truly meet the criteria for overall development of children. Books that focus on repetition are good choices, especially for toddlers who need to master their language. The repetitive lines give children the opportunity to participate in the story by saying them out loud when the story calls for it. Another point for story selection is how the book revolves around the needs of the specific children the teacher is working with (Giorgin & Glazer, 2008). For instance, very young children welcome stories that empower the characters that are limited in their skills because of their young age. A character who is considered “too little” to do many things may still have a healthy self-esteem by being able to set the table or change his own shirt. The characters in the story may be in situations that are relatable to the children. Simple plots such as going to school for the first time, managing to be friends with bullies, accepting the responsibility of being a sibling to a new baby or learning a new skill such as riding a bicycle capture the interest of children. Of course, the stories need to have a positive theme and a significant lesson to learn. The words used must be simple and understandable (Brewer, 2002)
Giorgin & Glazer (2008) have identified the goals and strategies of children’s literature to support various areas of their development. The goals should support children’s language, intellectual, personality, social and moral, and aesthetic and creative development. The goals in quotation marks have been adapted from Giorgin & Glazer’s (2008) book. These reflect my philosophy on children’s learning and development.
For language development, I want to adapt Giorgin & Glazer’s (2008) goal, “Children will communicate