CHAPTER TWO: CHILDREN’S LITERATURE: REVIEW OF RELEVANT LITERATURE
Defining Children’s literature and its history of development are both controversial issues in the field of literature. This chapter will present the different views present in both arenas with an emphasis on the Arab Islamic world.
2.1. Definition of Children’s Literature
Since what a literary author writes about is, more often than not, his or her perspective on life, society and ideology rather than the reality itself, thereexists
a controversy between the literary schools of thought in defining the concept of literature in general and what characteristics it possesses.
This makes it an even harder task to define children’s literature (CL) as the fact remains that CL, being a new theme that has been introduced into mainstream literature, has not yet established norms and conventions. Furthermore, this also makes it open to different speculations and theories that might even be extreme, regardless of the fact that they were not scientifically proven or well researched.
A general definition of children’s literature can be summarized as the literature that is aimed at children in their growing years and is suitable for their stage of mental and psychological development. This includes written material for children that are not yet interested in adult literature (AL) or do not yet possess adult reading skills (Bika’ee
, 2003).
Roger Sale highlights the problematic issue of trying to define and categorize children’s literature as follows:
‘Children’s literature is the only literary category that defines an audience rather than a subject or anauthor’(
cited in Stahl, 1992, p. 12).
The age span for CL is believed to start from childbirth and specifically from the stories that are narrated to the child by its mother, i.e. oral literature, and can stretch to as much as 24 years (which is the complete childhood phase). In this case, CL would include both oral and written literature and comprises songs, theatre, poems, cinema, television and story.
The question thatstill concerns
theorists of CL is does CL exist as a genre on its own or is it considered part of AL. There are opinions supporting both viewpoints each with their own supporting arguments which will be presented below.
2.1.1. Children’s Literature as a Part of Adult Literature
AbuMu’al
(2000) defines general literature as the effect that is induced in a reader when reading or hearing the literature, be it with the aim of entertainment or mere interest, or the effect that induces change in the individual's stances and perspectives of life i.e. that moves our emotions and minds. For him, CL is a part of AL and therefore the same definition of AL applies to CL, only difference being that CL addresses a specific audience in the society.
He elaborates to say that CL links between tradition and social experiences which in turn pass down from generation to generation. It is a way of experiencing the deep meanings of life and preparing children for exposure to the outer world by teaching them about life in the past, present and future. This is in addition to the fact that since adults write and narrate this literature, CL is not isolated from mainstream AL, as it is conveyed from the same ideology and imagination of the adult’s who have the authority and power to control what is addressed to children.
Therefore, as the effect of literature is believed to be the same on both adults and children, CL cannot have a definition independent of AL and should not be considered a genre of its own because it just differs from AL in children’s conception, mentality and experiences compared to adults.
2.1.2. Children’s Literature as a Separate Genre
The other opinion claims that CL is a genre of its own and must be separated from AL in both definition and characteristics. PerryNodelman
states:
Children’s literature is not just literature written for children in mind, nor is it just literature that happens to be read by children. It is a genre, a special kind of literature with its own distinguishing characteristics. Identifying those characteristics and defining that genre are the major tasks immediately confronting serious critics (cited in Gannon, 1992,p
. 59).
Eman
Bika’ee
(2003) believes that CL is the product of literature that is addressed to children and takes into consideration their characteristics, needs and levels of development. But although CL is simple and straightforward it cannot be considered a smaller version of AL as it has its own characteristics that are related to the nature of children. Children cannot be considered young adults but rather they differ from them in both the degree of development and the direction in which they develop. Hence they have different needs and characteristics that are only inherent in their time span which will eventually disappear when these children grow up and reach the adulthood phase. In effect, writers of CL must take into consideration the child’s abilities and stages of mental, psychological and social developments. Subsequently, this viewpoint concludes that it is faulty to deduce that AL can be transformed to CL by merely simplifying the language by which children are addressed.
2.1.3. Islamic Perspective on Children’s Literature
As this thesis will focus on CL in the Arab Islamic world, it is essential to clarify how CL is defined and understood from an Islamic perspective.
According toKilani
(1998), unlike mainstream literature, Islamic literature emanates from an Islamic perspective derived from the Islamic monotheistic creed (Quran andHadith
) and the history of Islamic nations. This is not to say that Islamic literature should be isolated from society, for the Islamic author shoulders the responsibility of presenting society, depicting its problematic issues and analysing their dimensions objectively bearing an Islamic perspective and taking into account all literary factors such as entertainment and linguistic prose.
As for its differentiation from AL, Islamic CL is believed to only differs from mainstream Islamic literature in the fact that it is addressing children as a specific audience, and those children although have limited experiences possess unlimited and vast imagination.
HenceKilani
defines CL as the literature that is inspired from the Islamic values, principles and creed and is used as a basis to build the structure of the child mentality, psychologically, spiritually, attitude wise and physically. Furthermore, CL also contributes in building the child’s natural skills and different abilities in accordance with the Islamic educational basis while bearing in mind the clarity of vision, logic and credibility. This literature includes story, theatre, acting, poetry,nasheed
and song in addition to general every day manners.
2.2. History of Children’s Literature
The evolution of CL has undergone various stages and upheavals which influenced the direction of the path taken in defining its role and characteristics.
In old times, literature was based on myths that were narrated orally and later progressed to stories that had influence on maintaining the tribe and preserving culture while bearing in mind the aim to instil tribalism in children’s nature (Bika’ee
, 2003).
Historians agree that CL existed where childhood existed due to it being part of the child’s daily life, yet no CL documentation is found as it was not studied or recorded probably because of the conception that CL was considered part of the everyday duties of the family, grandmother, mother, father etc. As a result, CL was under the influence of personal or individual judgment and it became an essential part of inherited stories of culture and society i.e. folk takes and oral tradition.
Children did not have their own literature as an established field in the sense that became known in modern times until after the 20th century. There were factors that paved the way for CL through those who wrote stories that captured the children’s interests and narrated them as tales. Children used to relate to CL orally and it was only after education was introduced that they started reading CL from books (AbuMu’al
, 2000).
In contemporary times, human sciences developed and research on child psychology increased. Child literature crystallized and started being addressed in 17th century Europe (Kilani
, 1998). However CL become a specialized field of its own only after the separation of child psychology from general psychology in the 30s of the 20th century, despite the fact that it was slowly growing since the 17th century (Ba’albaki
, 2000).
‘Child literature’ appeared as a specialized term in France in the 17th century but at that time, authors of CL used pseudonyms for fear of being demeaned in front of the general public as acknowledged writers. It was not until CharlesPerreaux
wrote the children’s story ‘Mother Goose’ under a pseudonym that the general perception of children's authors changed. The book was well received and favoured by the public which drovePerreaux
to write another children’s story series but this time using his own real name (AbuMa’al
, 1998).
It was when Jean Jacque Rousseau took the first steps of studying children as individual identities that the angle of CL research in France changed into a more serious form during the 18th century. Later on,books like ‘A Thousand Nights and One’ were translated into French and the first children’s magazine in the whole world was
issued. The stories aimed to entertain children and expand their imagination.
England followed on France’s steps in CL development and started translating French stories. Industrialization in the early 19th century brought about the need for education so as not to threaten the security of the establishment. Sunday schools were first used as means of child education then later on progressed to the establishment of a national day school system which lead to the increase in demand for children’s school books (Mdallel
, 2003).
The Englishman John Newberry, who is considered the father of CL in England, was the first person in the world to form a children’s library. He requested that literary authors write for children and simplify AL, like Robinson Crusoe and Gulliver’s travels, according to their childhood stage. The 20th century witnessed the golden age for CL as the printing and publishing houses specializing in this field increased.
From there on, CL spread to other countries like Germany, Denmark, Italy, Russia, Bulgaria, America and Japan.
2.2.1. History of Children’s Literature in the Arab world
There also exists controversy regarding the origins of CL in the Arab world. Was it actually present there all along or was the birth of CL in the Arab world a direct result of both its birth in 17th century Europe and the translation of literary texts from foreign languages into Arabic?
CL did not become a clear concept in the Arab world until the 20s of the 20th century (Kilani
, 1998). It grew rapidly between the 70s and 90s until a number of well written literary texts were available in every Arab country and it is believed that CL started out as morals derived from stories of adventures and hardships of life due to the tough living environment. CL later on developed to father-child narratives of crops and environment in order to introduce children to life and have them learn through exposure.
Tribes were then formed and CL took up a new style ofstory telling
which was based on war stories, chivalry and courage. Prior to Islam, AL, especially the renowned stories and news, used to work for children. Tribes recited poetry and stories of adventures, wars and victories and children at those times were able to grasp the concepts of culture and society through them. This form of social education was taken a further step by the women in the tribe who later on narrated the same stories to the children in a more simplified manner.
After Islam, storytellers acquired their CL from the stories recited in the Holy Quran which spoke of previous prophets, prophet Mohammad-Peace Be Upon Him-and past nations. The stories, simplified to suit children, later on expanded with the expansion of the Islamic nation to include the companions of the prophet, the history of Islam and its spreadthrough out
the world.
This brings us to the dilemma concerning the origins of CL.Bika’ee
(2003) states that CL appeared in the Arab world in the 17th century as a result of the spread of CL from France and Europe in general. It appeared in Egypt in particular on the hands of Mohammad Ali andRafa’a
AlTahtawi
through translation, and AhmadShawqi
who was considered the first person to write a book for CL. The Arab world followed the footsteps of Europe and replaced the oldQuranic
schools with the European educational model after contacting the west through the colonization period (Mdallel
, 2003).
Kilani
(1998) on the other hand believes that the roots of CL in our world extend from the depth of Islamic history where it was performed as part of everyday duties of the family and community. Al Faisal (2001) supports this view and believes that despite the different opinions on this issue, Arabic CL began as poetry written for children and not in the form of novels and short stories and thus it existed in the Arab world before the translation of CL from other languages. She believes that the writing of stories like ‘Kalila
Wa
Dumna
’ and ‘A Thousand Nights And One’ was in fact having Arab products revert back to Arabs through cultural exchange or acculturation i.e. it was a process ofarabicization
and not translation as these stories were Arabic in origin before being translated into French.
Despite the fact that the beginning of CL in its formal form differed in time between the Arabs and Europeans, the style of literature was similar. Many factors contributed to the development of Arab CL in modern times for several reasons and the most important ones were:
The appearance of the child in the global cultural arena.
Spread of education.
Acculturation.
External effects of the book, illustrations, pictures colours etc.
The language that addresses the child and is part of his language dictionary.
The understanding of the moral issues and its affect on child behaviour.
Whether CL is a genre of its own or not many questions still remain. It can be deduced from the above views that when examining these issues it is essential to take into consideration the perspective from which these definitions come from. When considering that children are just ‘young adults’ who view life and its experiences from the same spectrum as adults, it would be natural to assume CL to be part of AL. Whereas if one should look at children as individuals with distinctive needs and characteristics it might induce viewing CL as a separate genre. This factor is linked to the history of CL as it is related to the development of theories of child psychology which need to be addressed in a separate research study. The next chapter will examine the next stage of CL which is its aims and the problems associated with them and thus might help further grasp its alluded sense as a concept.