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Children's literature is a genre that approaches children by relating to their experiences and lives. It encompasses various forms such as fairy tales, short stories, and other literary materials. Some children’s literature features ambiguous characters, which serve to highlight both good and bad sides of stories, like the cat with a strange smile in Alice in Wonderland, which does not clearly represent good or evil. Many parents introduce literature to their children early, with the hope that children will learn moral lessons or values from these stories.

Supporters of early literacy emphasize the importance of early behaviors such as reading from pictures and scribbling, referred to as emergent literacy, which are crucial steps in literacy development. Ms. Gahwaji states that early exposure to reading and writing fosters literacy skills. Conversely, some critics argue that reading children’s literature at an early age may not be beneficial and might include inappropriate content, or they believe children may not grasp the moral lessons effectively.

However, the consensus among educational experts suggests that early exposure to literature is vital for long-term literacy development. Literacy is not solely dependent on the child's reactions and understanding but is also significantly influenced by parental involvement and the home environment. Kelli Donohue highlights that a rich home literacy environment supports academic growth and fosters literacy skills. Parents with educational backgrounds can better answer children's questions, thereby enriching their child's learning experience.

Family involvement plays a pivotal role; the amount of parent-child interaction correlates with pre-literacy skills in preschool children. Engaging children with reading activities, such as reading aloud for about 15 minutes daily, enhances vocabulary, reading comprehension, and overall literacy. The surrounding environment also impacts learning; as an Arabic proverb states, “What learnt young is craved on stone,” implying that early learning leaves a lasting impression. An environment filled with positive stimuli and educational resources aids the child's cognitive and moral development, although it also poses the risk of transmitting undesirable morals if not carefully managed.

Preschools serve as an essential setting for early literacy development, where teachers utilize literacy materials through interactive activities. Vogel emphasizes that teachers reading stories aloud and modeling the use of literacy tools have positive effects on children’s future literacy skills. Conversely, some parents believe that delaying literacy exposure can prevent children from encountering inappropriate content. This belief is rooted in concerns about early stories containing themes like violence or other mature subjects, exemplified by the original “Little Red Riding Hood” story, which includes implications of danger and violence.

Despite such concerns, research indicates that early literacy experiences offer significant benefits. Children who are introduced to literature early tend to perform better academically, have higher literacy skills, and develop better social interactions. The early development of reading and writing skills fosters confidence and prepares children for the demands of formal schooling. These early interventions support the achievement of academic success and social competence in later years.

In conclusion, early exposure to literature and literacy activities plays a crucial role in a child's educational trajectory. Parental involvement and the quality of the learning environment significantly influence literacy development. Supporting early literacy through reading, engaging with literature materials, and fostering an enriched environment can promote lifelong learning and academic achievement. The benefits extend beyond academic skills, influencing moral understanding and social relationships, which underpin overall childhood development.

References

• Gahwaji, Nahla M. (2014). "The Effects of using Interactive Teaching Programs on Preschool Children's Literacy Development: Case Study." Journal of International Education Research, 7.
• Donohue, Kelli. (2008). "Children's Early Reading: How Parents' Beliefs about Literacy Learning and their Own School Experiences Relate to the Literacy Support they Provide for their Children." ProQuest.
• Schum, Rose, & Lobo, Hilda. (2013). "Effects of Structured Home Literacy Activities on Preschool Children's Early Literacy Indicators." ProQuest.
• Son, Seung-Hee. (2006). "Getting Children Ready for Kindergarten: The Nature and Impact of Changes in the Home Learning Environment on the Growth of Early Literacy and Language Skills." ProQuest.
• Vogel, Laurel Hannum. (1999). "The Effects of Enriched Literacy Materials in a Preschool Classroom on the Children's Play Behavior." ProQuest.
• Whitehurst, G. J., & Lonigan, C. J. (1998). "Child development and emergent literacy." Child Development, 69(3), 848–872.
• Neuman, S. B., & Roskos, K. (2007). "Literacy and Young Children: Research-Based Practices." The Guilford Press.
• Hargrave, A. C., & Sénéchal, M. (2000). "A book reading intervention with preschool children: The importance of teacher's book behaviors." Journal of Educational Psychology, 92(2), 299–326.
• Arnold, D., et al. (1994). "The Role of Talk in Promoting Children's Language Development." Journal of Child Language, 21(1), 97–109.
• Bus, A. G., et al. (1995). "Shared book reading with preschool children: a research synthesis." Journal of Educational Psychology, 87(4), 651–666.