e-Pedagogium 2017, 17(2):15-24 | DOI: 10.5507/epd.2017.021
Comparative Children Literature: Aesthetic and Didactic Context
- Imron Wakhid Harits, Ph.D., Trunojoyo University of Madura, Indonesia, Jl. Raya Telang Po. Box 02 Kamal, Bangkalan, Indonesia, Email: imronwakhidharits@gmail.com
Reading children literature is not merely deploying the cognitive activities for the learner's in the class, but reading children literature involves two important aspects to make the learners head on love affairs with reading activities, namely the emotional and intellectual aspects. This paper examines the engagement between the cognitive activities or the didactic process in the reading children literature and the connection between emotional and intellectual aspect or literary engagement. The notion of the comparative children literature is chosen as the reading materials because there are some profound element in it such as the adaptation and the transfer. The learners learn how among the children works in the world intertwine each other and have the dialogic process. As the comparative children literature, the learners unavoidably read their own traditional children stories too before they compare it with the stories from the different countries. The social and cultural point of view is the basic element finding its uniqueness among the stories.
Keywords: children literature, didactic, literary engagement, comparative children literature
Published: April 1, 2017 Show citation
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