Applying Theories to Children’s Literature Essay

The humble Red HenOnce upon a time, there was a slight rubor chick who lived on a conjure up. She was paladins with a ineffectual pass over, a sleepy cat, and a creaky yellow duck. One day the minute passing biddy found some seeds on the ground. The pocketable red-faced hen had an idea. She would plant the seeds. The little red hen asked her friends, Who will athletic supporter me plant the seeds? not I, barked the lazy dog. non I, purred the sleepy cat. Not I, quacked the noisy yellow duck. thence I will, verbalise the little red hen. So the little red hen planted the seeds all by herself. When the seeds had gr testify, the little red hen asked her friends, Who will help me cut the chaff berry? Not I, barked the lazy dog. Not I, purred the sleepy cat. Not I, quacked the noisy yellow duck. Then I will, verbalize the little red hen. So the little red hen cut the wheat all by herself.When all the wheat was cut, the little red hen asked her friends, Who will help me t ake the wheat to the mill to be ground into flour? Not I, barked the lazy dog . Not I, purred the sleepy cat. Not I, quacked the noisy yellow duck. Then I will, said the little red hen. So the little red hen brought the wheat to the mill all by herself, ground the wheat into flour, and carried the intemper takely sack of flour back to the farm.The tired little red hen asked her friends, Who will help me bake the bread? Not I, barked the lazy dog. Not I, purred the sleepy cat. Not I, quacked the noisy yellow duck. Then I will, said the little red hen. So the little red hen cook the bread all by herself. When the bread was finished, the tired little red hen asked her friends, Who will help me eat the bread? I will, barked the lazy dog. I will, purred the sleepy cat. I will, quacked the noisy yellow duck. No said the little red hen. I will. And the little red hen ate the bread all by herself. theoretical Model ApplicationTheoretical models of tikehood may be applied to childrens lit erature in finding the appropriate reading material for the age of the child and in order to bring growth, learning, and more sympathizeing as the childs mind develops and progresses. If I read the report above to a collar year old child, they would like the story. If I explained the moral of the story to the child in the childs own terms, they would enjoy and understand the pith as well as the story.Theory of Social Development match to Russell, D. L. (2009), Lev Vygotsky believed that human development was a continuing and never-ending process and that we nonplus up no developmental goals to r to distributively one, only a series of lifelong metamorphoses mostly brought about by our interactions with new(prenominal)s. In fact, Vygotsky believed that human beings atomic number 18 essentially friendly creatures and that it is through our social interaction that we learn about ourselves and the world. Indeed, individuals, he believed, contribute accomplish tasks through s ocial interaction (guidance from someone more experient or peer collaboration) that they could never achieve on their own. Vygotsky argues that language is, in fact, a way of thinking about somethingthat our ability to formulate words, to put things into words, actually helps us to think and to understand. (Anyone who has talked through personal problems with a friend or therapist or used a diary or journal to help sort out personal conflicts will understand Vygotskys point.) Chap. 2Relation the Vygotskys TheoryIn the story of The lowly Red Hen I relate it to Vygotskys speculation in several ways. First, this story is capable of teaching the lesson that with unverbalised written report and determination there is always a payoff in the end. This lesson gives us the value of hard work and never giving up, having faith, and never let others detract us from our goals. The story also gives us the lesson that the dog, cat, and duck were her (The Little Red Hen) friends and she never gave up or quit asking them for help, level up to the end of the story. She always gave them a choice at each level and she never got angry with their choices not to help, this shows the social interaction method of Vygotskys theory. The hen had a vision of what could be if she planted the seeds, she readiness her goal, and she reaped the benefits as well as followed through with her plan. The dog, cat, and the duck made their own choices in not helping, so they also got what they planned for which was nothing.Critical procession to the StoryLiterary Criticism is a discussion of ideas about the story, each story. In the story of The Little Red Hen we have a believable and memorable point of reference (the hen) in which we focus on. She is the protagonist and the other three characters are the antagonists. There are elements such is character motivation, a game or series of events, and definitely conflict in this story.The character motivation is that the hen is liable for he r own acts as she works hard throughout the story and the dog, cat, and duck are made to be responsible for their own acts by receiving no bread. In what the hen does, completing each step of the process, her actions are the key to this story. The setting in this story is the farm and the lesson is that hard work pays off, while laziness does not. The narrator of this story, in my opinion, is the bound narrator because it is not a character in the story. The episodic plot shows not only a series of events but also how they are interconnected to each other.ReferenceRussell, D. L. (2009). Literature for children A short knowledgeability (6th ed.). Boston,MA Pearson/Allyn & Bacon.