'Applying Theories to Children’s Literature Essay\r'

'The Little release biddy\r\nOnce upon a time, there was a niggling rubicund biddy who lived on a farm. She was friends with a purposeless dog, a sleepy cat, and a blatant yellowed sidestep. One day the humble sanguine hen found some seeds on the ground. The wee rubicund hen had an idea. She would go d stimulate the seeds. The petty red hen asked her friends, â€Å"Who lead ease me plant the seeds?” â€Å"not I,” barked the lazy dog. â€Å"not I,” purred the sleepy cat. â€Å"not I,” quacked the noisy yellow duck. â€Å"Then I will,” express the itsy-bitsy red hen. So the little red hen planted the seeds every(prenominal) by herself. When the seeds had grown, the little red hen asked her friends, â€Å"Who will help me pull down the shuck?” â€Å" non I,” barked the lazy dog. â€Å"Not I,” purred the sleepy cat. â€Å"Not I,” quacked the noisy yellow duck. â€Å"Then I will,” verbalize the li ttle red hen. So the little red hen cut the wheat all by herself.\r\nWhen all the wheat was cut, the little red hen asked her friends, â€Å"Who will help me take the wheat to the mill to be ground into flour?” â€Å"Not I,” barked the lazy dog . â€Å"Not I,” purred the sleepy cat. â€Å"Not I,” quacked the noisy yellow duck. â€Å"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 heavy sack of flour back to the farm.\r\nThe tired little red hen asked her friends, â€Å"Who will help me bake the scar?” â€Å"Not I,” barked the lazy dog. â€Å"Not I,” purred the sleepy cat. â€Å"Not I,” quacked the noisy yellow duck. â€Å"Then I will,” said the little red hen. So the little red hen baked the pelf all by herself. When the b indicate was finished, the tired little red hen asked her friends, â€Å"Who will help me eat the bread?” â€Å"I will,” barked the lazy dog. â€Å"I will,” purred the sleepy cat. â€Å"I will,” quacked the noisy yellow duck. â€Å"No!” said the little red hen. â€Å"I will.” And the little red hen ate the bread all by herself.\r\nTheoretical Model operation\r\nTheoretical models of childhood may be utilise to children’s literature in finding the get reading material for the age of the child and in order to bring growth, controling, and more pictureing as the child’s mind develops and progresses. If I read the yarn above to a three twelvemonth old child, they would like the story. If I explained the moral of the story to the child in the child’s own terms, they would enjoy and understand the meaning as tumefy as the story.\r\n guess of Social Development\r\nharmonize to Russell, D. L. (2009), Lev Vygotsky believed that human development was a continuing and ever-living process and that we have no de velopmental â€Å"goals” to r from from each one one, save a serial publication of lifelong metamorphoses largely brought somewhat by our interactions with new(prenominal)s. In fact, Vygotsky believed that human beings atomic number 18 basically social creatures and that it is through and through our social interaction that we learn to the highest degree ourselves and the world. Indeed, individuals, he believed, can accomplish tasks through social interaction (guidance from someone more undergo or peer collaboration) that they could never achieve on their own. Vygotsky argues that language is, in fact, a way of opinion about somethingâ€that our ability to formulate words, to put things into words, in truth helps us to think and to understand. (Anyone who has talked through personal problems with a friend or therapist or employ a diary or journal to help sort out personal conflicts will understand Vygotsky’s point.) Chap. 2\r\nRelation the Vygotsky’s Theory\r\nIn the story of The Little rubicund Hen I relate it to Vygotsky’s theory in several ways. First, this story is capable of teaching the lesson that with sternly work and determination there is always a payoff in the end. This lesson gives us the value of problematic work and never giving up, having faith, and never allow 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, even 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 Vygotsky’s theory. The hen had a vision of what could be if she planted the seeds, she touch on 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.\r\nCritical Approach to the novel\r\nLiterary Criticism is a discussion of ideas about the story, any story. In the story of The Little Red Hen we have a believable and memorable character (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 want, a plot or series of events, and definitely conflict in this story.\r\nThe character motivation is that the hen is responsible for her own acts as she working 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, trance laziness does not. The vote counter of this story, in my opinion, is the limited narrator because it is not a character in the story. The casual plot shows not only a series of events but also how they are interconnected to each other.\r\nReference:\r\nRussell, D. L. (2009). Literature for children: A short foot (6th ed.). Boston,\r\nMA: Pearson/Allyn & Bacon.\r\n'