University of Guyana

School of Education & Humanities

Department of Curriculum and Instruction

EEN 5203 Children’s Literature and Storytelling

Assignment 1 – Comparative Essay

Lecturer: Mrs. Bibi Ali

Due Date: 24th October,2024

Group Members:

Khemraj Singh- USI 1010684

Delana Wilson -USI 1049426

Keel Slowe- USI 1010231

As social, cultural, and educational priorities changed over time, children's literature also

changed. The Golden Age of Children's Literature (1860s–1920s) and the Post-War Era (1945–

1970s) are two pivotal eras in the history of children's literature that will be discussed in this

essay. The essay will analyze the trends between these periods and talk about how earlier aspects

were adapted in the latter time by studying the features of children's literature in each period and

looking at the societal effects on publishers.

The Golden Age of Children’s Literature (1860s–1920s)

Children's literature was more inventive and kid-centered during the Golden Age of Children's

Literature, which lasted from the 1860s to the 1920s. Children's books used to be mostly

moralistic and educational, but during the Golden Age, there was a change toward fantasy,

adventure, and tales that put the viewpoint of the young reader first (Hunt, 1994).

This era was dominated by adventure and fantasy. Books like J.M. Barrie's Peter Pan (1904) and

Carroll's Alice's Adventures in Wonderland (1865) took readers to fanciful worlds where

youngsters may free themselves from the constraints of adulthood. These tales combined exciting

adventures with mild moral teachings to entertain and engage young readers.

The growing use of illustrations was another aspect of the Golden Age. The commercial potential

of books with captivating illustrations was acknowledged by publishers. For example, Beatrix
Potter's The Tale of Peter Rabbit appealed to young readers because it blended captivating

narrative with striking images (Carpenter & Prichard, 1984).

During this time, children's literature was influenced by a number of social elements. The

market for children's books grew as a result of industrialization and increased literacy (Reynolds,

2011). Taking advantage of these chances, publishers like as Macmillan and George Routledge &

Sons produced exquisitely designed children's books (Townsend, 1990).

There were historical influences as well. Certain writings from the Victorian era, which

prioritized adventure over overt moralizing while yet including moral lessons, demonstrate the

Victorian age's emphasis on moral development (Wall, 1991).

The Post-War Period of Children’s Literature (1945–1970s)

A move toward realism during the Post-War Era (1945–1970s) addressed children's

psychological and emotional needs. This mirrored post-World War II societal shifts, such as the

civil rights movement, psychological advancements, and a recognition of children as unique

individuals with nuanced emotions (Lesnik-Oberstein, 1994).

During this time, social issues and realism emerged as major themes. Books that dealt with
friendship, loss, and growing up, such as Charlotte's Web (White, 1952) and Harriet the Spy

(1964), struck a chord with children's real-life experiences. In contrast to the fiction of the

Golden Age, these tales assisted kids in processing their feelings and comprehending the

intricacies of life (Hunt, 1994).

Additionally, children's literature became more diverse at this time. A drive for equality and

representation was reflected in the introduction of stories from other cultures and viewpoints in

the 1960s and 1970s. The writers sensitively addressed topics like mortality and societal injustice

(Reynolds, 2011).

Children's literature was greatly impacted by post-war societal shifts, especially the emphasis on

child psychology (Lesnik-Oberstein, 1994). Authors highlighted the facts of how the war altered

many families. For instance, Charlotte's Web by E.B. White helps kids deal with these feelings

by examining themes of mortality and loss (White, 1952).

The production of mass-market books was also facilitated by technological developments in

printing. More instructional and emotionally stirring books were added to the catalogs of

publishers such as Random House and Puffin Books (Hunt, 1994).

Comparison and Analysis of Trends

and the Post-War Era. But the emphasis on storylines based on children persisted throughout

both eras. While the Post-War era prioritized reality and emotional depth, the Golden Age's

fantasy, such as Peter Pan, offered escape (Carpenter & Prichard, 1984).

Elements of fantasy were not completely dropped. They were modified for more relevant settings

in the post-war era. For instance, Charlotte's Web blends fantasy with realism by including

talking animals despite being set on a farm (White, 1952). This demonstrates that creativity was

still significant even as realism gained prominence.

Children's literature has responded to societal requirements, as evidenced by the persistence of

child-centered stories and the growing emphasis on diversity. Children were amused and guided

during the Golden Age, but their psychological and emotional needs were met during the Post-

War era, which reflected shifting perspectives on childhood (Wall, 1991).

Conclusion

From the fantasy-heavy Golden Age to the more realistic and emotionally impactful works of the

Post-War Era, children's literature has changed with time. Elements of former eras, such

imaginative storytelling, were modified to meet contemporary situations while addressing more

complex societal issues. This development demonstrates how children's books continue to

engage and educate young readers while reflecting and responding to societal shifts.
References

Carpenter, H., & Prichard, M. (1984). The Oxford companion to children's literature. Oxford

University Press.

Carroll, L. (1865). Alice's adventures in wonderland. Macmillan.

Hunt, P. (1994). An introduction to children's literature. Oxford University Press.

Lesnik-Oberstein, K. (1994). Children’s literature: Criticism and the fictional child. Clarendon

Press.

Reynolds, K. (2011). Children's literature: A very short introduction. Oxford University Press.

Townsend, J. R. (1990). Written for children: An outline of English-language children's

literature. Penguin.

Wall, B. (1991). The narrator’s voice: The dilemma of children’s fiction. Macmillan.
White, E. B. (1952). Charlotte’s web. Harper & Brothers.