Abstract
Works of literature for are supposed to give prominence to the child's self. In other words, the level of the works is expected to be appropriate to the characteristics of this demographic. In works of children's literature, the prominence of adults and their worlds along with their ideological, religious, and traditional statements, instead of those of children, indicate that books for are formed not for but for adults and their ideologies. This situation reveals an adult's will to shape the child. Merging perceptions, which are unfamiliar to the child's own and pertaining to the adult's world, into books for may cause a child to take an early step towards life. The fact that find ideologies, behaviors, actions, and senses pertaining to adults' lives, rather than their own, may cause to feel alienated from their childhoods. Publishing books for by reflecting perceptions unfamiliar to the children's worlds may cause adult children to appear in books for children. This article proposes that works of children's literature should reflect the children's reality. Thus, the child can be an active participant in the process of reading culture.
Highlights
The purpose of this article is to propose that the term “child reality” be utilized to present appropriate books to children of different ages and developmental levels
A child’s nature, interests and needs, linguistic and cognitive capacity, and perspective on life should be reflected in the design, content, and educational qualities of the book
That the child’s nature, interests and needs, perspective, life experiences, and linguistic and cognitive capacity form his reality, it is necessary that this reality be reflected in children’s books
Summary
Looking at the reality in children’s eyes means grasping their inner world, their reality. They do not have any prejudices in their perspectives on life In this respect, child reality includes their distinct world and sensibilities and the way children perceive life differently from adults. Children are not able to think objectively as adults do [19] They expose their subjective feelings and thoughts in interesting lives full of adventures [95,96]. That the child’s nature, interests and needs, perspective, life experiences, and linguistic and cognitive capacity form his reality, it is necessary that this reality be reflected in children’s books. With this in mind, books presented to children should prioritize reflections on children’s own realities, otherwise they may negatively affect the child’s growth [93]
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