Stressing the importance of choosing either a child-centered or a subject-centered orientation in developing a children's literature program, this paper discusses the characteristics of child-centered and subject-centered approaches to literature and then focuses on the dominant literary theories of structuralism and revisionism. Maintaining that structuralists would base a literature program on the subject while revisionists would emphasize both the subject and the reader's responses, the paper then discusses teaching recommendations from each theory. The document concludes with a list of appropriate illustrative questions, the answers for which would differ between structuralists and revisionists. (HTH)