ERIC Number: EJ864819
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 66
Helping Children Cope through Literature
Lowe, Danielle F.
Forum on Public Policy Online, v2009 n1 2009
As a primary educator, I have witnessed the impact literature can have on a child's life. Unfortunately, in our society children are exposed to a much higher level of violence, instability, and death than in previous years. To assist children through these difficult times, it is best to provide them with an outlet of expression. "Bibliotherapy", or therapeutic reading, helps children relate to characters and therefore cope with their emotions. Most readers are looking for a solution to their own personal life situation and feel more at ease when they learn that they are not the "only ones" dealing with this particular life crisis. Until recently, children's books did not address sensitive topics such as death, divorce, and bullying. In the past few decades and due to societal changes, there have been more books published dealing with these non-traditional issues. Well written credited children's literature is a wonderful avenue of expression, as well as an outlet where children can activate prior knowledge and relate to the feelings of characters in a book. When I began analyzing appropriate children's books to assist children dealing with sensitive issues, I found some wonderful resources to share with other educators, parents, and caregivers, upon request. Adults cannot take away the pain and anguish a child will feel when dealing with sensitive situations. However, it is our responsibility to offer outlets to pave the road to healing and coping for the new generation.
Descriptors: Childrens Literature, Caregivers, Prior Learning, Coping, Stress Management, Emotional Response, Death, Divorce, Violence, Child Development, Institutionalized Persons, Bullying, Immigrants, Student Needs, Elementary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A