| This study was undertaken to examine the state of the art of the criticism of children's literature and to seek answers to questions related to the existence of such criticism and the nature, scope, and categorization of the same. The period under review was the decade 1969-1979; the sources of information were books and general periodicals as identified through standard bibliographic research procedures, as well as a purposive sampling of periodicals of the library and teaching professions in the United States, Canada and Great Britain. All sources selected for inclusion in the study were examined for evidence of critical viewpoints, categories of critical opinion, and developing trends. In the context of the study criticism was deemed to be writings which either in whole or in part were concerned with some aspect of the nature, function, or quality of children's literature; the critic was any individual whose writing of a critical or evaluative nature had been published in book form or in the periodical literature.;The evidence of this study is that there is a distinctive children's literature which is being increasingly acknowledged as worthy of study, research and comment both within the university community and among scholars in general--a literature which is supported by a large and growing body of serious criticism.;The study provided convincing evidence of the existence of an extensive and impressive body of criticism of children's literature which may be categorized as work-centered, children-centered, and issues-centered. The work-centered criticism, rooted firmly in scholarship and tradition, deals with literary elements and examines all genres. It demands a literature which adheres to high literary standards, refusing to compromise quality because books are for children. Child-centered criticism draws on the evidence of psychological study to insist that the evaluation of children's literature take into account the developmental nature of child growth, so that books of excellence are accessible to all. Issues-centered criticism focuses on the appropriate presentation in children's books of many of the issues of contemporary society. A developing trend appears to be a more comprehensive criticism which, while it remains primarily concerned with literary excellence, takes due cognizance of the nature of the child and the nature of society. |
