Every educational process begins with literature, because it assumes an informative role and opens the doors to knowledge, provides access to knowledge, brings information to practical life. There are many ways and several resources to work with literature such as (tales, poems, legends, stories, characters, fables, theaters, illustrative images, ludic, picture books, etc.).
Children’s literature allows children to write better, developing their creativity, because the act of reading and the act of writing are closely linked. In this sense, “children’s literature is, first of all, literature, or rather, it is art: a phenomenon of creativity that represents the world, man, life, through the word”. It merges dreams and practical life, the imaginary and the real, ideals and their possible/impossible realization.
Children’s literature has the task of transforming dreams into reality, it is an excellent resource for the teaching-learning process, for the child’s growth, its joy and its magic. Children’s literature in the early stages of learning has a forming and socializing function.
Children’s literature promotes the child in its developmental and socialization process, and in this phase the child’s interests are related to sound, rhythm, individualized scenes, books with few texts, many prints and rhymes, dealing with animals and known objects and scenes familiar to the world of children. In this literary process, one finds – if the privileged space to stimulate the subject as generator of the magical hypotheses, as it affirms.
It is the magical mentality phase, in which the child makes little difference between the external and the internal world. Literature will help – there to make the distinction between the “I” and the world through books, engravings of objects in their environment. Between 4 and 6 years the child prefers to read magical realism: fairy tales, legends, myths, fables, which can offer imaginative change, because at this stage of his development the child is essentially susceptible to fantasy.
Literary texts provide skills, knowledge and languages suitable for children with different levels of understanding. Literature promotes the integral formation of the child, stimulating them with several teaching methodologies such as: legends, fables and short stories that are richer narratives of knowledge.
It is observed that stories such as: Little Red Riding Hood, The Beauty and the Beast, The Ugly Duckling, Rapunzel, Cinderella, the Bad Wolf and the Three Little Pigs and all their characters, even being “old” stories continue to be an attraction for children, and efficient methods against anguish, suffering and child fears.
When these stories are presented to children with concrete methodologies in search of developing the imaginary, certainly these children find in the characters of the story their “idol” or their “hero”, and this fact develops in children feelings of curiosity, interpretation, interest, affection, magic and courage.
The importance of children’s literature as a creative stage within the general problem of imagination, since it is not clear at what age or in what form and circumstances it appears in the child.
However, in the development of literary teaching, the mediating teacher must pedagogically use all available resources to contribute to the learning of the students in an appropriate way, where each child demonstrates his or her capacity and ease in imagining, understanding, interpreting, writing, reading and speaking in a formal way through storytelling.
Because only an excellent class where the diversity of pedagogical resources is present together with play in the teaching-learning, is that the children have built their own understanding of the real world, of the socialization among others in a gradual and meaningful way through their creativity and imagination.
The literary process is fascinating in all ages, we must keep in mind that the habit of literature does good even for adults. We must break down the barriers of prejudice that still exist in some contexts of society, which believe and interpret the literary process in an empty and meaningless way with human life in society, because this analysis stems from unobserved and deeply studied questions about the literary genres and the cognitive development of people.
Literature acts as an instrument of mediation for the development of the child in a participative and critical way in the teaching-learning process, its educational character contributes in a positive way to the socialization and formation of the child, in its interpretation of the world, people, cultural and linguistic varieties and its own personality.
Literature is a verbal art in which it involves a representation and a vision of the world that are centered on the creator of literature, where he draws elements from the world to help the reader structure his cultural universe.
In summary, considering reading as an achievement that occurred gradually, it is observed that it is a fundamental element in the formation and construction of knowledge of the child, and that it goes far beyond the mechanical decoding of written lines, but in the curiosity and consequent discovery unveiled through it.
We understand that the vast description around the potential extracted from children’s literature, as a post in this work, which can, above all, contribute to the formation of active and competent readers, consequently to a significant learning of the child in the educational process, because as we know the first contact with books should happen in the child’s childhood and preferably with their relatives.
The family is very important in the educational process, and it should seek to develop the child’s imagination, creativity, taste for reading and writing, opening spaces in the child’s life in the acquisition of knowledge and social communication in formal and non-formal contexts.
Just as the school is responsible, the family is also responsible for the teaching-learning, because when the school and the family decide to collaborate and act together in the search for strategies and knowledge projects, certainly this teaching-learning process is modifiable, beneficial, meaningful and pleasant for all members of the school community.