CHILDREN’S LITERATURE: FROM EARLY EDUCATION TO THE FORMATION OF THE YOUNG LEARNER’S PERSONALITY
CHILDREN’S LITERATURE: FROM EARLY EDUCATION TO THE FORMATION OF THE YOUNG LEARNER’S PERSONALITY

Summary/Abstract: This paper explores the formative role of children’s literature in the context of early education, with a particular emphasis on its contribution to the development of the young learner’s personality. By integrating cognitive, emotional, moral, and social dimensions, literary texts for children provide not only a source of aesthetic enjoyment but also a framework for the cultivation of values, empathy, creativity, and critical thinking. The study highlights the pedagogical potential of stories, fairy tales, and age-appropriate narratives as educational tools that support holistic development during the primary school years. Furthermore, it underlines the importance of a carefully curated selection of literary works in nurturing linguistic competence, cultural awareness, and identity formation in early learners.Reading represents the main instrument through which the process of human communication is achieved, illustrating the interrelation between the linguistic sphere, language, and its cognitive capacity. Moreover, considering the engaging learning ability of pupils, reading significantly contributes to the continuous process of knowledge acquisition, to the enrichment of vocabulary, to the foundation of correct and comprehensive literary expression, and to the acquisition of the multiple aesthetic values that literature offers to any reader. Taking all these aspects into account and motivated by the desire to revive interest in reading and to instil a love for books among preschoolers and primary school pupils from an early age, I have chosen this topic of research for the elaboration of this article. Analysing the typology of literary texts in early education and primary education provides the opportunity to delve into the substance of literary works, in order to exploit their content throughout the learning process, using methods and techniques appropriate to the specific needs of the classroom, while also capitalizing on the recommendations proposed in the national curriculum, which are intended to broaden pupils’ horizons of understanding.

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