Our Blog

List of recently published project topics and materials




This project tries to examine and find out the problems and prospect of teaching children’s literature in Enugu East Local Government Area Enugu State. This study is a survey designed and organized in five chapters. Chapter one presented a general introduction to the study, while chapter two reviewed related but relevant literatures on the subject of the study. Chapter three on its part presented research methodology where all the various techniques used in the study where explained. Chapter four presented and analyzed the data obtained from the result of findings. Chapter five was devoted to the summary of findings, conclusion, implication of the study; suggestion and recommendation for further research were highlighted.



1.1     The background to the study

An acquaintance with and an understanding of literary characters  is  one of the first way a young child  has of making sense of what  it is to be human. We all come to know more clearly who and what we are while reaching out, imaginatively, for what we might become. As the child dwells in and wonder at lives lived in story, she comes to know both herself and the world and begins to see that world as something over which she, as a character in life, might exercise some control.

The events of story are means of explanation of the world, helping her to confirm, to illuminate and to extend her own life experience, in a way that give her power over them. Stories give public form to private meaning and thus help those who receive its message to reach out to other human beings in the world, knowing that they shared some of the same concerns and feelings.

Informational narrative and also important forms of teaching of children’s literature and ways for young people to understand and appreciate their world and those shared it with them. We all need to learn about life both literary and literarily, efferently and aesthetically. Across the world, people of the old told stories.

Some times these stories were about their culture, history or about a powerful gods or goddesses who governed the lives of human. In telling, people would often use their imagination to try to solve the mysteries of life and nature. Most were stories that try to explain something about the natural world, in a way that was understandable to the people of the time.

Hans Christian Anderson: He was the son of a poor Cobbler in the ancient town of Odense Denmark; he spent most of his time at school in idling and dreaming, one day a small girl confided to him that her ambition was to be a dairymaid in a large country house. Hans told her, you shall be a dairymaid at my castle when I am a gentle man and he drew on his state of picture of what his castle would be like.

The little fairies in his mind were already at work prompting him to tell strange stories that he almost believed to be true. So, he went on to tell the little girl that he was really of noble birth more able and amusing writer than others. what is more the wonderful stories he told were mostly of his own imagination, not picked up from peasant folk, or written versions of any one.

Another writer of children’s literature is Charles Intwidge Dodgson he was two overriding enthusiasms: photography and the company of children, He took the little children on a river picnics, and its on such occasion, on a summer afternoon when it becomes too hot any more rowing, that they were down in the shade of a new made hayrick, and he began to relate to them wonderful adventure of Alice.

After she had falling from a rabbit hole. When the story was finished, he wrote all down for Alice as a Christmas present. Another Rudyard Kipling, he told stories of the animal in jungle. In his jungle books can be taken with seriousness. He hobbled over with fun when dealing with the animal character  in his just story  the elephant child, old man kangaroo and the cat that walked by himself.

Peter Rabbit the very first of a series of slim pocket-sized picture book, with the story told at the rate of only a few sentences to the page, and all charmingly illustrated by the authors own coloured drawings.   We must turn to children’s stories of another kind there, which might be classed as “family” stories and are meant for readers who have grown past the age of fairies and talking animals.

They usually avoid fantasy, being concerned with the doings of real children in the real world, and the children are usually of a particular family, household, or group. Bernette Ford gives account of an early introduction to childhood reading thus as; my love of books for babies, toddlers and preschoolers was inspired by my own introduction to words and music.

In our typical, interracial working class family, story telling, books, reading language, and music were very large parts of our typical days. While neither of my parents graduated from collage, my mother read to us aloud, even as babies’ nursery rhymes and nursery tales and fairy tale and finger rhymes. She sang to us lullabies and spiritual and folk song, she bought for us so that we would have books of our own.

And she took us to public library.  I was an avid, independent reader by the age of four. Reading opened up words to me that I might never have gone. And not reading shout out so many of the children I grew up with, who did not came from families were reading was highly valued. I believed that all children, from birth, are beginning readers.

And I believe that all children if only they are reader to early and regular, for the pure pleasure of I can learn to read, and read well, and love to read, and grow up readers. Reading to babies and toddler is the first step to universal literacy. If children learns early on that they can have a relationship with books, that books can be objects of comfort and companionship, and then they would become life long readers.

Nevertheless, by and large, there is a sovereign republic of teaching of children’s literature to be added to five colonies or dependence. First are “appropriated” adult book satisfying two conditions. They must generally be read by children and they must have sharply affected the course of teaching of children literature.

Second are books that audiences of which seem not have clearly concerned by their creators but that are now fixed stare in the child’s literary firmament. Third, the picture book and easy to read stories commonly subsumed under the label of literature but qualifying as such only by relaxed standard. Fourth, is Lilliputian in area –first quality children’s version of adult classics.

Finally, there is the domain of once oral material that children have kept alive e.g. folk tales and fairies tales, fables saying, riddles, charms, tongues, twisters, folksongs, lullabies, hymns, carols and other simple poetry rhymes of the street, play around, the nursery and supremely.

1.2 statement of the problem

A good number of scholars who love to study literature had given negligence to the teaching of children’s literature because adults finds it very difficult to come down to children’s level and complexity there in. many students would love to study the course literature but the fact still remains, that of, lack of text books, homelessness, inappropriate method of teaching the subject and the general problem facing every member of the society “poverty”.

These stems out the fact that these recognizable fact are often used to confuse the reader as the general idea, which is intended, becomes more ambiguous and confusing.

Thus the problem of understanding any children’s work like in the understanding of the language, and the style with which it was written and using the appropriate method in teaching the subject.


1.3 Purpose of the study

The purpose of this study was to find the problems and prospects of teaching of children’s literature in Enugu east local Government Area of Enugu State, Nigeria.

1.4    Limitations of the study

As the study was mainly carried out in the literarily, the researcher was faced with the problem of getting appropriate textbooks related to the subject. Not only did the library lack some essential text books on teaching children’s literature, few critics have had time to make meaningful study of the text books. Thus, the researcher was subjected to asking questions from different authorities.

Apart from the problems of materials, a lot of people were still confused about the study of children’s literature. Furthermore the research was made when the country was facing general hardship due to political crises and a lot of financial constraints were suffered by the researcher, who has to move on despite all odds

1.5 Significance of the study

The study is capable of inspiring another research work in this regard. It will also help to open the floodgate of knowledge on the teaching and understanding of children’s work. As well as making rooms for improvement in the choice of textbook for primary/ junior secondary school students.

This study will also serve as a challenge to literature students, to review other works of literature for better understanding

1.6 Research Questions

  1. How can the lack of reading materials affect the teaching of

     Children’s literature in Enugu East Local Government?

  1. How can the use of appropriate strategies for developing reading awareness be effectively used in the teaching children’s literature in Enugu East?
  2. How can the school extensive reading foster teaching children’s literature in Enugu East?
  3. To what extent can teachers of English literature use their resources in writing creatively some reading material for children’s literature?
  4. Can teaching of children’s literature effect a child?


One Response

  1. Nkechi November 11, 2016

Was the material helpful? Comment below. Need the material? Call 08060755653.

%d bloggers like this: