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Unit Three: How to use Children Literature to teach good character?

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Target Objective

Learners will be able to identify the meaning and benefits of using children literature to teach good character.

Unit Objectives

By the end of this unit, the participant will be able to

  • Recognitze the relationship between children literature
  • Identify the benefits if using literature to teach good character
  • evaluate the strategy of using children literature to teach character

Let's Get Started

Benefits of using Children's Literature to teach value

  • “literature lends itself to the teaching of specific moral dilemmas and the examining of specific character traits” (Prestwich, 2004)
  • Literature can assist in discussing difficult topics.
  • Literature can provide students with emotional and social support for things they might also be going through. (Jalongo, 2004; Lowe, 2009)
  • “expression through text offers readers of all ages the opportunity to find solutions through the character and conflicts within a story, and thus within themselves” (Lowe, 2009)

Literature can be a good way to teach character education because “literature lends itself to the teaching of specific moral dilemmas and the examining of specific character traits”. Students are able to empathize with the characters and understand character traits better than just being told information about each trait, also known as catharsis, or the connection between the reader and the characters. Literature can assist in discussing difficult topics such as incarceration, bullying, death, and abuse. Literature can provide students with emotional and social support for things they might also be going through; thus, the use of literature may be a useful method to discuss difficult topics. Moreover, Bibliotherapy, or therapeutic reading, can help students cope with emotions and problems they are facing because “expression through text offers readers of all ages the opportunity to find solutions through the character and conflicts within a story, and thus within themselves”.

The Elements in the Literature

Children’s literature provides an effective vehicle for interweaving character education into existing curricula to address problems in everyday life. For the intervention to have the optimum effect on character education, the reader should experience the following elements in the lesson:

  • Identification: The reader should be able to identify with the main character and the events in the story.
  • Involvement: Following identification with the main character, readers relate to the situation and feel emotional ties with the main character.
  • Insight: Insight allows readers the opportunity to analyze the main character and situation and explore effective alternative behaviors to replace old inappropriate behaviors. (Sridhar & Vaughn, 2000)

Do Some Research

Now, read these articles about Character Education through Children's literature.

  • http://www.ericdigests.org/2003-3/character.htm Shawna Brynildssen (2002) Literature can be a powerful tool in Character Education. The article introduces the traits of children literature to teach good values and the strategies teachers can use in teaching.


Respond to the questions below.

  1. What do you think about the relationship between children literature and character education?
  2. Which strategies do you want to implement? and why?

References and Resources

Bleich, D. (1978). Subjective criticism. Baltimore: Johns Hopkins University Press.

Conrad, D. & Hedin, D. (1991). School-based community service: What we know from research and theory. Phi Delta Kappan, 72(10), 743-749. [EJ 426 971]

Johnson, D. & Johnson, R. (1995). Creative controversy: Intellectual challenge in the classroom (3rd ed.). Edina, MN: Interaction Book Company.

Leming, J. S. (1996). Teaching values in social studies education-Past practices and current trends. In B. G. Massialas and R. F. Allen. (Eds.). Crucial Issues in teaching social studies. Belmont, CA: Wadsworth Publishing Company.

Leal, D. (1999). Engaging students' minds and hearts: Authentic student assessment of character traits in literature. Journal of Adolescent & Adult Literacy, 43(3), 240-248. [EJ 596 871]

Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam Books. [ED 337 451]

Lickona, T. (1993). The return of character education. Educational Leadership, 51(3), 6-11. [EJ 472 598]

Otten, E. H. (2002). Developing character through literature. Bloomington, IN: ERIC Clearinghouse on Reading, English and Communication and The Family Learning Association.

Weaver, C. (1994). Reading process and practices: From Socio-psycholinguistics to Whole Language. Portsmouth, NH: Heinemann. [ED 367 962]


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