Silvey's The Little House Removes

Reading is most important for children during their childhood which functions, inter alia, as a process of socialization. On the one hand, they can take different roles and stimulates their imagination during reading, on the other hand, children might be able to acquire different narrative structures (cf. Graf 20). Especially visualized books, help infants to become independent readers without the acquirement of reading competencies. However, children visualize the story by their eyes and get the content by their ears (cf. 21). Reading aloud by parents or later on, reading for themselves, mediate different values to the children, too. In the following, this essay will discuss in how far a book deals with different social values or general knowledge

Silvey 72). The Little House discovers “horseless carriage[s]” (cf. Burton 14), “automobiles” or “gasoline stations” (cf. 16). Due to techniques the protagonist becomes more aware that she is unhappy and starts to dream of living in the countryside again (cf. 30). Architectures like “bigger houses”, “schools” (cf. 18) or “apartment houses” (cf. 28) are built around her. Therefore, she imagines her old life with the common atmosphere of flowers, trees (cf. 30) and the familiar smell of nature which is doused by reason of “dust and smoke” (cf. 24). In summary, the story of The Little House shows how human exposure impacts to “environmental issues, such as natural resources and pollution. Similarly, advancement of technology is supposed to make […] [ones] happier, yet, The Little House poses the question of whether this is true.” (Han; Maitre) Hence, the readers have the possibility to think about this issue and reflect it perhaps critical, for instance, if human advancement like the industrialization encourages the human felicity (cf. Han; Maitre). The children also gain a positive connection towards nature and a good influence of nature can be internalized by them. In their further lives, they associate the memories of their reception of the content of the book with positive connections towards nature. Moreover, they may train their responsibility

The Little House herself depicts an inanimate item in classical meaning, a house. Despite everything, she is described as a female living (cf. Burton 1). For instance, the heroine is able to conceive real feelings like happiness (cf. 2), astonishment (cf. 14) and aspiration (cf. 20). She owns esthesia like eyes because the protagonist “watches” (cf. 2) or she is capable of scenting the air (cf. 24). “The emotions and thoughts the Little House […] symbolizes human experiences in accordance with development.” (Han; Maitre) The personification of a lifeless object still trains the empathy competence of the children. Furthermore, Michael Meyer toss in the impact of personifications promote amusement (cf. 38), which particularly affects the target group, to encourage the motivation of reading (cf. Graf