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Jordan Dodson
Messiah College
Mechanicsburg, PA
(443) 602-2213
jd1392@messiah.edu
DEBUT
* I am happy to present this in a panel session or present the research in a Poster format
FACULTY SPONSOR: Dr. Kate Simcox, Messiah College, Mechanicsburg, 717.796.1800 ext.
2801, ksimcox@messiah.edu
How does literature influence children? 2
Abstract
The following document is a research paper regarding the topic of how children's literature
influences children. The focus of this paper is the influences children literature has on children's
decision making. Children literature has characters that change their mind when faced with
cognitive dissonance. My research argues that as children read these stories they learn to change
their mind when faced with similar dissonance. This paper was created for my Communication
Theory class in order for students to apply theories to their areas of interest.
In submitting the attached paper or proposal, I recognize that this submission is considered a
professional responsibility. If this submission is accepted and programmed, I agree to register
for the 2015 ECA Undergraduate Scholars Convention, pay the $50 USC fee, and present in
Philadelphia. I understand that presenters with last minute emergencies must make
arrangements as possible for an alternate presenter as well as communicate their absences to
the Undergraduate Scholars Planner; no shows will be removed from the official program.
How does literature influence children? 3
Once upon a time there was a book that had great power. It had the ability to influence
anyone who laid his or her eyes upon it. People all throughout the land fought to control this
book because in it laid the power to control others. This may seem like a fairy tale but there are
some truths in this story. Books have power; not physical power but the power to influence.
Religious books such as the Bible or Torah shape our values and beliefs. Schoolbooks teach us
what has happened in the past and allow us to reflect on the future. Books change how we view
the world and others. Childrens books are no exception. These pieces of literature influence
children when they are learning the most about the world we live in.
Childrens literature encompasses any literature that is written for children to read or
literature that a child selects to read (Susina, 2004). This form of literature is written, illustrated,
published, marketed, and purchased with the intent of entertaining and educating children. The
inspiration for this form of literature is a collaboration between what children want to read and
what the authors envision. Childrens literature is important because it educates children of the
ideologies of the culture they live in. It is also important to note that a society must recognize the
importance of children and create a substantial amount of literature for them. By writing and
reading childrens literature we as a society are showing we value our children and their well-
It is evident that these childrens books do affect children in many different ways.
However little study has been done on how childrens literature affects decision-making. More
specifically how childrens literature teaches children what to do when faced with cognitive
dissonance. This paper will argue that childrens literature teaches children it is acceptable for
How does literature influence children? 4
them to change their minds when faced with dissonance. There may be skeptics who believe
children do not experience dissonance but Egan, Santos, and Bloom research demonstrates that
children do in fact experience it. This writing goes on to discuss the overarching principles of
cognitive dissonance and how they are applied to the story, What Was I Scared of? Followed
by reduction and elimination strategies and how they are present in all the characters of Horton
Hears a Who! This paper then focuses on two hypotheses that apply cognitive dissonance. The
first theory is selective exposure and this is applied to Dr. Seusss book Green Eggs and Ham.
The second theory is post-decision dissonance and this is applied to Dr. Seusss book How the
By showing these books do have themes of conative dissonance this author suggests that
as children read and learn from these stories they learn that changing ones opinion when faced
with adversity is not a bad thing. In fact it is necessary that we admit that we are wrong in our
beliefs. As we see from the happy ending of these stories that changing ones mind is not a bad
Literature Review
The topic how does childrens literature influence children has been researched by many
people over the years. The results show that children are influenced in many positive ways.
Following this paragraph are four studies each focused on a different aspect of how childrens
Biskin and Hoskissons (1974) article focuses on how childrens literature can foster
moral development in children. They state, Childrens literature and stories can be used to
develop moral awareness (p. 153). This is necessary since children have their own ways of
thinking about values (p. 153). It can be said that a child is a moral philosopher who makes
How does literature influence children? 5
moral decisions every day. Because of this teachers need to choose teaching material that will
influence students moral development. The authors suggest the perfect way of accomplishing
this is using childrens literature. This is beneficial to the student because, childrens thinking is
influenced by the activities in which they are engaged, the use of childrens literature to stimulate
moral thinking and moral development has great potential (p. 155). It is this potential for moral
growth that makes childrens literature a necessary asset for a teachers curriculum.
Roberts and Crawfords (2008) article focus on how literature can be used as coping
strategies for children going through family stressors. They state, This article provides a
rationale and related practical suggestion for using literature as a support system for social-
emotional development as children cope with the stresses, anxieties, and feelings of loss that can
occur in family life (p. 12). Children have to deal with all sorts of stressors. Some of them are
small, like breaking toys, and others much larger, such as a death in the family. It is because of
these stressors that kids need to learn coping strategies to deal with difficult times so they can
develop a strong sense of self. One coping strategy is reading childrens literature. Because it is a
safe place for children to discuss real issues they are experiencing and how to cope with them.
Kara-Soteriou and Roses (2008) article discussed how reading childrens literature can
teach children positive character traits. Both authors developed a literature-based thematic unit
after they heard some of the children hurting others. They chose literature to solve the problem
because, Literature helps children deal with their emotions and encourages the development of
good character traits (p. 31). The books they chose to use were Janell Cannons books
Stellaluna, Verdi, Crickwing, and Little Yau. Each of these books contained different positive
character traits for the children to learn. These books engaged the children with desirable
Freemans (2014) study discusses how childrens literature can be used in bullying
prevention. The goal of this study was to assess the knowledge, perceptions, and attitudes of
bullying in preschool children and categorize childrens literature that taught character
education with a bullying theme (p. 306). Freeman found that bullying is becoming more
prevalent in preschool age children and that nearly all of the children that were studied had a
good understanding of what bullying was. The study continued by having the children listen to
childrens literature and go through activities that talked about the negatives of bullying and
character education. When the children were introduced to these topics they learned that
[bullying] is a serious problem that they may or may not face in their childhood (p. 311). They
are also given the strategies to deal with bullying behaviors. The authors hope that through this
Communication Theory
It is evident that childrens literature influences children in many different ways. Now we
will focus on how childrens literature influences childrens decision-making. More specifically
childrens literature teaches children it is acceptable for them to change their minds or behavior
when faced with cognitive dissonance. Before I analyze these stories I will give some
Dr. Leon Festinger published a book titled, A Theory of Cognitive Dissonance in 1957.
He begins by stating that every individual has an innate desire for consistency, consonance, with
himself. Consonance is having beliefs that are in agreement with each other. When a person
comes in contact with a belief that is different than the one they hold the person experiences
dissonance (Griffin, 2012, p. 217). Dissonance can be brought on when opinions must be formed
or decision must be made (Festinger, 1957 p. 5). As we come in contact with these dissonances
How does literature influence children? 7
we attempt to explain them away. This is a basic human process that is similar to hunger in that
when we are hungry we eat to reduce our hunger pain and when we experience dissonance we
attempt to reduce it as well. However people are not always successful at rationalizing their
dissonance away. This causes psychological discomfort in the person. The more important the
issue is the greater the dissonance (Griffin, 2012). The greater the dissonance is the more
Some may be skeptical that children have the ability to understand cognitive dissonance
since it is too complex of a concept. However Egan, Santos, and Bloom (2007) ran an
experiment that shows that children experience cognitive dissonance. In their experiment they
had children rate how much they liked various stickers. The children were then given the option
of two stickers, A and B, which they liked equally. After they had selected their sticker the child
was presented with sticker C (a sticker of equal liking to A and B) as well as the unchosen option
of the first. What they found was that children demonstrated a decrease in preference for one of
two equally preferred alternatives after they had chosen against it (p. 982). This suggest that
children change their current preferences to fit with their past decisions otherwise known as
children experience cognitive dissonance (p. 982). But how can literature teach dissonance?
Analysis
I will analyze four different childrens books including Green Eggs and Ham, What
Was I Scared of, How the Grinch Stole Christmas, and Horton Hears a Who. These books
have been selected because of their meaningful life lessons and popularity. These lessons include
but are not limited to accepting those who are different and learning to cooperate with those who
have conflicting beliefs to your own. Each book also has characters that experience cognitive
dissonance and change their behavior. The author of these books is Theodore Geisel, also known
How does literature influence children? 8
as Dr. Seuss, whose work has been read by thousands of children. His writings have had a
revolutionary impact on children as well as children literature (BBC 2004). When Dr. Seuss
began to write in the 1930s there was little imagination incorporated in childrens literature. His
books brought clever rhymes, plot twists and rebellious heroes who do the unexpected (BBC
2004). Because of this Life Magazine name Dr. Seuss a good example of imagination
illustration. It is a great honor and privilege that I am able to incorporate a literary genius such
This story What was I scared of? begins with the main character, who is never named,
stating, I saw nothing scary for I have never been afraid of anything (Seuss, 1961, p. 43). Then
he comes across pants floating in the woods. The main character attempts to hold his belief that
he is not scared of anything so he runs away from them saying he just doesnt like those kinds of
pants. The main character begins to see the pants wherever he goes. When he sees the pants he
tries to hold his belief he is not scared of them but he cannot. He states I do not fear those pants
with nobody inside them. I said, and said and said those words but I lied them (p. 55). Later in
the story the main character accidently grabs the pants then yells for someone to save him. But
then the pants begin to cry and the main character realizes, That I was just as strange to them as
they were strange to me (p. 60). Now the main character is no longer scared of the pants and
main character believes that he is not scared of anything but he becomes scared when he comes
in contact with the floating pants. This creates dissonance and the main character chooses the
strategy of avoidance to deal with overcoming his dissonance. Unfortunately for him every place
he goes he runs into the pants. The main character is left with a choice, continue to avoid the
How does literature influence children? 9
dissonance, change his behavior, or change his belief. As we see from the story the main
character chooses to change his behavior and interact with the pants. After doing this the main
character no longer believes the pants are scary and can continue with his belief he is not scared
of anything.
As we can see from the last story when people experience dissonance they try to reduce
increasing the importance of consonant cognitions (Harmon-Jones & Mills, 1999). Removing
dissonant cognitions, changing behavior or belief, and adding new consonant cognitions can
remove dissonance. We can see examples of reduction and elimination strategies in our next
story.
Examples of reduction and removal strategies for dissonance can be found in the
childrens book Horton Hears a Who! by Dr. Seuss (1954). In this book Horton hears a small
speck of dust talk to him. When he looks closer he can see people on the dust. So he puts the
speck on a clover so it will remain safe. Then kangaroos come by and call Horton a fool for
talking to a speck of dust because nobody could live on something so small. After this Horton
contemplates putting the dust down, but decides not to because someone could hurt the people.
Then out of nowhere the Wickersham brothers come and steal the speck of dust and give it to
Vlad Vlad-i-koff the black-bottomed eagle. The eagle flew all night and dropped the speck of
dust in a field of flowers. Horton searches all day and finally found the flower with the speck of
dust. Then the kangaroo and Wickersham brother catch up to Horton. They try to tie Horton
down and boil the speck of dust. Horton tells people on the dust to yell as loud as they can in
order for everyone to hear. Finally the animals hear the dusts cries and they untie Horton. The
How does literature influence children? 10
Kangaroo and Wickersham brothers now believe that animals live on the speck of dust and they
In this story dissonance was created in all the characters because of their conflicting
beliefs. Horton believed there were people living in the speck while the Wickersham brothers
and Kangaroo did not. Because of this each character attempted to reduce dissonance through
different strategies. Horton used the adding consonant cognitions strategy by reassuring himself
that he enjoyed talking to the people on the speck. He also increased the important of his
consonant cognition by reassuring himself that without his help the people on the speck will die.
He states, Should I put the speck down? ... If I do these small persons may come to great harm.
(Dr. Seuss, 1954, p. 16) The Wickersham brothers and kangaroo used different strategies. They
choose to eliminate dissonant cognition by holding to their belief that there is nobody on the
speck of dust. When the animals tie Horton up they reduced the importance of dissonant
cognition because they rationalize tying someone up and burning a speck of dust is not as bad as
talking to a speck of dust without any people on it. Finally the Wickersham brothers and
kangaroo use the dissonance reduction strategy of changing behavior. At the end of the book
instead of burning the speck they changed their belief and now protect it. We can see how to
Dissonance can be applied in many ways but we will focus on two. The first is selective
exposure and the second is post decision dissonance. Selective exposure dissonance is the claim
that people avoid information that causes dissonance (Griffin 2012). This theory claims that
people tend to stay with others who have the same views as them. Post decision dissonances are
doubts experienced after making an important decision. There are three things that heighten post
How does literature influence children? 11
decision dissonance. They include importance of the issue, delay in making decision, and the
greater the difficulty of reversing the decision. How can this be seen in childrens literature?
The book Green Eggs and Ham by Dr. Seuss (1960) begins with Sam asking the main
character, who is never named in the book, if he liked green eggs and ham. The main character
then says, I do not like them Sam-I-Am. I do not like green eggs and ham (p. 12). Sam
proceeds to ask the main character various places that he would like to eat green eggs and ham
and the main character has the same reply, I do not like them Sam-I-Am. I do not like green
eggs and ham (p. 16). The main character walks away from Sam getting more and more
frustrated each time he asked. He even gets to the point when he says, Sam! Let me be (p. 34)!
Finally by the end of the book the main character agrees to Sams terms and tries them. The main
character then changes his mind stating, Say! I like green eggs and ham! I do! I like them, Sam-
This book is a classic example of selective exposure. The main character believes he does
not like green eggs and ham. So when Sam tries to offer him some he states his belief then
leaves. He leaves because of the dissonance caused by the conflicting beliefs of not liking green
eggs and ham and being offered some. This is an example of avoidance. However Sam persists
and asks the main character 16 times if he likes green eggs and ham. That is when the
dissonance becomes too much and the main character finally changes his behavior. Instead of
avoiding Sam he tries some green eggs and ham. He then changes his mind and determines that
Another theory can be seen in the book How the Grinch Stole Christmas (Seuss, 1957).
In this book the Grinch hates everything about Christmas, the noise, the feast, and the singing. So
he came up with an idea. If he took away every tangible part of Christmas then Christmas
How does literature influence children? 12
wouldnt come. He then dressed up like Santa Claus and went down to Who-ville. He went into
every house and stole everything. Then he went up the highest hill to throw all the presents down
the hill but before he did he stopped and listened. He heard the people of Who-ville singing thus
showing he did not stop Christmas. So the Grinch changed his belief and went back to Who-ville
This book shows post-decision dissonance. After the Grinch made his decision to steal
everything from the people of Who-ville he stopped and listened. The Grinch stopped because
this was an important decision and it would be impossible to reverse the decision after he went
through with it. All of these factors caused a great amount of dissonance. So much so that he had
to use one of the removal strategies stated before. More specifically he chose the strategy of
changing ones behavior to remove dissonance. This is evident because the Grinch changed from
throwing the toys over the edge of a cliff to giving back the toys.
Conclusion
literature. It is also clear that children have the capability to experience and understand cognitive
dissonance. Through reading children books children see the different effects that cognitive
dissonance has on the main characters of the stories experience. Each character experienced
dissonance differently just like each child will experience dissonance differently in his or her
lifetime. The important message that holds true for all these stories is that when faced with
cognitive dissonance the main characters change their behavior or beliefs. This teaches children
that it is acceptable for them to change their minds when they are making decisions.
This is an excellent skill for children to learn for two reasons. The first is many times
people refuse to change their view and see anew. It is crucial that we reiterate to our children the
How does literature influence children? 13
importance of being open to different peoples ideas. This cannot be done if we hold tightly to
our own ideas and refuse to empathize with others. As we open ourselves up to new ideas we
may come to find that our own views are not the best and then change them. The second reason
is in life we make the wrong decision sometimes. When we choose the wrong path it is important
that we change our behavior and choose the right way. These are values that should be taught to
children. That is why reading childrens books that have these values are important.
This paper shows that the theory of cognitive dissonance can be used for more than
persuasion. Studies show minimum justification theory such as Festingers dollar test make
cognitive dissonance seem as though this theory is used solely for persuasion. However cognitive
dissonance can be used for educational purposes such as teaching children about decision-
making. The hope of this author is that theorist will use cognitive dissonance theory for reasons
In conclusion I hope the reader of this paper will remember that children are wonderfully
curious creations that want to be filled with knowledge. I challenge the reader to foster children
through this wonderful time in their lives as they grow into adults. I challenge the adults of this
paper to stay as curious as the children they foster and for them to seek more knowledge because
childrens books are not just for children. Anyone can enjoy a good story.
How does literature influence children? 14
Works Cited
BBC. (2004, March 2). 10 facts about Dr Seuss. BBC News. Retrieved from
http://news.bbc.co.uk/2/hi/entertainment/3523393.stm
Biskin, D., and Hoskisson K. (1974). Moral Development Through Children's Literature. The
Egan, L. C., Santos, L. R., and Bloom, P. (2007). The Origins of Cognitive Dissonance:
978-983.
Press.
teach bullying characteristics and prevention strategies to preschool children: and action
Griffin, E. (2012). A first look at communication theory (8th ed.). New York, NY: McGraw-Hill
Harmon-Jones E., & Mills J. (Eds.). (1999). Cognitive dissonance: progress on a pivotal theory
Kara-Soteriou, J, and Rose, H. (2008). A Bat, a Snake, a Cockroach, and a Fuzzhead: Using
Children's Literature to Teach About Positive Character Traits. YC: Young Children,
63.4, 30-36.
Roberts, S. K., and Crawford, P. A. (2008). Real Life Calls For Real Books: Literature To Help
Children Cope With Family Stressors. YC: Young Children, 63.5, 12-17.
Seuss, Dr. (1960). Green Eggs and Ham. New York, NY: Beginner Books.
Seuss, Dr. (1954). Horton Hears a Who. New York, NY: Random House.
How does literature influence children? 15
Seuss, Dr. (1957). How the Grinch Stole Christmas. New York, NY: Random House
Seuss, Dr. (1961). The Sneetches and Other Stories. New York, NY: Random House.
Susina, J. (2004). Children's Literature. Encyclopedia of Children and Childhood in History and