Literature naturally exists in a broad scope of genres, including literary texts- considered an artistic and creative approach to conveying a political, social, or historical message. According to McDonald (2018), literary texts exist in spoken words, written information, and images; however, academic text components are characterized by an evolving and dynamic trait. Because of the multidimensional value of the literary texts are considered an appropriate tool for retelling social, personal, and cultural events to young adults and children. This analytical review aims at scrutinizing and evaluating different forms of the literary genre- poems, non-fictional stories, and image books based on literary theories and contexts.

Realistic Fiction

Both fiction and reality literary texts have the inherent power to enhance pupils' individual and social development. It is because the Narrative is a crucial act of human memory; because of this, the Narrative re-imagines the universe for young adults and children during their early development as it proposes approaches to thinking well about beliefs, values, and attitudes of the culture depicted in the narration. For instance, in the literary work of Martin (2014), Rain reign realism fiction is highly employed to express the issues of single parenthood in a family setup and social relations between children and adults. The way that literary non-fiction presents factual material with thought given to creative delivery, interpretation, and change of approach enriches the reader's experience of the world. Realism literary texts are examples of writing that pays close attention to detail regarding content design, quality, linguistic usage, and aesthetic appeal. Young learners have a critical opportunity to develop their individual and social skills when literary texts are carefully chosen from a variety of genres that they can easily relate to in their day-to-day life. While we acknowledge that literature can take either realism or fiction, a new intermediate model combines non-fiction and fiction to suit the contemporary situation.

In his realism fiction literature work- Rain reign, Martin (2014) aids young readers to fathom thematic issues cutting across love, hobbies, interpersonal relationships, and family. The protagonists in realism narratives typically experience and describe events as they happen in a particular time and location. Even while the spoken dialect, language, vocabulary, and social structures of the interactions in the text-set, for instance, at school, amongst groups, or between families-are dissimilar from the reader's current setting, the reader recognizes these relationships as authentic and relevant in their current environment. The depicted realism is not objective; instead, it reveals particular approaches to thinking about the era, place, and events through the convictions and values of the individuals in the storyline.

Readers identify strongly with Rose's portrayal by Martin in this stirring and moving tale. The book's themes ultimately remind us that, at her core, Rose is a young girl who desires and requires what any other child can demand from society-connection, kindness, safety, and belonging, categorized as real fiction literature. Although Rose is considered to be different from any other child initially because of her condition- asperges, the author, at the end of the literature, helps society and the readers acknowledge that personalities are diverse and should not be considered a basis of discrimination. Rain Reign stands out for its superb depiction of the value of distinctions and the universalism of love. In conclusion, it is clear that similar to any other literature work, this piece by Martin draws to the immediate culture of the setup, especially single-family relations, where children have to deal with a wide range of issues.

Picture Book

Informative children's picture books rely primarily on captivating, in-depth graphics and a diversified layout and design that aims to simplify complex ideas, concepts, and topics. Often this genre uses visual diagrams and verbal information to present a narration, and the graphics can be free-hand drawings, animations, or real pictorials. In the book The Biggest pumpkin ever by Kroll & Bassett (1984), the author narrates complex aspects of society in a manner that young audiences can relate easily through pictorial animation of personified wild mice. These writings replicate the events taking place in the contemporary world of humanity to some part by encouraging kids to read non-linearly. Scholars concur that reading photographs is multidimensional as it integrates posture, facial, and other informative features. Additionally, kids frequently focus more intently on images and "see" subtleties in pictures that can be easily missed during text readings. Children can read borders, frames, nonverbal cues, covers, endpapers, visual analogies, and humor. The illustrations in picture books elicited a range of reactions in the young children's understanding of literature. Additionally, picture books impact kids' spoken, written, visual, and symbolic responses. Reading graphic novels to students is a typical pedagogical technique in many elementary schools. The playbooks help children, and young adults learn as it allows them to engage with the characters as they get absorbed in their way of thinking and doing things.

The biggest Pumpkin Ever is a picture book that narrates the virtue of sharing and teamwork in a social setup intending to meet two simultaneous individual objectives.  The authors use two mouse characters, Clayton and Desmond, who are faced with the dilemma of using the same pumpkin to achieve their personal goals- contest and carve lantern, respectively. The two join hands to grow a pumpkin which would later be the giant pumpkin in society. The analogy of the mice and pumpkins draws parallelism to contemporary society, where people have to use the common limited resources to achieve different goals. Henceforth the two mice represent an entire society of humanity. In an early childhood setup, the book enables the readers to develop the social skill of working in groups. Moreover, this literary work is also critical in helping the kids visualize colors, drawings, shapes, sizes, and parts of a crop from the pumpkin. Generally, from this playbook, a group of students, the children, can choose either of the characters and try to creatively imitate what they think the characters did or were to in that particular scenario. The ability to mimic and relate with a character enables the engagement of the visual and the mind, which generally contributes to learning literature. From a social perspective, the authors Kroll and Basset relate to literary work’s role in teaching universally applicable and acceptable virtues.

Poems

Poems give instances of many poetic devices and recommend methods for bringing out language that reveals the poet's use of imagination and emotional projection. Like other literary works, poems covers a wide range of our day-to-day life. Poems depict the intertwined threads of humanity (language and emotions) to speak about a character- something or someone. Little Poems for Tiny Ears is a book by Zapata (2015) that gives a collection of poetic work on the thematic area of exploration and growth for children. The author narrates the discovery age of a child by introducing them to rhyming voices, different intonations, and fun in the poems. One of the poems in this book, titled "I see a baby," uses some rhyming words /mirror/ and /closer/; the word baby is repeated to ease memorization and enhance the musical aspects of poems.  In addition to the different poetic devices, a child can easily engage with vocabulary- nouns such as mirror, consequent poems "Toes" introduces babies to numbers and counting. It makes the poem a critical genre for inducing cognitive development in children.

Like other poetic books for children, Zapata's (2015) book adopts illustrations (pictorials) which are used as study aids for children to the thematic areas of the poem. The poetic genre is associated with some advantages to young leaders as it not only enhances literary skills but also builds their vocabulary, memorization abilities, pitch and voice inflection, and rhyme enhancement. In addition to classroom skills, children can also grasp social skills such as confidence and the ability to express themselves. The poetic genre does not comprehensively depict the use of formal language but heavily builds on figurative language to relay its message.

Read aloud is also a fundamental approach of paedology when training young adults and children to develop their verbal and cognition tools. Rain reign by Martin (2014) is an article evaluating read-aloud techniques amongst a group of children. The narration is selected because it gives the first-person experience through Rose's life, which displays similarity in the daily life aspects of the audience. Rose, like any other ordinary child, is faced with challenges. Often after reading out, loud sessions for literary books -textual, kids are frequently asked to make visual texts. From the visualized diagrams, the instructors can quickly assess the children's level of understanding of that particular aspect of literature.

Moreover, the text would allow for a comprehensive discussion on how to encourage dialogues in the classroom. The debate then helps the children learn the value of compassion and caring and how to include people with different worldviews in the classroom and outside class communities. The strategic approach facilitating this read-aloud session will be the discussions amongst the students and a question-answer session. The strategy is adopted as it helps the group members to learn to express themselves through verbal and non-verbal cues.

In conclusion, literary texts can take different forms -poems, playbooks, and realistic fiction, and are critical in helping early-age learners to engage with a broad scope of issues about culture, politics, ethics, and social life. In this analytical review, we observe that literary work, like any other form of literature, must be contextualized to fit into the contemporary life of the audience. Although all three genres considered -poem, playbook, and realistic fiction can bring the reader into the character's life, facilitating understanding, playbooks are more significant in early childhood learning and development. It is because the playbook first capitalizes on the natural technique of knowledge gaining, which is first by sight, then mimic, which ultimately develops language.   To enhance early childhood and young adults learning and development, it is equally essential that the literary work adopted allows them to practice through discussions or drawings.

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