Children’s Literature: Narrative Subject And Object Subject

Chinese modernity childhood imagination is accompanied by the people discover and the children discover in the May Fourth Movement. By this mean, Chinese children’s literature goes on creation conscious after a long and difficult gestation. However, after a long period of time, due to the influence and intervention of historical realities and political ideologies, children were not independent mental subjects in the childhood narrative of children’s literature. Until the 1980 s, as the child grew up to the realization of self writing, children subject status really began to establish in childhood narrative of children’s literature. In 1980 s to 2010 s, Chinese contemporary children’s literature grew up rapidly. The reason is that children’s literature of the period became mature and richer in content and form. The more suitable reason is that the creation subject has been the construction children subject and it has coordinated arts conscious of literary dialogue relations. When the creation subject constructs the child subject from aspect of literary, the special historical circumstances and cultural ideology in transformation lay a deep spiritual imprint on shaped object subject.This article will discuss the childhood narrative in children’s literature from 1980 s to 2010 s. We will describe different stages of development of childhood narrative evolution in children’s literature, and focus on spiritual view of creation subject manifested in the different stages and focus on the creation subject for the construction of children subject. In four different periods such as the early 1980 s, the late 1980 s, 1990 s and the 20 th century, we will discuss differences writing of childhood narrative in children’s literature, in the aspects of the history, culture and aesthetics, and then we grasp dynamically words changes of childhood image building of the childhood narrative in children’s literature.The introduction describes the origin of this article. This chapter illustrates the dialogue relationship between creation subject and object subject in children’s literature activities, and it establishes the effect of children subject position in literature dialogue relations. In this chapter, we summarize childhood image building of childhood narrative in children’s literature, and we think that the children’s literature from the 1980 s to the 2010 s contributes child-centered childhood imagination in the "May Fourth Movement", and the children’s literature constructs children subject based on the establishment of children subject position.Chapter 1 discusses the childhood image building of childhood narrative in children’s literature in the "social fable" framework in the early 1980 s. At the beginning of the new era, children’s literature is still stuck in literary mode in the 1950 s, while a new coming era has brought new coordinates and direction for children’s literature. Children’s literature in this period adjusted and corrected the creation theory and the problems in the "Cultural Revolution" period by means of the "educational" and "specialty" discussion. In the beginning of the new era, the creators desire to get rid of ignorance, give medical treatment for the society. But they urgently need to use ideology power to restore its own ideological identity of the enlightenment. The literature has become a fable way of speech for their criticism and reflection of a social problem, which results in large numbers of image of teachers and "teachers’ perspective in childhood narrative in children’s literature. With the in-depth reflection for "Cultural Revolution", self-assertive personality and the pursuit image of the child’s independent spirit appear in children’s literature. Such a conceptual subject construction means that childhood narrative gets rid of the shackles of social discipline and it turns to self writing.Chapter 2 explains the construction of children subject consciousness of childhood narrative in the children’s literature in enlightenment viewpoint in the middle and late 1980 s. In about 1984, the children’s literature begins to go back to literariness and children and identifies from a single main guide educational literature. The proposed "Youth Literature" effectively expands the children’s literature in contents and art forms, meanwhile it realize the construction of children subject consciousness in self writing in childhood growing up. In the 1980 s, the new and young writer who started his literary were lied a deep imprint on their creation by a special history and the situation in the era. Not only they are sensitive to all sorts of social problems encountered in childhood growth, but also they have deep experience complex on his early years, which causes the critical perspective and a broader viewpoint of life in their creation. From the sight of growing enlightenment, the children subject is given the right to see the world with their own eyes and to dominate the self-growth. They reveal the human subjectivity in the growth of the territory and in rebellion against the established order. Childhood narrative of this period reflects the "people" understanding in the new era, and construction of "people". Children grow up is still considered from the level of social life to an extent. But the existence and their childhood cultural value is still in its infancy cognition, and they have not yet formed a clear, common understanding of the creative concept, and they have not yet been in childhood narrative into children’s literature.Chapter 3 describes the construction of dialogue relations by the childhood narrative in children’s literature in the 1990 s via the context of a market economy. The coming market economy liberates the creation subject out of the role of political ideology, meanwhile it bring the literature into the market and the audience, then the position of children as acceptance subject increases rapidly in children’s literature activities. Theoretical construction of children’s literature in this period trends to in the direction of childhood subject, which confirmed that the nature of children’s literature changes from the "literary" to "childhood". Equality and separation pattern between childhood as an independent subject and adult dominant social culture increasingly clearly presented. At the same time, childhood narrative discourse in children’s literature with a kind of humorous style as aesthetic fundamental key and with everyday life and emotional experience as the main content gradually emerge. The writing about childhood games and the daily life reflects a happy childhood and certainly chase, and it implies that the children’s literature for children "happy", "game" and even "desire" identity. It is a dialogue and integration between adult’s rational spirit and children’s poetic spirit.Chapter 4 explains childhood fantasy in the narrative childhood constructed by children’s literature in the aspect of mass media and consumer culture in the new century. In a consumer culture-oriented socio-cultural context, the expansion of commercial writing, extend of the mass media, as well as post-modern culture, all these changes give new development direction for children’s literature. In the trend of economic interests, increasingly rampant commercialization, the typed writing pushed the literature to a controllable and reproductive production act. This weakens the creation subject of the writers of children’s literature. Childhood is the existence of a spirit and the existence of a culture. Facing adult culture encroachment to childhood culture in the period of consumer culture and the mass media, children’s literature should be removed from this era and culture to achieve literary reconstruction for childhood spirit.The conclusion is that the development of childhood narrative in children’s literature in the 1980 s and 2010 s is inseparable from literary and cultural contexts of their Language. Special historical circumstances and cultural transformation of ideology lay on a deep spiritual imprint on children’s literature creation of the period. Children subject as a literature object presents era imagination as creation subjection. Meanwhile, it reflects the latent dialogue relationship between creation subject in the activities of children’s literature and acceptance subject, and it shows that adult society have the right to children culture. However, literature and cultural patterns joint so tightly resulting that the literature and art‘s spiritual values to some extent are undermined, so that it mixed with a utilitarian flavor. Facing the cultural context and the times change, we should examine and self-examine what kind of spirit value children’s literature construct and delivery and how to place the common and eternal childhood spirit of human.