Children’s literature is unique. It is a world where anything can happen—from talking animals and fairies granting wishes to incredible adventures that exist only in the imagination. Simply put, children’s literature consists of stories written for children that they can easily understand, whether on their own or with the guidance of parents or teachers.

What makes children’s literature fascinating is its storytelling freedom. There are no rigid boundaries about what can or cannot be told. That’s why we often find stories about talking animals, like the clever Si Kancil or Scooby-Doo, the timid dog always caught up in mysteries. Magical worlds frequently appear in children’s stories, such as the classic Disney tales—Cinderella, Snow White, Beauty and the Beast, and so on. To adults, these stories might seem unrealistic, but for children, they feel real and meaningful. Their imagination allows them to embrace and bring these stories to life with enthusiasm.

Every story has a theme, which gives it depth and meaning. In children’s literature, common themes revolve around life values such as the importance of family, friendship, bravery in facing challenges, and being kind to others. Some stories even teach that bad deeds bring consequences or that patience leads to good results. In Sundanese children’s literature, for example, early stories often centered on the battle between good and evil, often portrayed through talking animal characters. However, over time, the themes have expanded to include topics like family love, environmental awareness, and even modern issues like gender and diversity.

Children’s literature has been around for centuries. Globally, it started to develop hundreds of years ago with stories like Aesop’s fables and classic fairy tales such as Mother Goose. In Indonesia, especially in Sundanese culture, children’s literature began to flourish during the colonial era when many European stories were translated into Sundanese. Over time, more original Sundanese stories emerged, and today, many writers are creating their own works. There is even a special award for Sundanese children’s literature called the Hadiah Samsoedi. Some books that have received this award include Si Paser, Catetan Poéan Réré, Béntang Hariring, Nala, and Pohaci Nawang Wulan.

References:

1. Nurgiyantoro B. Sastra Anak. Kedua. Yogyakarta: Gadjah Mada University Press; 2010.
2. Sarumpaet RT. Pedoman Penelitian Sastra Anak, Edisi Revisi. Jakarta: Yayasan Pustaka Obor Indonesia; 2010.
3. Huck CS, Hepler S, Hickman J. Children’s Literature in The Elementary School. New York: Holt, Reinhart, and Winston; 1987.
4. Lukens R. A Critical Handbook of Children’s Literature. New York: Longman; 2003.
5. Nurgiyantoro B. Teori Pengkajian Fiksi. Yogyakarta: Gadjah Mada University Press; 2010.
6. Stanton R. Teori Fiksi Robert Stanton. Kedua. Yogyakarta: Pustaka Pelajar; 2012.
7. Resmini N. Sastra Anak dan Pengajarannya di Sekolah Dasar.
8. Rohimah E, Haerudin D, Iskandarwasid. Nilai Sosial dan Karakteristik Sastra Anak Dalam Buku Bacaan Sastra Hadiah Samsoedi Tahun 1993-2019. In: Seminar Internasional Riksa Bahasa XIII. Bandung: Sekolah Pascasarjana Universitas Pendidikan Indonesia; 2019. p. 1197–206.
9. Ruhaliah. Sejarah Sastra Sunda. Bandung: CV. Wahana Karya Grafika; 2012.

Children’s literature is more than just entertainment. Through stories, children can learn about life values, explore emotions, and understand the world around them in a fun way. As it continues to evolve, children’s literature—especially within local cultures like Sundanese literature—will remain a crucial part of children’s literacy in Indonesia.