All these people contribute to the analysis of Literature for children:
Vladimir Yakovlevich Propp ( 29 April [O.S. 17 April] 1895 – 22 August 1970) was a Soviet formalist scholar who analyzed the basic plot components of Russian folk tales to identify their simplest irreducible narrative elements.
Vladimir Propp broke up fairy tales into sections. Through these sections he was able to define the tale into a series of sequences that occurred within the Russian fairytale. Usually there is an initial situation, after which the tale usually takes the following 31 functions. Vladimir Propp used this method to decipher Russian folklore and fairy tales. First of all, there seem to be at least two distinct types of structural analysis in folklore. One is the type of which Propp's Morphology is the exemplar par excellence. In this type, the structure or formal organization of a folkloristic text is described following the chronological order of the linear sequence of elements in the text as reported from an informant. Thus if a tale consists of elements A to Z, the structure of the tale is delineated in terms of this same sequence. Following Lévi-Strauss (1964: 312), this linear sequential structural analysis we might term "syntagmatic" structural analysis, borrowing from the notion of syntax in the study of language (cf. Greimas 1966a:404). The other type of structural analysis in folklore seeks to describe the pattern (usually based upon an a priori binary principle of opposition) which allegedly underlies the folkloristic text. This pattern is not the same as the sequential structure at all. Rather the elements are taken out of the "given" order and are regrouped in one or more analytic schemas. Patterns or organization in this second type of structural analysis might be termed "paradigmatic" (, borrowing from the notion of paradigms in the study of language.
Bettelheim analyzed fairy tales in terms of Freudian psychology in The Uses of Enchantment (1976). He discussed the emotional and symbolic importance of fairy tales for children, including traditional tales at one considered too dark, such as those collected and published by the Brothers Grimm. Bettelheim suggested that traditional fairy tales, with the darkness of abandonment, death, witches, and injuries, allowed children to grapple with their fears in remote, symbolic terms. If they could read and interpret these fairy tales in their own way, he believed, they would get a greater sense of meaning and purpose. Bettelheim thought that by engaging with these socially-evolved stories, children would go through emotional growth that would better prepare them for their own futures. In the U.S., Bettelheim won two major awards for The Uses of Enchantment: the National Book Critics Circle Award for Criticis and the National Book Award in category Contemporary Thought.
Maria Tatar is an American academic whose expertise lies in children's literature, German literature, and folklore. Tatar is the John L. Loeb Professor of Germanic Languages and Literatures, and Chair of the Committee on Degrees in Folklore and Mythology at Harvard University. Tatar earned an undergraduate degree from Denison University and a doctoral degree from Princeton University. She lives in Cambridge, Massachusetts.
Tatar was interested in how the fairy tales were first written down, the ways in which the texts reflected the historical realities of another time and place and the Psychological effects. Maria showed, these tales helped children to survive in the world ruled by adults. Maria also believed that fairy tales were connected with all kind of adult secrets for they told children about death, romance, marriage and, in some cases, they would speak about sex and violence. As regards violence, Fairy tales were often violent but they acted as a therapy for kids. Maria Tatar added that violence helped little ones to face their fears, for which they did not yet the exact language developed.
Maria Tatar expressed that stories shared moral aspects, giving life's lessons and transmitting wonderful messages for kids. Nevertheless, she explained that moral was added to fairy tales when they were rewritten for children.
Kieran Egan (born 1942) is a contemporary educational philosopher and a student of the classics, anthropology, cognitive psychology, and cultural history. He has written on issues in education and child development, with an emphasis on the uses of imagination and the intellectual stages (Egan calls them understandings) that occur during a person’s intellectual development. He has questioned the work of Jean Piaget and progressive educators, notably Herbert Spencer and John Dewey. He currently works at Simon Fraser University. His major work is The Educated Mind.
Kieran Egan has provided educational theorists and educators with something that few others have in the history of educational theorizing – a theory of educational development. He has located this theory and the need for its vision against a compelling backdrop of conflicting educational visions. Regardless of the accuracy of Egan’s critique of educational policy conflict, his theory serves simultaneously as both a descriptive and prescriptive account of the development of the “educated” mind. His model attempts to harmonize naturalistic, social, and humanistic conceptions of education by linking a sequence of educational activities that reflect the development of social knowledge to the “natural” knowledge-seeking tendencies of children – tendencies that change with age and maturation.