Children’s literature pieces are written by adults for children. Therefore, they often confront the following problem. Will ethical values of adults acceptable for children in the future? This study concentrated on the above study topic. In other words, this study analyzed the value systems that are represented in children’s literature to determine whether those value systems are suitable for our children who will live the future. In order to do so, this study examined Korean Language (Reading) 1-2 textbook for elementary schools because: First, Korean Language (Reading) 1-2 textbook only comes in one type and is clearly exposed to adults’ value systems. Second, Korean Language (Reading) contains value systems that are represented in all genres of children’s literature. Third, Korean Language (Reading) 1-2 is thought to contain the priority values that are essential for children. This study used a socio-linguistic methodology. Therefore, languages and linguistic expressions were analyzed to study the value systems in relation to various socio-linguistic variables, such as gender, race, age difference, and context style. The results are as follows: First, Elementary School Korean Language is more familiar with adults’ view of aesthetics than children’s view of aesthetics. Second, Elementary School Korean Language is trapped in the present and transcending the mundane world rather than being future-oriented. Concerning Elementary School Korean Language, children’s literature pieces do not satisfy their essential roles to show children truthful human, world views, and various points of views. Therefore, it is necessary for children’s literature writers to create pieces that contain the value systems from children’s points of view.

Children’s literature pieces are written by adults for children. Therefore, they often confront the following problem. Will ethical values of adults acceptable for children in the future? This study concentrated on the above study topic. In other words, this study analyzed the value systems that are represented in children’s literature to determine whether those value systems are suitable for our children who will live the future. In order to do so, this study examined Korean Language (Reading) 1-2 textbook for elementary schools because: First, Korean Language (Reading) 1-2 textbook only comes in one type and is clearly exposed to adults’ value systems. Second, Korean Language (Reading) contains value systems that are represented in all genres of children’s literature. Third, Korean Language (Reading) 1-2 is thought to contain the priority values that are essential for children. This study used a socio-linguistic methodology. Therefore, languages and linguistic expressions were analyzed to study the value systems in relation to various socio-linguistic variables, such as gender, race, age difference, and context style. The results are as follows: First, Elementary School Korean Language is more familiar with adults’ view of aesthetics than children’s view of aesthetics. Second, Elementary School Korean Language is trapped in the present and transcending the mundane world rather than being future-oriented. Concerning Elementary School Korean Language, children’s literature pieces do not satisfy their essential roles to show children truthful human, world views, and various points of views. Therefore, it is necessary for children’s literature writers to create pieces that contain the value systems from children’s points of view.

Children’s Literature, Value Representation, Socio-linguistics, Korean Language Textbook, Essential Roles, Children’s Points of View