Rationale

Language, on various levels, provides the individual with thinking tools, and actually no thinking can exist without language and its rules. In addition, language gives a person the tools to externalize the processes occurring in the inner world, and even receive messages from outside that guide him in his integration into the world. The child's standard language in the Arab sector is often poor and distorted by the spoken language. Awareness, sensitivity and professionalism of the teacher in this area, may promote most significantly the functioning and integration of the child. In future, teachers will recognize the cultural story of their society and the world around them – over its different phases, different ethnic cultures, and different religions. This process may contribute to tolerance and respectful attitude toward others, and thus enable the student to true acceptance of difference. This is important especially for a documenting teacher, working at an elementary school, where what is different is the common thing, and acceptance is the main working tool. Beyond the social -cultural aspect, the psychological aspect of literature is dominant. Story and perhaps even more poetry, allow contact with internal parts extremely sensitive, and it is relatively protected using more sublimative and implicative defense mechanisms.

Dealing with Literature also develops the interpretive capability of conducting a dialogue and strengthening personal involvement and an obsequious critical approach toward reality. This is essential to the work of educators at the elementary school in the Arab sector.