John Benjamins Publishing Company
5. Picturebooks
Abstract
When selecting books for children age zero to two a natural tendency is to choose naming and/or categorizing books. Other default selections for the very young include nursery rhymes, books based on songs, or counting, color, and alphabet books, as it is easy to evaluate the suitability of such texts for very young children. It can be more difficult, however, for caregivers to evaluate which narrative texts are most suitable for the youngest children, given the range of offerings available in picturebook format. In order to aid caregivers and early childhood teachers in the selection of stories for the very young, this paper will propose three easily implementable criteria for picturebook selection and then analyze eight picturebook classics in order to evaluate to what degree they match these criteria. Given the range of evidence that reading aloud to infants is a precursor toward literacy success, the guidelines provided will allow caregivers to confidently select narrative texts to enjoy with babies and toddlers.
Abstract
When selecting books for children age zero to two a natural tendency is to choose naming and/or categorizing books. Other default selections for the very young include nursery rhymes, books based on songs, or counting, color, and alphabet books, as it is easy to evaluate the suitability of such texts for very young children. It can be more difficult, however, for caregivers to evaluate which narrative texts are most suitable for the youngest children, given the range of offerings available in picturebook format. In order to aid caregivers and early childhood teachers in the selection of stories for the very young, this paper will propose three easily implementable criteria for picturebook selection and then analyze eight picturebook classics in order to evaluate to what degree they match these criteria. Given the range of evidence that reading aloud to infants is a precursor toward literacy success, the guidelines provided will allow caregivers to confidently select narrative texts to enjoy with babies and toddlers.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- 1. Emergent literacy and children’s literature 1
-
I. Premises of early literacy
- 2. The dragon in the cave 17
- 3. Color perception in infants and young children 39
- 4. Parallel receptions of the fundamental 55
-
II. Picturebooks for children under three
- 5. Picturebooks 77
- 6. Early-concept books 91
- 7. Reading as playing 115
- 8. Metaphors in picturebooks from 0 to 3 141
- 9. Early impressions 161
- 10. Linking behavioral training and scientific thinking 175
-
III. Child-book interactions
- 11. Mothers’ talking about early object and action concepts during picturebook reading 193
- 12. “Don’t tell me all about it – just read it to me!” 209
- 13. “This is me” 227
- 14. How responses to picturebooks reflect and support the emotional development of young bilingual children 245
- About the editor and contributors 265
- Index 271
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- 1. Emergent literacy and children’s literature 1
-
I. Premises of early literacy
- 2. The dragon in the cave 17
- 3. Color perception in infants and young children 39
- 4. Parallel receptions of the fundamental 55
-
II. Picturebooks for children under three
- 5. Picturebooks 77
- 6. Early-concept books 91
- 7. Reading as playing 115
- 8. Metaphors in picturebooks from 0 to 3 141
- 9. Early impressions 161
- 10. Linking behavioral training and scientific thinking 175
-
III. Child-book interactions
- 11. Mothers’ talking about early object and action concepts during picturebook reading 193
- 12. “Don’t tell me all about it – just read it to me!” 209
- 13. “This is me” 227
- 14. How responses to picturebooks reflect and support the emotional development of young bilingual children 245
- About the editor and contributors 265
- Index 271
