8. Metaphors in picturebooks from 0 to 3
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Marie Luise Rau
Abstract
The study focuses on metaphorical uses in a wide range of picturebooks for children younger than four and links them to scientific findings in cognitive psychology and language acquisition. Prototypical situations and familiar grounding make it possible for children to form (rough) concepts of abstract notions otherwise difficult to comprehend, e.g., IMAGINATION, ANGER, FRIENDSHIP, NATURE, DISCRIMINATION. Conceptual metaphor theory is useful for this multimodal approach and allows for the role of metaphors as vehicles for knowledge acquisition. The relationship between pictorial and textual metaphors and their interplay varies from close correspondence between pictures and words to a (much) greater weight in the pictures. These picturebooks introduce young children to non-literal language and will support the process of acquiring comparative structures.
Abstract
The study focuses on metaphorical uses in a wide range of picturebooks for children younger than four and links them to scientific findings in cognitive psychology and language acquisition. Prototypical situations and familiar grounding make it possible for children to form (rough) concepts of abstract notions otherwise difficult to comprehend, e.g., IMAGINATION, ANGER, FRIENDSHIP, NATURE, DISCRIMINATION. Conceptual metaphor theory is useful for this multimodal approach and allows for the role of metaphors as vehicles for knowledge acquisition. The relationship between pictorial and textual metaphors and their interplay varies from close correspondence between pictures and words to a (much) greater weight in the pictures. These picturebooks introduce young children to non-literal language and will support the process of acquiring comparative structures.
Chapters in this book
- Prelim pages i
- Table of contents v
- 1. Emergent literacy and children’s literature 1
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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
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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
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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
Chapters in this book
- 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
