Emergent Literacy
Children's books from 0 to 3
Editor
| University of Tübingen
This edited volume constitutes the first serious, sustained examination of the study of children’s books for children aged from 0 to 3 with contributions by scholars working in different domains and attempting to assess the recognition of the role and influence of children’s literature on the cognitive, linguistic, psychological and aesthetic development of young children. This collection achieves a balance between theoretical, empirical, historical and cross-cultural approaches by examining the broad range of children’s books for children under three years of age, ranging from early-concept books through wimmelbooks and ABC books for small children to picture books that support the young child’s acquisition of behavioral norms. Most importantly, the chapters proffer new insights into the strong relationship between children’s books for young children and emergent literacy, drawing on current research in children’s literature research, visual literacy, cognitive psychology, language acquisition, picture theory and pedagogy.
[Studies in Written Language and Literacy, 13] 2011. vi, 275 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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1–14
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I. Premises of early literacy
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17–38
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39–54
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55–74
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II. Picturebooks for children under three
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77–90
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91–114
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115–140
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141–160
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161–174
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175–190
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III. Child-book interactions
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193–208
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209–226
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227–244
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245–264
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About the editor and contributors
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265–270
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Index
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271–275
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“This is a book to come back to and reflect on. It does not offer a lot of practical support to the practitioner but it does provide food for thought and a gateway into new ways of seeing and thinking. Through reading several papers in this book, I have been challenged to reconsider my view of books, and through other papers I found support for long-held beliefs from unexpected quarters. I would recommend this book to all who have an interest in emergent literacy.”
Margaret Perkins, University of Reading
“This book offers an original and needed contribution to the emergent literacy field. It clearly explains various aspects of emergent literacy in relation to picturebooks, and it offers a valuable overview of picturebooks for very young children. It seems likely that this book will become a fundamental reference for all future research in the above mentioned fields.”
Ivana Milcovic, in "Libri & Liberi", Vol. 2012: 1(2), 353-356
Cited by
Cited by 7 other publications
No author info given
2014.
In Literary Conceptualizations of Growth [Children's Literature, Culture, and Cognition, 2],
No author info given
2021.
In Korczaks Pädagogik heute,
► pp. 156 ff.
Hombrecher, Hartmut & Judith Wassiltschenko
2020. The Well-Worn Book and the reading child: cultural and cognitive aspects of materiality in German children’s literature.
Neohelicon 47:2 ► pp. 537 ff.
Iglesias, Cristina Correro
2021.
In Qual literatura? Diferentes perspectivas da produção literária para crianças e jovens na contemporaneidade,
► pp. 79 ff.
Martins, Diana Maria Ferreira & Sara Reis da Silva
2020. Recriações esquecidas em livro-brinquedo do conto intemporal A Gata Borralheira.
Elos: Revista de Literatura Infantil e Xuvenil :7 ► pp. 59 ff.
Suvilehto, Pirjo
2018. Gender pedagogy in Finnish First books published in the 1980s and 2000s.
New Review of Children's Literature and Librarianship 24:1 ► pp. 40 ff.
Torr, Jane
2020. How ‘shared’ is shared reading: Book-focused infant–educator interactions in long day-care centres.
Journal of Early Childhood Literacy 20:4 ► pp. 815 ff.
This list is based on CrossRef data as of 17 december 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects & Metadata
BIC Subject: CFC – Literacy
BISAC Subject: LAN010000 – LANGUAGE ARTS & DISCIPLINES / Literacy