Emergent Literacy
Children's books from 0 to 3
Editor
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
-
1. Emergent literacy and children’s literatureBettina Kümmerling-Meibauer | pp. 1–14
-
I. Premises of early literacy
-
2. The dragon in the cave: Textual representations of fictional and everyday events by children under threeLesley Lancaster | pp. 17–38
-
3. Color perception in infants and young children: The significance of color in picturebooksAnnette Werner | pp. 39–54
-
4. Parallel receptions of the fundamental: Basic designs in picturebooks and modern artMartin Roman Deppner | pp. 55–74
-
II. Picturebooks for children under three
-
5. Picturebooks: Where literature appreciation beginsKathleen Ahrens | pp. 77–90
-
6. Early-concept books: Acquiring nominal and verbal conceptsBettina Kümmerling-Meibauer and Jörg Meibauer | pp. 91–114
-
7. Reading as playing: The cognitive challenge of the wimmelbookCornelia Rémi | pp. 115–140
-
8. Metaphors in picturebooks from 0 to 3Marie Luise Rau | pp. 141–160
-
9. Early impressions: Paths to literacyCarole Scott | pp. 161–174
-
10. Linking behavioral training and scientific thinking: Toilet training picturebooks in JapanKyoko Takashi and Douglas Wilkerson | pp. 175–190
-
III. Child-book interactions: Case studies
-
11. Mothers’ talking about early object and action concepts during picturebook readingKerstin Nachtigäller and Katharina Rohlfing | pp. 193–208
-
12. “Don’t tell me all about it – just read it to me!”Virginia Lowe | pp. 209–226
-
13. “This is me”: Developing literacy and a sense of self through play, talk and storiesJanet Evans | pp. 227–244
-
14. How responses to picturebooks reflect and support the emotional development of young bilingual childrenEvelyn Arizpe and Jane Blatt | pp. 245–264
-
About the editor and contributors | pp. 265–270
-
Index | pp. 271–275
“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 10 other publications
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. Breve Morfologia dos Livros Infantis. In Qual literatura? Diferentes perspectivas da produção literária para crianças e jovens na contemporaneidade, ► pp. 79 ff.
Kümmerling-Meibauer, Bettina
2013. Review of Pahl & Rowsell (2012): Early childhood literacy. Written Language & Literacy 16:2 ► pp. 281 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.
Osgood, Jayne & Victoria de Rijke
2022. ‘That’s enough!’ (But it wasn’t): The generative possibilities of attuning to what else a tantrum can do. Global Studies of Childhood 12:3 ► pp. 235 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.
Szilvássy, Orsolya
2022. A félelem játszóterén. nCOGNITO - Kognitív Kultúraelméleti Közlemények 1:2 ► pp. 72 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.
[no author supplied]
[no author supplied]
2021. Literatur. In Korczaks Pädagogik heute, ► pp. 156 ff.
This list is based on CrossRef data as of 13 november 2023. 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
Main BIC Subject
CFC: Literacy
Main BISAC Subject
LAN010000: LANGUAGE ARTS & DISCIPLINES / Literacy