Emergent Literacy

Children's books from 0 to 3

Editor

Bettina Kümmerling-Meibauer

| University of Tübingen

Hardbound – Available

ISBN 9789027218087 | EUR 95.00 | USD 143.00

e-Book –

ISBN 9789027283238 | EUR 95.00 | USD 143.00

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

https://doi.org/10.1075/swll.13

Table of Contents

1. Emergent literacy and children’s literature Bettina Kümmerling-Meibauer	1–14
I. Premises of early literacy
2. The dragon in the cave: Textual representations of fictional and everyday events by children under three Lesley Lancaster	17–38
3. Color perception in infants and young children: The significance of color in picturebooks Annette Werner	39–54
4. Parallel receptions of the fundamental: Basic designs in picturebooks and modern art Martin Roman Deppner	55–74
II. Picturebooks for children under three
5. Picturebooks: Where literature appreciation begins Kathleen Ahrens	77–90
6. Early-concept books: Acquiring nominal and verbal concepts Bettina Kümmerling-Meibauer and Jörg Meibauer	91–114
7. Reading as playing: The cognitive challenge of the wimmelbook Cornelia Rémi	115–140
8. Metaphors in picturebooks from 0 to 3 Marie Luise Rau	141–160
9. Early impressions: Paths to literacy Carole Scott	161–174
10. Linking behavioral training and scientific thinking: Toilet training picturebooks in Japan Kyoko Takashi and Douglas Wilkerson	175–190
III. Child-book interactions
11. Mothers’ talking about early object and action concepts during picturebook reading Kerstin Nachtigäller and Katharina Rohlfing	193–208
12. “Don’t tell me all about it – just read it to me!” Virginia Lowe	209–226
13. “This is me”: Developing literacy and a sense of self through play, talk and stories Janet Evans	227–244
14. How responses to picturebooks reflect and support the emotional development of young bilingual children Evelyn Arizpe and Jane Blatt	245–264
About the editor and contributors	265–270
Index	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 4 other publications

No author info given

2014. In Literary Conceptualizations of Growth [Children's Literature, Culture, and Cognition, 2],

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.

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 08 february 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

Linguistics

Writing and literacy

Language acquisition

BIC Subject: CFC – Literacy

BISAC Subject: LAN010000 – LANGUAGE ARTS & DISCIPLINES / Literacy

U.S. Library of Congress Control Number: 2011032908 | Marc record