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Emergent Literacy
Children's books from 0 to 3
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
Published online on 21 October 2011
Published online on 21 October 2011
© 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 (16)
Cited by 16 other publications
Rybak, Krzysztof
Beauvais, Clémentine
Lassén-Seger, Maria & Mia Österlund
Zou, Ying & XuDong Tan
Osgood, Jayne & Victoria de Rijke
Szilvássy, Orsolya
Iglesias, Cristina Correro
Hombrecher, Hartmut & Judith Wassiltschenko
Martins, Diana Maria Ferreira & Sara Reis da Silva
Torr, Jane
Suvilehto, Pirjo
Zadra, Cinzia
Kümmerling-Meibauer, Bettina
2013. Review of Pahl & Rowsell (2012): Early childhood literacy. Written Language & Literacy 16:2 ► pp. 281 ff.
[no author supplied]
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