In:Emergent Literacy: Children's books from 0 to 3
Edited by Bettina Kümmerling-Meibauer
[Studies in Written Language and Literacy 13] 2011
► pp. v–vi
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Published online: 26 October 2011
https://doi.org/10.1075/swll.13.toc
https://doi.org/10.1075/swll.13.toc
Table of contents
1. Emergent literacy and children’s literature
I. Premises of early literacy
2. The dragon in the cave: Textual representations of fictional and everyday events by children under three
3. Color perception in infants and young children: The significance of color in picturebooks
4. Parallel receptions of the fundamental: Basic designs in picturebooks and modern art
II. Picturebooks for children under three
5. Picturebooks: Where literature appreciation begins
6. Early-concept books: Acquiring nominal and verbal concepts
7. Reading as playing: The cognitive challenge of the wimmelbook
8. Metaphors in picturebooks from 0 to 3
9. Early impressions: Paths to literacy
10. Linking behavioral training and scientific thinking: Toilet training picturebooks in Japan
III. Child-book interactions: Case studies
11. Mothers’ talking about early object and action concepts during picturebook reading
12. “Don’t tell me all about it – just read it to me!”
13. “This is me”: Developing literacy and a sense of self through play, talk and stories
14. How responses to picturebooks reflect and support the emotional development of young bilingual children
About the editor and contributors
Index
