Literature and Literacy for Young Children; Envisioning Possibilities in Early Childhood Education for Ages 0–8; 8th Edition

The 8th edition of this bestselling text provides a framework and instructional strategies for identifying, selecting, and teaching high-quality children's literature for ages 0 - 8. This new edition's emphasis on diverse literature will assist in positively impacting the lives of all young people. Effective instructional approaches for using literature as a teaching tool are coupled with developmentally appropriate methods for sharing literature with young children. This book is a foundational text for graduate and undergraduate students in early childhood education, early literacy, literacy methods, children's literature, and literature instruction. Cover Half Title Title Page Copyright Page Dedication Table of Contents Preface Acknowledgments Instructional Strategy from the Field Contributors 1 Defining Literature for Young Children Importance of Literature in the Lives of Children Categories of Literature Format Unusual Formats Board Books Toy and Novelty Books Picture Books Wordless Picture Books Concept Books Predictable Books Beginning-to-Read Books Early Chapter Book Series Chapter Books Genre Fiction Nonfiction Poetry Diversity in Children’s Literature Instructional Strategy from the Field: Responding to Literature through Words and Images Professional References Cited Children’s Literature Cited 2 Evaluating Literature for Young Children Evaluating Fiction Plot Setting Characterization Theme Style of Writing Coherence Integrity Evaluating Nonfiction Organization Accurate Presentations of Facts Current Information and Resources Evaluating Poetry Evaluating Illustrations Proximity to Text Developing the Text Capturing the Emotional Link Appropriateness of Illustrations Evaluating Interactive Media and Children’s Books Instructional Strategy from the Field: Determining Word Meaning Using a Graphic Organizer Professional References Cited Children’s Literature Cited 3 Creating a Literate Environment Reading Aloud as Foundational Reading Aloud with Infants Reading Aloud with Toddlers Reading Aloud with Preschoolers Reading Aloud with Kindergarteners and Primary-Grade Children Choosing the Right Book Creating a Positive Environment Helping Children Construct Meaning Narrative Structure Visual Literacy Storytelling Choosing the Right Story Creating a Positive Environment Helping Children Construct Meaning Narrative Structure Visual Literacy Writing Choosing the Right Literature Creating a Positive Writing Environment Helping Children Construct Meaning Narrative Structure Visual Literacy Instructional Strategy from the Field: Learning the Letter “C” Professional References Cited Children’s Literature Cited 4 Partnering with Literature Developing the Imagination Promoting Positive Attitudes Selecting Literature Grouping Books for Instruction Book Comparison Units of Study Thematic Unit: Author Study Thematic Unit: Imagination Cornerstone Text Partnering with Literature Across the Curriculum Instructional Strategy from the Field: Author-Illustrator Study—Sydney Smith Professional References Cited Children’s Literature Cited 5 Promoting Young Children’s Language Development Language Development in Young Children How Children Become Literate Hearing Rich Language Using Language Introducing Vocabulary in Context Encouraging Language Play Playing with the Sounds of Language Exploring Patterns of Language Playing with the Appearance of Language Exploring Other Languages Linguistically and Culturally Diverse Learners Attentive, Critical, and Appreciative Listening Skills and Language Development Building Attentive Listening Skills Building Critical Listening Skills Building Appreciative Listening Skills Leading Naturally to Reading Observing the Reading Process Providing Time for Reading Responding to Books Orally Masks and Puppets Engaging Children in Writing Activities Building Ideas from Types of Writing Helping Children to Write Well Instructional Strategy from the Field: Word Walls Professional References Cited Children’s Literature Cited 6 Nurturing Children’s Intellectual Development Intellectual Development in Young Children Piaget’s Theory of Cognitive Development Developmental Goals and Cognitive Abilities Assisting in the Acquisition and Refinement of Concepts Giving Information Reinforcing Concepts Books as Teaching Partners Developing Skills in a Variety of Thinking Processes Observing Hypothesizing Comparing Classifying Organizing Applying Expanding the Ability to Reason Logically Encouraging Critical Thinking Engaging in Problem-Solving Nurturing Intellectual Development Instructional Strategy from the Field: Partner Writing and Storytelling Professional References Cited Children’s Literature Cited 7 Supporting Children’s Personality Development Personality Development in Young Children Involving Children in Making Choices Presenting Options Encouraging Book Selection Building Self-Concept Recognizing Capabilities Seeing Oneself Realistically Recognizing Growth and Change Becoming Confident Identifying with One’s Heritage Examining Gender Portrayal Evaluating Nonconforming Gender Roles in Children’s Books Building Self-Esteem Using Content that Reaffirms Self-Worth Presenting Themes of Individuality Helping Children Understand and Express Their Emotions Discovering Others Share Similar Feelings Examining the Emotions of a Single Book Character Characters Who Overcome Fears Recognizing One’s Values Instructional Strategy from the Field: Transitional Readers and Series Books Professional References Cited Children’s Literature Cited 8 Fostering Social-Emotional and Moral Development Moral Development Envisioning the Potential of Literature Interpreting Nonverbal Language in Illustrations Relating Voice Inflection to Meaning Extending Beyond the Literal Interpretation of the Narrative Following a Sequence of Action Observing Patterns of Behavior Empathizing with a Book Character Fostering Children’s Ability from the Viewpoint of Others Sharing Books that Present Several Viewpoints Providing Models of Prosocial Behavior Reading Books that Demonstrate Prosocial Behavior Planning Prosocial Behavior Encouraging Children to Judge the Appropriateness of Particular Behaviors Helping Children Learn About and Value Diversity Selecting Literature that Values Diversity Focusing on Similarities Facilitating Group Activities Stimulating Children to Explore Moral Problems and Ethical Questions Engaging Children in the Reasoning Process Instructional Strategy from the Field: Literature Circle Discussions Professional References Cited Children’s Literature Cited 9 Generating Children’s Aesthetic and Creative Development Aesthetic and Creative Development in Young Children Creative Potential of Young Children Development in Art Introducing Art Elements Observing Design Elements in Picture Books Examining Art in Picture Books Presenting Art as Personal Expression Offering Children Experience with a Variety of Art Media Experimenting with Media Used by Illustrators Development in Music Offering Children a Variety of Musical Experiences Sharing Picture Books of Illustrated Songs Using Rhythm Instruments with Literature Moving in Response to Literature Stimulating Creativity in Art, Music, and Movement Evoking Divergent Responses Presenting Books that are Inventive Instructional Strategy from the Field: Integrating Science with Art Professional References Cited Children’s Literature Cited 10 Planning and Implementing Your Literature-Rich Curriculum A Book for Toddlers and Preschoolers A Book for Primary Grades Selecting Response Activities Recognizing the Larger Context Literature-Rich Curriculum Engaging Children with Literature Reading and Writing Activities from Internet Sources Professional References Cited Children’s Literature Cited Index