Emergent Literacy
Children’s books from 0 to 3
Edited by Bettina Kümmerling-Meibauer
University of Tübingen
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.
Table of contents
1. Emergent literacy and children’s literature
Bettina Kümmerling-Meibauer
I. Premises of early literacy
2. The dragon in the cave: Textual representations of fictional and everyday events by children under three
Lesley Lancaster
3. Color perception in infants and young children: The significance of color in picturebooks
Annette Werner
4. Parallel receptions of the fundamental: Basic designs in picturebooks and modern art
Martin Roman Deppner
II. Picturebooks for children under three
5. Picturebooks: Where literature appreciation begins
Kathleen Ahrens
6. Early-concept books: Acquiring nominal and verbal concepts
Bettina Kümmerling-Meibauer and Jörg Meibauer
7. Reading as playing: The cognitive challenge of the wimmelbook
Cornelia Rémi
8. Metaphors in picturebooks from 0 to 3
Marie Luise Rau
9. Early impressions: Paths to literacy
Carole Scott
10. Linking behavioral training and scientific thinking: Toilet training picturebooks in Japan
Kyoko Takashi and Douglas Wilkerson
III. Child-book interactions: Case studies
11. Mothers’ talking about early object and action concepts during picturebook reading
Kerstin Nachtigäller and Katharina J. Rohlfing
12. “Don’t tell me all about it – just read it to me!”
Virginia Lowe
13. “This is me”: Developing literacy and a sense of self through play, talk and stories
Janet Evans
14. How responses to picturebooks reflect and support the emotional development of young bilingual children
Evelyn Arizpe and Jane Blatt
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