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Literature for Young Children Supporting Emergent Literacy, Ages 0-8

by: Giorgis, Cyndi; Glazer, Joan I.

Literature for Young Children Supporting Emergent Literacy, Ages 0-8

by: Giorgis, Cyndi; Glazer, Joan I.

ISBN 13:
9780132685801
ISBN 10:
0132685809
Edition: 7th
Format: Paperback
Copyright: 10/02/2012
Publisher: Pearson

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Literature for Young Children Supporting Emergent Literacy, Ages 0-8 > ISBN13: 9780132685801

Summary

In the new edition of this widely popular guide, Literature for Young Children: Supporting Emergent Literacy, Ages 0-8,early childhood teachers and child-care professionals get the help they need to recognize high-quality children's literature and to learn to use it effectively to support emerging literacy development in infants, toddlers, preschoolers, and primary-age children. The authors, widely known as authorities in this field, explain how to use children's literature as a teaching tool and provide readers with a number of developmentally appropriate strategies for sharing literature with young children.

Author Biography

Cyndi Giorgis is a Professor of Children’s Literature at the University of Nevada Las Vegas where she teaches courses in children’s literature, visual literacy, multicultural literature, and literature for young children. She is a former primary grade classroom teacher and school librarian. She has served on the Newbery, Caldecott, and Geisel Award committees and is a former editor of The Reading Teacher’s Children’s Book Review column. Professor Giorgis has edited the Journal of Children’s Literature and has served on various boards such as the International Reading Teacher’s Special Interest Group in Children’s Literature and Reading and the board of the Children’s Literature Assembly. Dr. Giorgis has published numerous professional articles about literature in the classroom including the most recent book chapter in A Master Class in Children’s Literature: Trends and Issues in an Evolving Field as well as the book The Wonder of It All: When Literature and Literacy Intersect. She is the recipient of the International Reading Association’s Arbuthnot Award for Outstanding Professor of Children’s and Young Adult Literature.

Joan I. Glazer is Professor Emerita of Education at Rhode Island College, where she taught courses in children’s literature, language arts, and reading. She has taught at the elementary school level, served as a Head Start supervisor, and worked as an educational consultant for numerous school districts. She spent the 2002–2003 academic year in Norway as a Fulbright Scholar, visiting more than 60 schools to present teacher workshops and demonstration lessons focusing on American Studies. She is a past president of the United States Board on Books for Young People, a past Executive Committee member of the International Board on Books for Young People, and is the current president of the board that oversees the publication of Bookbird: A Journal of International Children’s Literature. Dr. Glazer has been honored with the Distinguished Teacher Award from the Feinstein School of Education and Human Development at Rhode Island College, was the first holder of the Thorp Professorship for Scholarship, and has received the school’s Award for Service.

1 Defining Literature for Young Children

The Range of Literature

Format

Literature-Based Media

Genre

Children’s Preferences in Literature

Children and the Literary Experience

Helping Parents Select Literature

Summary

2 Evaluating Literature for Children

Evaluating Fiction

Literary Elements

Coherence

Integrity

Evaluating Nonfiction

Organization

Accurate Presentation of Facts

Current Information

Evaluating Poetry

Evaluating Illustrations

Proximity to Text

Developing the Text

Capturing the Emotional Link

Appropriateness of Illustrations

Evaluating Interactive Literature on CD-ROM

Summary

3 Sharing Literature

Reading Aloud

Finding the Right Book

Creating a Positive Environment

Helping Children Construct Meaning

Storytelling

Finding the Right Story

Creating a Positive Environment

Helping Children Construct Meaning

Sharing Literature Through Media

Finding the Right Media

Creating a Positive Environment

Helping Children Construct Meaning

Helping Others Share Literature

Summary

4 The Literature Curriculum

Developing the Imagination

Promoting Positive Attitudes

Regular Sharing of Literature

Literature Selection

Strategies and Activities for Responding to Books

Grouping Books for Instruction

Book Comparisons

Units of Study

Webs

Using Literature Across the Curriculum

Summary

5 Planning Your Program

Seeing the Possibilities

A Book for Toddlers and Preschoolers

A Book for Primary Grades

Selecting Activities

Recognizing the Larger Context

The Literature Curriculum

The Child’s World

Evaluating Your Literature Program

6 Supporting Children’s Language Development

Language Development in Young Children

How Children Learn Language

How Children Become Literate

The Need to Hear Rich Language

The Need to Use Language

Goals for Teaching

Opportunities Books Offer

Exposing Children to Mature Language

Introducing New Vocabulary in Context

Encouraging Language Play and Demonstrating How Others Have Used Language Creatively

Playing with the Patterns of Language

Exploring Other Languages

Giving Children Practice in Attentive, Critical, and Appreciative Listening Skills

Leading Naturally into Reading Encouraging Children to Respond to Books Orally

Engaging Children in a Variety of Writing Activities

Building Ideas from Types of Writing

Incorporating Visual Literacy

Summary

7 Supporting Children’s Intellectual Development

Intellectual Development in Young Children

Goals for Teaching

Opportunities Books Offer

Assisting in the Acquisition and Refinement of Concepts

Developing Skill in a Variety of Thinking Processes

Expanding the Ability to Reason Logically

Encouraging Critical Thinking

Engaging in Problem Solving

Summary

8 Supporting Children’s Personality Development

Personality Development in Young Children

Goals for Teaching

Opportunities Books Offer

Involving Children in Making Choices

Encouraging Children to Set and Complete Tasks

Building Self-Concept

Developing Sex-Role Expectations

Building Self-Esteem

Recognizing One’s Own Values

Summary

9 Supporting Children’s Social and Moral Development

Social and Moral Development in Young Children

Social Development

Moral Development

Goals for Teaching

Opportunities Books Offer

Giving Children Experience in Making Inferences About the Feelings and Intentions of Others

Fostering Children’s Ability to See from the Viewpoint of Others

Providing Models of Prosocial Behavior

Encouraging Children to Judge the Appropriateness of Particular Behaviors

Helping Children Learn About and Value Differences Among People

Stimulating Children to Explore Moral Problems and Ethical Questions

Summary

10 Supporting Children’s Aesthetic and Creative Development

Aesthetic and Creative Development in Young Children

Creative Potential

Development in Art

Development in Music

Goals for Teaching

Opportunities Books Offer

Introducing Children to Diverse Styles of Art

Sharpening Children’s Awareness

Giving Children Experience with a Variety of Art Media

Giving Children a Variety of Musical Experiences

Stimulating Creativity in Art, Music, and Movement

Making Aesthetic and Creative Experiences Enjoyable for Children

Summary

Appendix

Author/Illustrator/Title Index

Subject Index

Supplemental Materials

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