Emergent Literacy: Children's Books from 0 to 3 (review)

2012 ◽  
Vol 37 (4) ◽  
pp. 507-509
Author(s):  
Glenna Sloan
Keyword(s):  
Emergent Literacy ◽  
Children's Books ◽  
Children’S Books

scholarly journals Honing emergent literacy via food

2019 ◽  
Vol 8 (2) ◽  
pp. 343-357 ◽  
Author(s):  
Ilgım Veryeri Alaca
Keyword(s):  
Emergent Literacy ◽  
Literacy Skills ◽  
Children's Books ◽  
Children’S Books ◽  
Innovative Methods ◽  
Printed Books ◽  
Emerging Literacy ◽  
Multiple Levels ◽  
Food Printing ◽  
2D And 3D

This study explores the honing of children’s emerging literacy skills through the use of food that is inspired by children’s books. Besides digital and printed books, edible texts have the potential to aid language acquisition and literary appreciation. When edible materials and children’s books are synthesised into a new form to facilitate edible readings, the combination may inspire more families to engage in everyday literacy activities with their children. Using historical examples of edible reading that support emergent literacy, this work investigates how children have fed on edible materialities that appeal to their senses on multiple levels. As well as traditional methods, this study looks at innovative methods of food printing and production such as 2D and 3D printing technologies and how these may be integrated into edible texts through prototypes presented by the author.

‘Here in India’: Nineteenth-Century British Women Navigating their Position in the Empire through Children's Literature

2018 ◽  
Vol 11 (2) ◽  
pp. 173-185
Author(s):  
Jesse Aberbach
Keyword(s):  
Nineteenth Century ◽  
Middle Class ◽  
Children’S Literature ◽  
Infants And Children ◽  
Children's Books ◽  
Children’S Books ◽  
Maternal Roles ◽  
Female Writers ◽  
And Control ◽  
Botanical Study

This article considers how the children's books written by two nineteenth-century female writers, Eliza Tabor and Mary Martha Sherwood, when they accompanied their husbands to India, enabled them to navigate this new environment and their position as respectable middle-class women while revealing how India was deemed a place where British childhood was impossible. Just as many women took up botanical study to legitimise their ‘otherwise transgressive presence in imperial spaces’ (McEwan 219), writing for children enabled others to engage with the masculine world of travelling and earning money without compromising their femininity. Addressing their work to children also seems to have helped both writers to deal with the absence of their own children: the Indian climate made it impossibly challenging for most British infants and children. In this way their writing gives expression to what might be termed a crisis of imperial motherhood. Underlying the texts is an anxiety relating to British settlement and an attempt to comprehend and control a place that threatened their maternal roles.

The Adult as Foe or Friend?: Childism in Guus Kuijer's Criticism and Fiction

2013 ◽  
Vol 6 (2) ◽  
pp. 205-217 ◽  
Author(s):  
Vanessa Joosen
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Age Groups ◽  
Children's Books ◽  
Children’S Books ◽  
Memorial Award ◽  
Adult Reader ◽  
Shed Light ◽  
Selection Of

Compared to the attention that children's literature scholars have paid to the construction of childhood in children's literature and the role of adults as authors, mediators and readers of children's books, few researchers have made a systematic study of adults as characters in children's books. This article analyses the construction of adulthood in a selection of texts by the Dutch author and Astrid Lindgren Memorial Award winner Guus Kuijer and connects them with Elisabeth Young-Bruehl's recent concept of ‘childism’ – a form of prejudice targeted against children. Whereas Kuijer published a severe critique of adulthood in Het geminachte kind [The despised child] (1980), in his literary works he explores a variety of positions that adults can take towards children, with varying degrees of childist features. Such a systematic and comparative analysis of the way grown-ups are characterised in children's texts helps to shed light on a didactic potential that materialises in different adult subject positions. After all, not only literary and artistic aspects of children's literature may be aimed at the adult reader (as well as the child), but also the didactic aspect of children's books can cross over between different age groups.

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