(See related pages)
In this chapter you will:
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Find several meanings of "response to literature." |
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Determine the topics and literary elements that, over the years, have been of interest to children. |
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Note conclusions about age and sex differences that have been shown historically by research to be characteristics of children's interests in books. |
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Learn the effects of the following factors on children's reading interests: intelligence, illustration, accessibility, and peer recommendations. |
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Learn about the relationship of knowledge about physical development and the use of books with children. |
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Identify the ways in which the use of children's books can be related to Piaget's theory of cognitive stages and to Vygotsky's theory of growth. |
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Learn how the use of children's books is related to information gleaned from theories of language development. |
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Learn what is meant by "varying moral complexities" in children's books. |
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Identify the implications for the use of children's books related to theories of cognitive development. |
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Distinguish features of the three stages in the "process of becoming," based on theories of Erikson and Maslow, that are in the realm of elementary school children and therefore relevant to children's books. Learn how these might be different according to Gilligan's work. |
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Become acquainted with the "Resources for Teaching: Books for Ages and Stages" chart in order to use it as a reference guide when working with specific groups of children. |
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Identify the implications for teaching based on the dynamic theory of reader response. |
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Identify types of responses to literature made by children in preschool, primary, and middle grades. |
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Identify the types of information that teachers and media specialists can learn from observing children as they interact with books. |
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Identify ways teachers can keep track of children's responses to literature. |