Learning from Picturebooks Perspectives from child development and literacy studies
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- Hardcover ausgewählt
- Taschenbuch
- eBook
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Sprache:Englisch
276,99 €
inkl. gesetzl. MwSt.,
Beschreibung
Produktdetails
Einband
Gebundene Ausgabe
Erscheinungsdatum
17.02.2015
Abbildungen
schwarz-weiss Illustrationen, Raster, schwarz-weiss, Zeichnungen, schwarz-weiss, Tabellen, schwarz-weiss
Herausgeber
Bettina Kümmerling-Meibauer + weitereVerlag
Taylor and FrancisSeitenzahl
246
Maße (L/B/H)
24/16,1/1,8 cm
Gewicht
453 g
Sprache
Englisch
ISBN
978-0-415-72079-3
Picturebooks, understood as a series of meaningful text-picture relations, are increasingly acknowledged as an autonomous sub-genre of children's literature. Being highly complex aesthetic products, their use is deeply embedded in specific situations of joint attention between a caregiver and a child. This volume focuses on the question of what children may learn from looking at picturebooks, whether printed in a book format, created in a digital format, or self-produced by educationalists and researchers. Researchers investigating children's literature are increasingly interested in cognitive processes related to how children's literature is perceived, and how its content is cognitively and linguistically processed. Therefore, theoretical frameworks such as cognitive linguistics, cognitive narratology, cognitive poetics, and cognitive psychology, have been applied to the analysis of children's literature. This book gathers empirical research from the fields of literary studies, linguistics and cognitive psychology together for the first time to build a cohesive understanding of how picturebooks contribute to learning and development. International contributors explore: language acquisition the child's cognitive development emotional development literary acquisition ("literary literacy") visual literacy divided into three parts considering symbol-based learning, co-constructed learning, and learning language skills, this cross-disciplinary volume will appeal to researchers, students and professionals engaged in children's literature and literacy studies, as well as those from the fields of cognitive and developmental psychology, linguistics, and education.
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