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.
1. 1. Emergent literacy and children's literature (by Kummerling-Meibauer, Bettina); 2. I. Premises of early literacy; 3. 2. The dragon in the cave: Textual representations of fictional and everyday events by children under three (by Lancaster, Lesley); 4. 3. Color perception in infants and young children: The significance of color in picturebooks (by Werner, Annette); 5. 4. Parallel receptions of the fundamental: Basic designs in picturebooks and modern art (by Deppner, Martin Roman); 6. II. Picturebooks for children under three; 7. 5. Picturebooks: Where literature appreciation begins (by Ahrens, Kathleen); 8. 6. Early-concept books: Acquiring nominal and verbal concepts (by Kummerling-Meibauer, Bettina); 9. 7. Reading as playing: The cognitive challenge of the wimmelbook (by Remi, Cornelia); 10. 8. Metaphors in picturebooks from 0 to 3 (by Rau, Marie Luise); 11. 9. Early impressions: Paths to literacy (by Scott, Carole); 12. 10. Linking behavioral training and scientific thinking: Toilet training picturebooks in Japan (by Takashi, Kyoko); 13. III. Child-book interactions: Case studies; 14. 11. Mothers' talking about early object and action concepts during picturebook reading (by Nachtigaller, Kerstin); 15. 12. "Don't tell me all about it - just read it to me!" (by Lowe, Virginia); 16. 13. "This is me": Developing literacy and a sense of self through play, talk and stories (by Evans, Janet); 17. 14. How responses to picturebooks reflect and support the emotional development of young bilingual children (by Arizpe, Evelyn); 18. About the editor and contributors; 19. Index
