vbid/9781317961529

Description

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. Interest in the relationship between cognitive processes and children�s literature is growing rapidly, and in this book, theoretical frameworks such as cognitive linguistics, cognitive narratology, cognitive poetics, and cognitive psychology, have been applied to the analysis of children�s literature. Chapters gather 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 assist learning and development. International contributions 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.Typham this is the title: Learning from Picturebooks Perspectives from child development and literacy studies 1st Edition