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nndez ENGL 3440 Children s Literature in English
2. Reading Interests and Preferences Response refers to: Any outward sign of tha
t inner activity, something said or done that reveals a reader s thoughts and feel
ings about literature.
3. Age and Gender Differences Age is the most obvious change in children s interes
t patterns Children s interest vary according to age and grade level Girls read mo
re than boys but boys have a wider interest range and read greater variety
4. Age and Gender Differences Girls show an early interest in adult romantic fic
tion Boys prefer nonfiction from an early age Children should be provided with m
any reading options so they can have a chance to explore each other s perspectives
5. Other Determinants of Interest Illustrations, color, format, length, and type
of print can also influence children s choices Social and environmental influence
s also affect children s book choices and reading interests Cultural and ethnic fa
ctors also
6. Other Determinants of Interest Impact of the immediate environment Availabili
ty and accessibility of reading materials at home, classroom, and public and sch
ool libraries Teachers Peers
7. Explaining Children s Choices As children grow and learn, their levels of under
standing change along with the literature they choose Children prefer stories th
at best represent their own way of looking at the world Stories that mirror thei
r experiences, needs, fears, and desires
8. Growth Patterns That Influence Response Childhood is unique Children are not
miniature adults but individuals They have their own needs, interests, and capab
ilities which change over time and at varying rates
9. Physical Development Children s experiences with literature can begin at a very
early age Infants gain visual perception very rapidly within their range of foc
us Books designed for babies and toddlers feature simple, clearly defined pictur
es with firm outlines, uncluttered backgrounds, and bright colors
10. Physical Development As visual perception develops, children begin to show f
ascination with details Older preschoolers make a game of finding hidden things in
pictures Children s attention spans generally increase with age as well as intere
st
11. Physical Development Small children have trouble sitting still even for 20 m
inute read alouds It is recommended to have several short story times Physical d
evelopment influences children s interests as well as their attention span
12. Physical Development Early adolescent stages such as puberty and self-concep
t also influence book choices Both physical maturity and social forces have led
to the development of sexual interests at a younger age This leads to a shortene
d interest in literature for children and a choice for teenage novels and adult
fiction
13. Cognitive Development Jean Piaget Intelligence develops as a result of the i
nteraction of environment and the maturation of the child Children are active pa
rticipants in their own learning
14. Cognitive Development Distinct stages in the development of logical thinking
All children go through these stages in the same progression, but not necessari
ly at the same age
15. Cognitive Development (Stages) Piaget Sensory-motor period From infancy to a
bout 2 years of age Preoperational period From 2 to 7 years Concrete operational
period From 7 to 11 Formal operations Age 11 throughout adult life
16. Cognitive Development Piaget recognized children as meaning makers Infants and
toddlers develop sensory perceptions and motor activity. Rhymes of Mother Goose
and tactile books
17. Cognitive Development During the preschool years, children learn to represen
t the world symbolically through language, play and drawing They enjoy predictab
le stories
18. Cognitive Development Elementary school children are in the concrete operati
onal stage They can Classify and arrange objects in series They are more systema
tic and orderly thinkers They enjoy mysteries and understand stories with more c
omplex plot features such as flashbacks or a story within a story
eed to be aware of child development and learning theory and of children s interes
ts They must keep in mind characteristics and needs of children at different age
s and stages of develpopment (See Books for Ages and Stages)
37. Response in the Classroom Children s perceptions and understandings are reveal
ed in many different ways, as the children choose and talk about books, and as t
hey write, paint, play, or take part in other classroom activities
38. Theories of Response The process of reading and responding is active rather
than passive The words and ideas in a book are not transferred automatically fro
m the page to the reader Response is dynamic and open to continuous change as re
aders anticipate, infer, remember, reflect, interpret, and connect.
39. Theories of Response The meaning and significance of stories will vary from re
ader to reader, depending on age and personal experience as well as experience w
ith literature Reader response theory points out that readers approach works of
literature in special ways
40. Theories of Response James Britton proposes that in all our uses of language
we can be either participants or spectators. As a participant we read in order
to accomplish something in the real world As a spectator we focus on what langua
ge says as an end in itself
41. Theories of Response Rosenblatt suggests that reading usually involves two r
oles, or stances In the efferent stance the reader is concerned with what inform
ation can be learned from the reading In the aesthetic stance the reader is conc
erned with the experience of the reading itself
42. Types of Response The most common expressions of response to literature are
statements, oral or written Such responses are known as literary criticism Child
ren s artwork, informal drama, and other book extension activities also provide wi
ndows on response
43. Interpreting Children s Responses (Recognizing Patterns of Change) Every child
is a unique reader and every classroom represents a different composite of expe
riences with literature and with the world Researchers and teachers have discove
red that students respond differently at various grade levels
44. Interpreting Children s Responses (Younger Children - Preschool to Primary) Yo
unger children are motor oriented As listeners, they respond with their whole se
lves They use body movements to try out some of the story s action
45. Interpreting Children s Responses (Younger Children - Preschool to Primary) Ac
tions to demonstrate meaning might be given as answers to a teacher s questions Ch
ildren spontaneously act out stories or bits of stories using actions, roles, an
d conventions of literature in their dramatic play
46. Interpreting Children s Responses (Younger Children - Preschool to Primary) Th
eir responses deal with parts rather than wholes Children at this age use embedd
ed language in answering direct questions about stories
47. Interpreting Children s Responses (Children in Transition - Primary to Middle
grades) Children during this age develop from being listeners to readers. Childr
en become more adept at summarizing in place of straight retelling when asked to
talk about stories Children classify and categorize stories
48. Interpreting Children s Responses (Children in Transition - Primary to Middle
grades) Children at this age attribute personal reactions to the story itself Ch
ildren judge a story on the basis of their response to it They use borrowed char
acters, events, themes, and patterns from literature in their writing
49. Interpreting Children s Responses (Older Children - Middle grades to Middle sc
hool) Older children express stronger preferences, especially for personal readi
ng Some show particular devotion to certain authors or genres or series Children
are more skillful with language and more able to deal with abstractions
50. Interpreting Children s Responses (Older Children - Middle grades to Middle sc
hool) They can disembed ideas from a story and put them in more generalized term
s Older children go beyond categorizing stories toward a more analytical percept
ion They use some critical terminology