Edited by Peter Hunt, a leading figure in the field, this book introduces the study of children’s literature, addressing theoretical questions as well as the most relevant critical approaches to the discipline. The fourteen chapters draw on insights from academic disciplines ranging from cultural and literary studies to education and psychology, and include an essay on what writers for children think about their craft. The result is a fascinating array of perspectives on key topics in children’s literature as well as an introduction to such diverse concerns as literacy, ideology, stylistics, feminism, history, culture and bibliotherapy. An extensive general bibliography is complemented by lists of further reading for each chapter and a glossary defines critical and technical terms, making the book accessible for those coming to the field or to a particular approach for the first time. In this second edition there are four entirely new chapters; contributors have revisited and revised or rewritten seven of the chapters to reflect new thinking, while the remaining three are classic essays, widely acknowledged to be definitive. Understanding Children’s Literature will not only be an invaluable guide for students of literature or education, but it will also inform and enrich the practice of teachers and librarians.

Accompanying CD-ROM contains: McGraw-Hill children's literature database; a student study guide; and practical resources.

Presents a comprehensive, theoretically grounded model of children’s understanding of picture storybooks—the first to focus specifically on young children. Relevant to contemporary young children from a wide variety of ethnic, racial, and socioeconomic backgrounds, this dynamic volume includes a wealth of examples of children’s responses to literature and how teachers scaffold their interpretation of stories. “The highest recommendation I can make is that I learned so much. . . . You will too!” —From the Foreword by P. David Pearson, University of California, Berkeley “The single most important book on this topic since Applebee’s The Child’s Concept of Story . . . it is also a pleasure to read.” —Lee Galda, University of Minnesota “Sipe provides a comprehensive theory of literary understanding specific to contemporary young children’s interactions with picture books. Storytime is grounded in well-documented research, an in-depth knowledge of literary theory, and enlivened by insightful commentary.” —Glenna Sloan, Professor Emerita, Queens College of the City University of New York “As a working illustrator who spends most days drawing or painting or dreaming about children's picturebooks, I sometimes wonder, ‘Is there really any point to all of this?’ In this book, Larry Sipe shows me clearly, wittily, and thoroughly that there is.” —Chris Raschka, Caldecott Medal–winning children's book author and illustrator “Those of us who work with children, picturebooks, and teachers could have no more insightful guide to their interactions than Larry Sipe himself.” —Nancy L. Roser, University of Texas, Austin

Looking at and listening to picture and story books is a ubiquitous activity, frequently enjoyed by many young children and their parents. Well before children can read for themselves they are able to learn from books. Looking at and listening to books increases children’s general knowledge, understanding about the world and promotes language acquisition. This collection of papers demonstrates the breadth of information pre-reading children learn from books and increases our understanding of the social and cognitive mechanisms that support this learning. Our hope is that this Research Topic/eBook will be useful for researchers as well as educational practitioners and parents who are interested in optimizing children’s learning.

In order to place criticism into the discussion of children's literature, the author explores the writings of professors who have laid the groundwork in critical theory for all literature, explaining what literary criticism is, how it works, and why it is an important part of studying any literature. She introduces the prominent schools of literary criticism and shows how her students in children's literature classes, and teachers in the field, have become critics in their own right. Thebook contains brief introductions to some classroom practices which evolved from teachers reading critical theory, helping to create role models for others who wish to develop a program of critical theory in the elementary schools. The author includes extensive discussions of issues such as canon formation, realism in literature, and response theory, striving to introduce her readers to criticism to suggest its role in shaping all readers' responses to children's stories. She also encouragesthem to first be real readers who enjoy listening to the author's story before turning to someone else's theories about literature and searching for critical answers that fit their personal responses. A glossary of literary terms for new readers of criticism is included as well as an extensive bibliography for further reading on the topics discussed.

This book incorporates 10 years of research into a thoughtful guide for parents and professionals to help young children learn about disabilities and illnesses through children's literature

This book allows philosophers, literary theorists, and education specialists to come together to offer a series of readings on works of children's literature. Each of their readings is focused on pairing a particular, popular picture book or a chapter book with philosophical texts or themes. The book has three sections--the first, on picturebooks; the second, on chapter books; and the third, on two sets of paired readings of two very popular picturebooks. By means of its three sections, the book sets forth as its goal to show how philosophy can be helpful in reappraising books aimed at children from early childhood on. Particularly in the third section, the book emphasizes how philosophy can help to multiply the type of interpretative stances that are possible when readers listen again to what they thought they knew so well. The kinds of questions this book raises are the following: How are children's books already anticipating or articulating philosophical problems and discussions? How does children's literature work by means of philosophical puzzles or language games? What do children's books reveal about the existential situation the child reader faces? In posing and answering these kinds of questions, the readings within the book thus intersect with recent, developing scholarship in children's literature studies as well as in the psychology and philosophy of childhood.

In this lively discussion Kim Reynolds looks at what children's literature is, why it is interesting, how it contributes to culture, and how it is studied as literature. Providing examples from across history and various types of children's literature, she introduces the key debates, developments, and people involved.

"Argues for the importance of including in K-8 classrooms high-quality diverse books that accurately and authentically represent the world students live in and explores the ways in which engaging with diverse nonfiction children's literature provides opportunities to counter constricted curricula and reposition the possibilities of pedagogical policies and mandates through centering the histories, lives, and cultures of historically marginalized and underrepresented people"--

"Meet Tiger, Bear, and their forest friends, Bird, Frog, Fox, and Turtle! In this terrifically unique and interactive tale, your 2-year-old child with help Tiger find Bear. Each step in your child's quest to find Bear highlights important milestones in your child's growth and development. Look for the leaf at the bottom of the page for these Milestone Moments"--Back cover.