Concept, Ritual, and Narrative: What Are Toddler Books?
Research on children’s literature focuses on preschool children’s books (children aged 3–6) and on juvenile fiction, yet is lacking in studies on toddler books (ages 0–3). In this paper, I present a definition of the genre of toddler books (often referred to as boardbooks , despite it including non-...
Gespeichert in:
| Veröffentlicht in: | Early childhood education journal 2024-10, Vol.52 (7), p.1349-1359 |
|---|---|
| 1. Verfasser: | |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 1359 |
|---|---|
| container_issue | 7 |
| container_start_page | 1349 |
| container_title | Early childhood education journal |
| container_volume | 52 |
| creator | Rudin, Shai |
| description | Research on children’s literature focuses on preschool children’s books (children aged 3–6) and on juvenile fiction, yet is lacking in studies on toddler books (ages 0–3). In this paper, I present a definition of the genre of
toddler books
(often referred to as
boardbooks
, despite it including non-boardbooks), while focusing on the illustrational aspects, that are at least as dominant as the written texts, if not more so. I also examine the plots and themes that are presented in toddlers’ books, distinguishing between
concept books
(lexical books with no narrative),
ritual books
(which engage in instilling certain habits), and
narrative books
(toddlers’ books that depict a complex narrative and serve as preparation for prereader books). The findings of the study indicate that toddlers’ books are often infants’ first encounter with both narrative thought and visual art, hence their significant place in their development. |
| doi_str_mv | 10.1007/s10643-023-01480-0 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_3103009228</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>3103009228</sourcerecordid><originalsourceid>FETCH-LOGICAL-c270t-43b739d9f34805356e93b5ae9324671941ccc603de6a7915ddb4cc0e027dc41e3</originalsourceid><addsrcrecordid>eNp9kEtLQzEQhYMoWKt_wFXAbaOTTHLT60ZqqQ8oClJxGdIk1dZ6U5NbwX9v9AruXMxjcc6Z4SPkmMMpB9BnmUMlkYEoxeUQGOyQHlcaGdegd8sOQ8EQge-Tg5xXAKBAqx7R49i4sGkH9GHZbu16QG3j6Z1NybbLj3BOn15sS0cp0Fn0fh0SvYzxNV8ckr2FXedw9Dv75PFqMhvfsOn99e14NGVOaGiZxLnG2tcLLE8pVFWoca5s6UJWmteSO-cqQB8qq2uuvJ9L5yCA0N5JHrBPTrrcTYrv25Bbs4rb1JSTBjkgQC3EsKhEp3Ip5pzCwmzS8s2mT8PBfAMyHSBTAJkfQAaKCTtTLuLmOaS_6H9cXyl9ZXU</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>3103009228</pqid></control><display><type>article</type><title>Concept, Ritual, and Narrative: What Are Toddler Books?</title><source>Springer Nature - Complete Springer Journals</source><creator>Rudin, Shai</creator><creatorcontrib>Rudin, Shai</creatorcontrib><description>Research on children’s literature focuses on preschool children’s books (children aged 3–6) and on juvenile fiction, yet is lacking in studies on toddler books (ages 0–3). In this paper, I present a definition of the genre of
toddler books
(often referred to as
boardbooks
, despite it including non-boardbooks), while focusing on the illustrational aspects, that are at least as dominant as the written texts, if not more so. I also examine the plots and themes that are presented in toddlers’ books, distinguishing between
concept books
(lexical books with no narrative),
ritual books
(which engage in instilling certain habits), and
narrative books
(toddlers’ books that depict a complex narrative and serve as preparation for prereader books). The findings of the study indicate that toddlers’ books are often infants’ first encounter with both narrative thought and visual art, hence their significant place in their development.</description><identifier>ISSN: 1082-3301</identifier><identifier>EISSN: 1573-1707</identifier><identifier>DOI: 10.1007/s10643-023-01480-0</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Child development ; Childrens picture books ; Early childhood education ; Education ; Learning and Instruction ; Sociology ; Sociology of Education ; Toddlers</subject><ispartof>Early childhood education journal, 2024-10, Vol.52 (7), p.1349-1359</ispartof><rights>The Author(s), under exclusive licence to Springer Nature B.V. 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c270t-43b739d9f34805356e93b5ae9324671941ccc603de6a7915ddb4cc0e027dc41e3</cites><orcidid>0000-0002-3792-5192</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10643-023-01480-0$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10643-023-01480-0$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,27903,27904,41467,42536,51298</link.rule.ids></links><search><creatorcontrib>Rudin, Shai</creatorcontrib><title>Concept, Ritual, and Narrative: What Are Toddler Books?</title><title>Early childhood education journal</title><addtitle>Early Childhood Educ J</addtitle><description>Research on children’s literature focuses on preschool children’s books (children aged 3–6) and on juvenile fiction, yet is lacking in studies on toddler books (ages 0–3). In this paper, I present a definition of the genre of
toddler books
(often referred to as
boardbooks
, despite it including non-boardbooks), while focusing on the illustrational aspects, that are at least as dominant as the written texts, if not more so. I also examine the plots and themes that are presented in toddlers’ books, distinguishing between
concept books
(lexical books with no narrative),
ritual books
(which engage in instilling certain habits), and
narrative books
(toddlers’ books that depict a complex narrative and serve as preparation for prereader books). The findings of the study indicate that toddlers’ books are often infants’ first encounter with both narrative thought and visual art, hence their significant place in their development.</description><subject>Child development</subject><subject>Childrens picture books</subject><subject>Early childhood education</subject><subject>Education</subject><subject>Learning and Instruction</subject><subject>Sociology</subject><subject>Sociology of Education</subject><subject>Toddlers</subject><issn>1082-3301</issn><issn>1573-1707</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><recordid>eNp9kEtLQzEQhYMoWKt_wFXAbaOTTHLT60ZqqQ8oClJxGdIk1dZ6U5NbwX9v9AruXMxjcc6Z4SPkmMMpB9BnmUMlkYEoxeUQGOyQHlcaGdegd8sOQ8EQge-Tg5xXAKBAqx7R49i4sGkH9GHZbu16QG3j6Z1NybbLj3BOn15sS0cp0Fn0fh0SvYzxNV8ckr2FXedw9Dv75PFqMhvfsOn99e14NGVOaGiZxLnG2tcLLE8pVFWoca5s6UJWmteSO-cqQB8qq2uuvJ9L5yCA0N5JHrBPTrrcTYrv25Bbs4rb1JSTBjkgQC3EsKhEp3Ip5pzCwmzS8s2mT8PBfAMyHSBTAJkfQAaKCTtTLuLmOaS_6H9cXyl9ZXU</recordid><startdate>20241001</startdate><enddate>20241001</enddate><creator>Rudin, Shai</creator><general>Springer Netherlands</general><general>Springer Nature B.V</general><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0002-3792-5192</orcidid></search><sort><creationdate>20241001</creationdate><title>Concept, Ritual, and Narrative: What Are Toddler Books?</title><author>Rudin, Shai</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c270t-43b739d9f34805356e93b5ae9324671941ccc603de6a7915ddb4cc0e027dc41e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Child development</topic><topic>Childrens picture books</topic><topic>Early childhood education</topic><topic>Education</topic><topic>Learning and Instruction</topic><topic>Sociology</topic><topic>Sociology of Education</topic><topic>Toddlers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Rudin, Shai</creatorcontrib><collection>CrossRef</collection><jtitle>Early childhood education journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Rudin, Shai</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Concept, Ritual, and Narrative: What Are Toddler Books?</atitle><jtitle>Early childhood education journal</jtitle><stitle>Early Childhood Educ J</stitle><date>2024-10-01</date><risdate>2024</risdate><volume>52</volume><issue>7</issue><spage>1349</spage><epage>1359</epage><pages>1349-1359</pages><issn>1082-3301</issn><eissn>1573-1707</eissn><abstract>Research on children’s literature focuses on preschool children’s books (children aged 3–6) and on juvenile fiction, yet is lacking in studies on toddler books (ages 0–3). In this paper, I present a definition of the genre of
toddler books
(often referred to as
boardbooks
, despite it including non-boardbooks), while focusing on the illustrational aspects, that are at least as dominant as the written texts, if not more so. I also examine the plots and themes that are presented in toddlers’ books, distinguishing between
concept books
(lexical books with no narrative),
ritual books
(which engage in instilling certain habits), and
narrative books
(toddlers’ books that depict a complex narrative and serve as preparation for prereader books). The findings of the study indicate that toddlers’ books are often infants’ first encounter with both narrative thought and visual art, hence their significant place in their development.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s10643-023-01480-0</doi><tpages>11</tpages><orcidid>https://orcid.org/0000-0002-3792-5192</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1082-3301 |
| ispartof | Early childhood education journal, 2024-10, Vol.52 (7), p.1349-1359 |
| issn | 1082-3301 1573-1707 |
| language | eng |
| recordid | cdi_proquest_journals_3103009228 |
| source | Springer Nature - Complete Springer Journals |
| subjects | Child development Childrens picture books Early childhood education Education Learning and Instruction Sociology Sociology of Education Toddlers |
| title | Concept, Ritual, and Narrative: What Are Toddler Books? |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-21T17%3A39%3A43IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Concept,%20Ritual,%20and%20Narrative:%20What%20Are%20Toddler%20Books?&rft.jtitle=Early%20childhood%20education%20journal&rft.au=Rudin,%20Shai&rft.date=2024-10-01&rft.volume=52&rft.issue=7&rft.spage=1349&rft.epage=1359&rft.pages=1349-1359&rft.issn=1082-3301&rft.eissn=1573-1707&rft_id=info:doi/10.1007/s10643-023-01480-0&rft_dat=%3Cproquest_cross%3E3103009228%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=3103009228&rft_id=info:pmid/&rfr_iscdi=true |