Children's Lit Ch. 1 (Test #1)

Front 1

Values of Lit for Children:

Back 1

pleasure, literary heritage, cultural heritage, personal development, emotional intelligence, new knowledge, imagination PLC PD EI NK I

Front 2

Early Exposure to reading equals what?

Back 2

Reading success!

Front 3

Books to promote oral language development

Back 3

repetitive language, wordless picture books, vivid language, poetry, make up own stories, "what if" stories

Front 4

How does lit help oral dev.?

Back 4

model for language, stimulus for oral and written activities, stimulates dramatic play and creative dramatics, grammar

Front 5

Cognitive Development

Back 5

-changes that occur in mental skills and abilities over time
**ORDER IS THE SAME PACE VARIES**

Front 6

How does Children's Lit affect cognitive dev.?

Back 6

Observing, comparing, classifying, hypothesizing, organizing, summarizing, applying, responding, criticizing
OCCHOSARC cash o croc

Front 7

Observing Books:

Back 7

colorful picture books, naming objects, searching for objects (Where's Waldo)

Front 8

Comparing and Contrasting:

Back 8

-within a book or between different books
-Characters, setting, plot, Illustrations

Front 9

Classifying

Back 9

-Colors, shapes, sizes, real vs. make-believe, categorize characters
(the three bears)

Front 10

Hypothesizing:

Back 10

what do you think will happen?

Front 11

Organizing

Back 11

-Sequence of events- seasons, time, life cycle
-folktales

Front 12

Summarizing:

Back 12

orally or written

Front 13

Applying and Responding

Back 13

see and manipulate concrete objects, how-to-books

Front 14

Criticizing

Back 14

ask questions about the theme, historical fiction, what would have happened if...?

Front 15

Personality Development

Back 15

-traits that give each person a unique style of reacting to other people, places, things, and events

Front 16

Bibliotherapy:

Back 16

-the interaction between readers and literature where the ideas in the reading materials have a therapeutic effect
-books dealing with death, sickness, etc.

Front 17

Books and emotional growth:

Back 17

presents feelings as being common, normal, and natural
-feelings seen from different viewpoints
-gives options for dealing with emotions
-sometimes emotions conflict

Front 18

Social Development:

Back 18

Socialization: the process by which children acquire the beliefs, values, and behaviors deemed significant and appropriate by the older members of their society

Front 19

Three process influential in the socialization of children:

Back 19

-reward or punishment by parents
-observation of others
-identification with others

Front 20

Stages of moral dev.:

Back 20

-stages 1&2: preconventional level
-- please the teacher
-stage 3&4: conventional level
-- fitting in (4th grade-high school)
- 5&6: Postconventional level
-- equal rights, conform to inner beliefs
-7: aspiration rather than complete possibilities

Front 21

Children's Responses to Lit:

Back 21

-reader interest
-reader engagement
-critical thinking

Front 22

Responding to lit involves...

Back 22

readers, texts, contexts
-how the text comes alive, and what we make of it, pleasure, how we display feelings

Front 23

TYPES of responses to lit:

Back 23

Efferent
Aesthetic

Front 24

CLASSIFYING responses:
pg. 36

Back 24

-descriptive
-analytic
-classificatory
-personal
-interpretive
-evaluative
DAC PIE

Front 25

Descriptive:

Back 25

retelling the story, naming characters, listing media used in illustration

Front 26

Analytic

Back 26

pointing to the uses of language, structure, point of view

Front 27

Classificatory

Back 27

placing work in its literary historical context

Front 28

personal

Back 28

reader's reactions, emotions, and memories

Front 29

interpretive

Back 29

making inferences about the work and its parts, psychology

Front 30

evaluative

Back 30

judging the work's merit on personal, formal, or moral criteria