Perspectives, Voices, and Worldviews in Frequently Read Children's Books

Boutte, Gloria Swindler; Hopkins, Ronnie; Waklatsi, Tyrone

doi:10.1080/10409280802206643

Cited by 37 publications

(57 citation statements)

References 21 publications

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“…Children's literature offers a medium to teach children cultural values by representing the broad range of diversity in a multicultural society. In a study by Boutte et al (2008) three standard themes appeared: (1) early childhood education content and skills; (2) imagination, fantasy, or humor; and (3) dispositions, morals, or life lessons. The combination of these behaviors offers children a deeply felt and long remembered experience.…”

Section: Introductionmentioning

confidence: 99%

Families’ Selection of Children’s Literature Books

Saracho

Spodek

2009

Early Childhood Educ J

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This study examined families' choices of children's literature books for joint story reading. Teachers, parents, and their children from five kindergarten classrooms participated in the study. Over a 4 months period, family members joined other parents twice a week to learn and practice story reading techniques. They selected children's literature books that were of interest to both of them and their children and were developmentally appropriate. Family members were interviewed and responded to a questionnaire before the intervention. The results provided insight in relation to the parents' perceptions about literacy, reading with families, and story reading. All members of the families read to their children frequently or daily and engaged the children in conversations about the books read. The books chosen to be read to the children were categorized by genre, with modern fiction being the most popular genre.

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Section: Introductionmentioning

confidence: 99%

Families’ Selection of Children’s Literature Books

Saracho

Spodek

2009

Early Childhood Educ J

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“…The books in this study indicated that the characters' socioeconomic status was often influenced by each character's race. The way that children are exposed to different races through books can influence how they view different races throughout their lives (Boutte et al, 2008). Dedeoğlu, Ulusoy, and Lamme (2011) examined picture books set in many different geographical locations in order to gain a sense of global poverty.…”

Section: Content Analyses Of Children's Literaturementioning

confidence: 99%

“…The representation of female main characters increased over the time period of the study, and there was little distinction between their behaviors and the behavior of male characters (p.59). Boutte, Hopkins, and Waklatsi (2008) published a content analysis of the twenty-five commonly assigned books in pre-kindergarten through thirdgrade classrooms to determine the gender, class, and social status of the main characters. The books in this study indicated that the characters' socioeconomic status was often influenced by each character's race.…”

Section: Content Analyses Of Children's Literaturementioning

confidence: 99%

“…In many cases, children form long-term opinions based on what they read (Boutte et al, 2008). Like other impressions that are formed in childhood, the way a child views the library is also often carried on into adulthood (Maynard & McKenna, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Children's literature is often used to educate children by teaching values and behaviors that are considered important in their society (Boutte, Hopkins, & Waklatsi, 2008). Children use books to discover the world outside of their everyday environment (Luyt, Lee, & Yong, 2011).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Librarian Stereotypes in Children’s Literature: 2001-2015

Wirth¹

2017

SLIS

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Children's Literacy Experiences in Low‐Income Families: The Content of Books Matters

Luo

Tamis-LeMonda

Mendelsohn

2019

Reading Research Quarterly

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The authors examined children's access to books in 153 four‐year‐olds from low‐income, U.S. ethnic‐minority families. Mothers reported on the number of books available to their children and the variety of books their children had, such as concept books about letters, numbers, and shapes and narrative books about cultural beliefs and relationships. Mothers also reported on the frequency of mother–child book‐sharing interactions. The authors coded characteristics of book‐sharing interactions from videos of mother–child sharing of a wordless book. Most children had a variety of concept books but few narrative books. Children who were later born and who had English‐speaking (vs. Spanish‐speaking) parents had a greater variety of narrative books than did their counterparts, and children living with their father and mother had a greater variety of narrative and concept books than those who did not reside with their father. The variety of narrative books predicted children's narrative contributions during book sharing through the mediator of mothers’ questions about the story. In contrast, the variety of concept books predicted children's referential contributions (e.g., “That's a tree”) through the mediator of mothers’ referential questions (e.g., “What's that?”). Household composition, home language use, and the content of books shape the early literacy experiences of children from low‐income, ethnic‐minority families.

show abstract

Perspectives, Voices, and Worldviews in Frequently Read Children's Books

Cited by 37 publications

References 21 publications

Families’ Selection of Children’s Literature Books

Families’ Selection of Children’s Literature Books

Librarian Stereotypes in Children’s Literature: 2001-2015

Children's Literacy Experiences in Low‐Income Families: The Content of Books Matters

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