Teaching Young Children Self-regulation through Children’s Books |
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| Authors: | Patricia M Cooper |
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| Institution: | (1) Department of Teaching and Learning, New York University, 239 Greene Street, New York, NY 10003, US |
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| Abstract: | Today’s emphasis on using children’s literature as a tool to teach reading and writing sub-skills distracts teachers’ attention
from looking to children’s books for their historical role in helping children navigate the intellectual, social, and emotional
terrains of childhood. This article argues, first, that early childhood educators must remain fluent in the use of literature
that supports young children’s psychosocial development. Second, teachers must establish criteria for choice. By way of example,
it examines two popular books for young children, Sendak’s (1963) Where the Wild Things Are New York: HarperCollins Publishers] and Shannon’s (1998) No, David! New York: Blue Sky Press] Three theoretical perspectives guide the analysis. The first combines Dewey’s (1938/97) Experience and education. New York:Touchstone] impetus for learning and Vygotsky’s (1978) Mind in society. Cambridge: Harvard University Press] theory that learning precedes development through scaffolded social
interaction. The second is Erikson’s (1950, 1985) Childhood and society. New York: W. W. Norton & Company, Inc.] theory of psychosocial development in light of the
4–6-year-old’s drive towards self-regulation, control, and independence. The third is Rosenblatt’s (1978) The reader, the text, the poem. Urbana, IL: National Council of Teachers of English] transactional nature of reading. |
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| Keywords: | early childhood education books for young children criteria for choice 4– 6 year olds Erik Erikson scaffolded learning psychosocial development self-regulation Where the Wild Things Are No David! |
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