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Contains resources for creating thirty-five storytimes for preschoolers, each with book suggestions, fingerplays, poems, music ideas, and crafts.
This is the fourth volume sponsored by the United States Board on Books for Young People, following Children's Books from Other Countries (1998), The World Through Children's Books (2002), and Crossing Boundaries (2006). This latest volume, edited by Linda M. Pavonetti, includes books published between 2005 and 2009. This annotated bibliography, organized geographically by world region and country, with descriptions of nearly 700 books representing more than 70 countries, is a valuableresource for librarians, teachers, and anyone else seeking to promote international understanding through children's literature. Like its predecessors, it will be an important tool for providing stories that will help children understand our differences while simultaneously demonstrating our common humanity.
School Library Journal: With 25 theme-based chapters, this is a handy resource. Each theme includes book recommendations, often 10 or more, with a nice mixture of classic and newer titles, and a suggestion to choose two or three per session. Words and instructions for fingerplays, rhymes, and songs are provided, while a discography provides melody sources for all songs. Each theme includes a flannel-board activity, complete with reproducible patterns and brief directions on how to present the story or song on the board. Safe and simple crafts ideas are presented as optional activities. Activities are listed by type, rather than in an ordered list, so tellers can pick, choose, and order according to individual style and preference. An introduction provides tips and rationale for all of the types of activities. A couple of sentences note the potential impact on brain development and early-literacy skills, but the focus is on the activities themselves; strategies for sharing early-literacy information with parents and caregivers are not addressed. Judy Nichols's Storytimes for Two-Year-Olds (ALA, 2007) and Linda L. Ernst's Baby Rhyming Time (Neal-Schuman, 2008) provide more comprehensive looks at all aspects of storytime planning and presentation. This update of Briggs's Toddler Storytime Programs (Scarecrow, 1993) will be most useful as a resource for programming ideas and fleshing out themes.
"Drawing on a longitudinal study of Jewish children in the United States, this book presents Jewish children's learning about Israel as a rich case for understanding how children develop ideas and beliefs about self, community, nation, and world over the course of elementary school"--
This book is an amazing resource for play therapy techniques. The contributors come from a diverse group including child-centered, cognitive-behavioral, gestalt, Jungian, psychodynamic, and prescriptive play therapy.
Karniol engagingly presents social development in children through the language of preference management. Conversational excerpts garnered from around the world trace how parents talk about preferences, how infants' and children's emergent language conveys their preferences, how children themselves are impacted by others' preferences, and how they in turn influence the preferences of adults and peers. The language of preferences is used to crack into altruism, aggression, and morality, which are ways of coming to terms with other people's preferences. Behind the scenes is a cognitive engine that uses transformational thought – conducting temporal, imaginal, and mental transformations – to figure out other people's preferences and to find more sophisticated means of outmanoeuvring others by persuading them and playing with one's own mind and other people's minds when preferences are blocked. This book is a unique and sometimes amusing must-read for anyone interested in child development, language acquisition, socialisation, and communication.
"Many media users feel as if they are engaging in an interaction or have a personal relationship with people they see in the media. These psychological experiences, that are collectively referred to as parasocial experiences (PSEs). This Handbook offers a thorough synthesis of the fast-growing, international, and multi-disciplinary research of PSEs, celebrating the field's accomplishments to date but also outlining a blueprint for future growth. The book is organized in six sections covering: (1) theoretical, conceptual, and operational definitions of PSEs; (2) theoretical models and state-of-the-art review of research on PSEs across the lifespan; (3) the effects of PSEs on media users' self and their social life (e.g., intergroup relationships, marginalized sexual groups); (3) the effects of PSEs in various contexts such as health, politics, and marketing; and (4) identifying understudied areas of research that call for further investigation (comparative cross-cultural research, marginalized racial/ethnic identities, non-amicable PSRs). In addition to a thorough synthesis of the literature, the handbook identifies several critical theoretical questions that the PSEs research faces today. Across the thematic chapters, the authors debate several overarching critical theoretical issues in PSEs research, such as the boundaries between parasocial and social phenomena and the distinctions between PSEs and other forms of involvement with media. The book also includes a hands-on methodological chapter that provides detailed information about measurement and manipulation of PSEs"--
