The End of Crocodile Tears, or Child Literature as Emotional Self-Regulation

Autor/in	Kellogg, David
Titel	The End of Crocodile Tears, or Child Literature as Emotional Self-Regulation
Quelle	In: Journal of Language and Literacy Education, 6 (2010) 1, S.75-92 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Teaching Methods; Childrens Literature; Child Psychology; Language Acquisition; Child Development; Emotional Development; Self Control; Role Playing; Creativity; Foreign Countries; Vignettes; Elementary School Students; Rote Learning; Grade 1; Grade 2; Grade 3; South Korea + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; 'Children''s literature'; Kinderliteratur; Kinderpsychologie; Sprachaneignung; Spracherwerb; Kindesentwicklung; Gefühlsbildung; Selbstbeherrschung; Rollenspiel; Kreativität; Ausland; Mechanisches Lernen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Korea; Republik
Abstract	This article begins by revisiting an old dispute between the children's writer Chukovsky and the child psychologist Vygotsky on whether and how child literature should mediate development. It then considers child language language lessons in South Korea for clues about how such mediation might happen, and finds the development of rote language, the creation of concrete roles, and the formulation of abstract rules. The real aim of child literature in the classroom is not story sharing per se, but rather sharing-for-development, specifically development away from other-regulation and towards self-regulation, particularly emotional self-regulation, through role play and rule play. Chukovsky's work, rich in sonorous rhyming language suited to rote learning, is a good example of children's literature, but not a good example of child literature serving the emotional self-regulation of older children through the formation of roles and rules. Child literature is that which can be mastered by children as producers rather than passive consumers. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01