Grandparents and Grandchildren in Children's Literature: Interactions That Enhance Learning.

Autor/inn/en	Hittleman, Carol G.; Hittleman, Daniel R.
Titel	Grandparents and Grandchildren in Children's Literature: Interactions That Enhance Learning.
Quelle	(1996), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Childrens Literature; Family Influence; Family Role; Grandchildren; Grandparents; Intermediate Grades; Language Arts; Learning Motivation; Learning Processes; Middle Schools; Primary Education; Reader Response; Social Studies; Technology Integration; Thematic Approach; Units of Study + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; 'Children''s literature'; Kinderliteratur; Enkel; Großeltern; Mittelstufe; Sprachkultur; Motivation for studies; Lernmotivation; Learning process; Lernprozess; Middle school; Mittelschule; Mittelstufenschule; Primarbereich; Leserbrief; Gemeinschaftskunde; Themenzentrierter Unterricht; Lerneinheit
Abstract	This paper focuses on how social studies content and concepts can be explored through literature in which grandparents and grandchildren interact. The paper emphasizes that, through the intergenerational relationship, children can encounter and explore life in general, increasing their understanding of their own portion of the world and of themselves. The paper offers models for developing thematic units in primary, intermediate, and middle school grades, and the evaluation of literature selections, which includes six broad and overlapping purposes; (1) experiencing the "grand" relationship; (2) learning family stories; (3) preserving memories; (4) understanding intergenerational differences; (5) transmitting history; and (6) acquiring family and general culture; and includes a list of suggested book titles. The paper presents ways of integrating curricula and organizing instruction in these thematic units and lists the components of a typical unit: theme, content, concepts, literature, literature responses, literature strategies, and technology. The paper offers further guidelines to consider when selecting literature for use in social studies and language arts instruction: accuracy and authenticity; accuracy and truth; content and perspective; and style, organization, illustrations, and format. (Contains 4 figures on thematic units and 11 references; also contains 23 literature titles and 8 software titles.) (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC