What Is It Like to Be a Child? Childness in the Age of Neuroscience

Autor/in	Nikolajeva, Maria
Titel	What Is It Like to Be a Child? Childness in the Age of Neuroscience
Quelle	In: Children's Literature in Education, 50 (2019) 1, S.23-37 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-6713
DOI	10.1007/s10583-018-9373-7
Schlagwörter	Childrens Literature; Neurosciences; Constructivism (Learning); Poetry; Literary Criticism; Authors; Cognitive Processes; Adults; Developmental Stages; Cognitive Development + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Neuroscience; Neurowissenschaften; Neurowissenschaft; Lyrik; Poesie; Literaturkritik; Author; Autor; Autorin; Cognitive process; Kognitiver Prozess; Kognitive Entwicklung
Abstract	This article considers alternatives to the established constructivist approaches to children's literature, exploring instead the potential of two relatively recent areas of inquiry, cognitive poetics and evolutionary literary criticism. The article questions the assumption, implied if not directly expressed by Peter Hollindale in "Signs of Childness in Children's Books" (1997), that adult writers have the prerogative to write about a child's experience because, since they once were children, a child's mind is accessible to them; that they can know what it is like to be a child. With reference to brain research, this position is untenable due to the cognitive gap between adult and child. While this binary has been strongly opposed in children's literature criticism, and while it is impossible and counterproductive to draw a clear-cut line between childhood and adulthood, Hollindale's concept of childness suggests a number of qualities that cognitive studies considers irretrievably lost when the brain is restructured during adolescence. The purpose and attraction of children's literature, therefore, lie in capturing and artistically representing these qualities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01