More than Words: Using Children's Literature to Promote Self-Awareness in the Primary Grades

Autor/in	Luther, Vicki L.
Titel	More than Words: Using Children's Literature to Promote Self-Awareness in the Primary Grades
Quelle	In: Language and Literacy Spectrum, 33 (2023) 1, Artikel 3 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Childrens Literature; Self Concept; Elementary School Students; Student Development; COVID-19; Pandemics; Social Emotional Learning + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Selbstkonzept
Abstract	Children at the beginning of their formal educational experiences are developing cognitively, socially, and emotionally. However, due to the ramifications of the COVID-19 pandemic, many children are behind in these developmental areas. Self-awareness is a foundation of students' understandings of themselves and the world around them. Without a greater perception of self-awareness, children learning to read in the primary grades might struggle in self-efficacy and motivation, and a lack of self-awareness can even affect students' understandings of texts in later grades. This article focuses on how teachers can use children's literature to discuss socioemotional components and to help students recognize who they are as learners and readers. (As Provided).
Anmerkungen	New York State Reading Association. PO Box 874, Albany, NY 12201. Tel: 518-434-4748; e-mail: tlalspectrum@mville.edu; Web site: http://www.nysreading.org/; Web site: https://digitalcommons.buffalostate.edu/lls/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01