'If you give Allison a book...': A toddler's aesthetic responses to literature experiences.

摘要

This case study narrates the depth and breadth of aesthetic responses to literature demonstrated by Allison between the ages of twenty and thirty months. By exploring and analyzing ways in which Allison was engaged in literacy experiences I provide insight into the types of responses to literature that are possible, especially from very young children. Observational data in the form of anecdotal and analytic journal entries was recorded and used to provide information about the following three research questions: What types of social practices encapsulate Allison's experiences with literature? In what ways is Allison involved in aesthetic transactions with texts? What kind of literature is appealing to Allison and other toddlers?; Patterns emerged from a retrospective, thematic analysis of the entries. Allison's aesthetic responses to literature were categorized into the following five types: Socially Constructed Responses, Dramatic Responses, Emotional Responses, Responses that Explore a Child's World, and Intertextual Responses. The theoretical framework for this study drew largely on prior studies in the field of emergent literacy, reader response theory, and aesthetics. This study's findings inform an understanding of early literacy development, literature discussion, and response issues in schools.; Conclusions are as follows: Allison's experiences with text were imbedded within the social practices of her family; background knowledge and prior experiences informed her responses by providing points of reference for her to appreciate and enjoy literary experiences; and enriched, aesthetic responses to literature are possible as rich, life experiences are called upon through interpersonal interactions. Drama, including role-play, engaged Allison in exploring aesthetics and aesthetic practices, was an opportunistic venue for Allison to aesthetically respond to literature beyond the limits of her expressive language skills, and was a powerful medium through which Allison could explore social issues. Allison's book preferences developed as she experienced more complex texts; texts invite aesthetic interactions as readers transact with written text as well as with art and illustrations; supportive structures such as fascinating illustrations, repetition and predictability of words invite aesthetic responses.; These conclusions point to implications and specific recommendations for teachers, parents, caregivers and other professionals who work with young children.