Argues that reading materials should fit the criteria of relevance, interest, and usefulness if children are to get maximum benefits from reading instruction. (FL)

Discusses changes in the history of childhood. Argues that the change was not caused by reform pedagogics, but by a movement to popular culture. Describes the functioning of a commercialized children's culture and its definition of happiness. Analyzes possible concepts of education within the framework of such learning environments. (CAJ)

Presents brief annotations of 40 children's books originating or published in countries around the world, some of them traditional tales, and all of them dealing with universals of childhood, such as delights, friendship, fantasy, individual identity, and contemporary living. (SR)

Notes that educators must provide time for children to read books of their choosing. Features books themed around what might be referred to as "the culture of childhood," focusing on categories such as childhood curiosity, sports and games, familiar stories and tales, shared and vicarious experiences, and children's victories. Presents a list of…

Three famous writers--Eudora Welty, Madeleine L'Engle, and Jack London--used their silent reading experiences to survive not only their childhoods, but also to become adult chroniclers of human lives. Pulitzer-prize winning author Eudora Welty credits an extended period of silent reading when she was 7 years old (and home from school for nearly a…

While the influence of television on reading has only been minimally researched, it is obvious that the more television watching children do, the less time is spent on reading. Over 10 years, the cumulative effects of television viewing can be devastating. Watching television is a passive, receptive activity. Children also watch MTV, rent movies,…

This study examined the factors that influence parents' provision of opportunity for their children. In particular, it focused on the roles of the sex of the parent and the child in the provision of opportunities in two sex-stereotyped domains, sports and music. Data were collected from about 500 mothers and 300 fathers of second, third, and fifth…

Discusses the relationships between child development and children's literature, concluding that the books which succeed are those that contain identifiable stages of development, regardless of the literary quality so appropriately desired by the adult. (HOD)

Examines the lack of information about how children evaluate what they read and why they select particular reading materials. Offers approaches to understanding reading preferences and ways to encourage evaluative skills. Suggests six criteria for selecting good children's literature and ideas about using children's magazines to help express…

Reviews ERIC materials pertaining to the reading interests of children. (FL)

A "children's festival" can be an exciting and meaningful alternative to the traditional school carnival, which often emphasizes competition rather than cooperation and learning. Ideas for such a festival that can generate money, provide fun for adults and children, encourage cooperation, and provide learning experiences are presented.…

Describes how a teacher, faced with the task of taking an inventory of classroom materials, used the situation as a meaningful method of teaching mathematics, social studies and language to her third-grade pupils. (Author/MP)

Urges teachers of kindergarten children to use an inquiry approach to help pupils understand the world around them. Inquiry activities can utilize school personnel, teacher and student maps of the school, community resource people, comparative information about children in other cities and countries, and correspondence with community agencies.…

Discusses the four major concentrations that can form the framework for a childrens literature program: children's interests, literary types, literary elements, and creators of children's literature. (DD)