Notes that poetry written for adults offers children qualities that are often lacking in children's poetry books: a more mature, sophisticated use of language and imagery, and an intriguing, early introduction to figures whose works they will undoubtedly study later. Suggests specific poems that children can enjoy. (HOD)

Reflects on childhood memories of reading a number of books by Leo Edwards and Margaret Pedler. (EL)

Suggests that students authoring and publishing books for younger children can produce extraordinary results, not the least of which is the effect on children--the ones who make the books and the ones for whom they are made--as readers of literature. (AEA)

Discusses the author's childhood reading experiences, his thoughts about his "Paddington" books, his writing procedures, and considerations in writing books for children. (GT)

Suggests activities that are intended to help children understand and become more familiar with the legends and myths that are read to them. Argues that the study of classical myths and legends should be part of the English curriculum. (HOD)

Analyzes the special qualities of a number of books (especially Walter de la Mare's "Come Hither") that have delighted the author as a child and as an adult. Pinpoints three qualities: a "tough" story, precise language, and creative imagery. (GT)

Suggests that if it is the duty of education to help children develop their powers of language and their knowledge of literature, then it is also its duty to see that poetry is presented to children, for in poetry, language is seen at its best and strongest. (HOD)

Describes poetry programs presented to children by a troupe of performers who incorporated music, humor, and audience response in their performances. Lists qualities of the shows that contributed to their success with children. (HOD)

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)

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)

Uses a literary analysis of "The Golden Bird," a Grimm Brothers fairy tale, to show how an investigation of the literary qualities of fairy tales can reveal what the artistry of such tales consists of. (GT)

Notes shortcomings in research efforts intended to discover children's picture book preferences. Describes a research approach adapted from the field of anthropology, in which the researcher conducted observations and interviews as children respond to picture books in natural classroom settings. (EL)

Suggests that Natalie Babbitt's "Tuck Everlasting" narrows the gap between "untroubled, sterile" children's literature and adult literature by avoiding simple dichotomies while presenting life as a complex mixture of good and evil, containing perplexing moral dilemmas. (JC)

Describes how a librarian involved school children in reading poetry to college students in children's literature classes, classes on the teaching of reading, and classes in language arts. (HOD)

Reviews a variety of books, both fiction and nonfiction, for young, intermediate, and older readers. Contains a special section of books with Christmas themes. (FL)