part 2 Flashcards
informational books continued to be written in the
18th and 19th
established the Orbis Pictus Award for Outstanding Nonfiction for Children.
In 1990, the National Council of Teachers of English
One of the most noticeable and significant trends in the development of informational books in the last decade is the
burgeoning growth of informational series books
deals with living organisms and the laws and phenomena that relate to any organism or group of organisms. Topics within this field that interest primary- and intermediategraders are dinosaurs, pets, wild animals, ecology, and the environment. A Dinosaur Named Sue: The Story of the Colossal Fossil: The World’s Most Complete T. Rex by Pat Relf is a good example.
biological science
, sometimes referred to as natural science, deals primarily with nonliving materials. Rocks, landforms, oceans, the stars, and the atmosphere and its weather and seasons are all likely topics that children could learn about within the fields of geology, geography, oceanography, astronomy, and meteorology. Not only will children be able to satisfy their curiosity about such topics as volcanoes and earthquakes, but teachers will also find the many books about the planets and our solar system helpful in presenting these topics in class. Christopher Harbo’s The Explosive World of Volcanoes with Max Axiom, Super Scientist, is an interesting example presented in comic book format.
physical science
deals with the institutions and functioning of human society and the interpersonal relationships of individuals as members of society. Through books in this field children can learn about various forms of government, religions, different countries and their cultures, money, and transportation. Most children have a natural interest in books about careers, family relationships, and leisure activities and will appreciate finding answers to their questions without always having to ask an adult. An example is What the World Eats by Faith D’Aluisio and Peter Menzel.
social science
is the use of books by professionally trained therapists to treat emotionally disturbed individuals. Most teachers and librarians are not trained as psychologists, and misguided bibliotherapy may be unhelpful or even harmful to students. On the other hand, we know that students benefit psychologically from reading and talking about powerful stories and the thoughts, feelings, and actions of characters in these stories. Discovering that others, real or imaginary, have faced problems similar to their own is reassuring to children. Furthermore, we all benefit from knowing what to do when faced with troubling or problematic situations.
bibliotheraphy
discuss the problems associated with abortion, addictions, body image and obesity, abuse, bullying, discrimination, gangs, and sexuality, among others.
(Enslow) and Issues that Concern You (Greenhaven),
deals with the practical applications of pure science that people have devised. All machines, for example—from simple levers to supercomputers, from bicycles to space rockets—are part of this field, and many children are naturally interested in finding out how they work. Interest in the applied sciences can be developed in children by pointing out how their lives are affected by these applications. For example, children get sick, and medicine helps to cure them. How? Children get hungry, and food appears. What are the processes by which the food is produced, prepared, packaged, and marketed? Children like toys and buy them in stores.
applied science
humanities
differ from each other in different aspects such as the level of cognitive, affective, and emotional maturity. These also affect how the learners, in different ages, differ from their academic standing. The more mature a learner is, say an adult, the more that he or she holds the decision-making on what would interest him or her in his or her studies. In this chapter, you will be able to determine the characteristics of young adults which make them need a higher form of literature.
children and adults
they mature earlier.
physically
they know more (although their cognitive experiences might not be the
types that are valued in school).
cognitively
many have a preoccupation with friends and peers.
socially
