Development from repetition to symbolization in the first six years of life and its mirroring in children's books.
Item
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Title
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Development from repetition to symbolization in the first six years of life and its mirroring in children's books.
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Identifier
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AAI3325392
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identifier
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3325392
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Creator
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Geva-Grofman, Dana.
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Contributor
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Adviser: Lissa Weinstein
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Date
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2008
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Clinical
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Abstract
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This work looks at what renders classic books of early childhood unique and appealing over decades and cross generations, in other words, what makes them "bestsellers." It is proposed that the lasting allure of classic books is based on their controlled application of repetition and the development of symbolization through the use of words, sounds, prosody, and images. The study draws on Bucci's Multiple Code Theory, centering on her understanding of Referential Activity (RA) which is the capacity to express all modes of nonverbal experience, predominantly emotional experience, in verbal form. Bucci (2002a) claims that the primary vehicle of construction of the emotion schema is a symbolizing process that involves the integration of somatic and sensory experience with images of objects and then with words. Emotion schemas emerge from repeated interactions with others, especially caregivers, from the beginning of life. They determine our expectations and perceptions of others and also our acts toward them.;In order to assess the long lasting appeal of classic books, this study compares them with a group of less popular books that fail to attract readers and consequently to sell. It is proposed that classic books, just like 'good enough' parents, are characterized by a balanced effort to resonate with the young child's emotional needs. They do so by being responsive and present while not overwhelming the infant. Saying it differently, books, like the mother's mirroring of her child's affective states, demonstrate a capacity to modify, manage and cope with the environment. This in turn, as suggested by Fonagy et al. (1995), provides the infant with a second-order representation of experience that ultimately facilitates the development of symbolic resources by which the child can reflect on and handle his internal world.;This work found both qualitative and quantitative differences between classic books and less popular books. The first finding was a quantitative difference between best-selling and less popular books in terms of progression in RA between the three age groups (infants, toddlers, preschoolers). While in the best-selling group such progression occurred, it did not take place in the less popular group. Secondly, the exploration of RA patterns within selected books suggested some speculative differences between the groups. In addition, it presented a graphic way to ascertain the uniqueness of each book or the book's fingerprint. Thirdly, the work revealed qualitative distinctions between best-selling and less popular books in the nature of illustrations; musicality of the text (i.e. rhyming); fit between text and illustrations; and the degree to which the text allow reader and child to enjoy reading together.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
