“I Love Paw Patrol!”: Book Selection and the Allure of Popular Media Characters Among Preschoolers

Jacoby, Jennifer Wallace; Edlefsen, Karen

doi:10.1080/02568543.2019.1677826

Cited by 4 publications

(4 citation statements)

References 20 publications

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“…Consistent with previous research, there were more similarities in children’s book choices than differences according to gender (Jacoby & Edlefsen, 2020; Mohr, 2003). Twenty of the 25 most popular books were the same for both girls and boys.…”

Section: Discussionsupporting

confidence: 89%

“…The role of gender has been similarly been investigated with mixed results. Several studies have found gender differences in children’s book choices, with girls more likely to choose narrative texts and boys more likely to choose informational texts, while other research has shown no gender differences (see Jacoby & Edlefsen, 2020). Few studies have investigated the idea that children prefer books that reflect their own cultural, ethnic and racial identities.…”

Section: Children’s Book Choicesmentioning

confidence: 99%

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Culturally relevant reading books for Papua New Guinean children: Their reading rights and preferences

Simoncini

Smith

Gray³

2020

Australasian Journal of Early Childhood

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Children have a right both to read and to see their lives mirrored in books. In this study we explored young Papua New Guinean children’s reading preferences of 500 digital books. The books were created as part of a large project aimed at improving elementary (Preparatory to Year 2) children’s literacy skills in Papua New Guinea. Reading materials are scarce in Papua New Guinea and typically offer children windows into other contexts. This was addressed through a collaborative approach with Papua New Guinean and international writers to develop culturally relevant books. Dashboard data from the digital library showing the 25 Most Read Books were collected from 321 girls and 369 boys in 7 pilot schools. The findings indicated that the children preferred fiction books that were culturally specific. There were no statistically significant gender differences in book choice. The findings from this study can help education departments and non-government organisations in the further development of children’s books that will motivate children to read.

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Section: Discussionsupporting

confidence: 89%

Section: Children’s Book Choicesmentioning

confidence: 99%

Culturally relevant reading books for Papua New Guinean children: Their reading rights and preferences

Simoncini

Smith

Gray³

2020

Australasian Journal of Early Childhood

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“…Each vignette uses one of the following culturally sustaining principles and is further described in the next three sections: Principle 1 (CAP Observation One): Using familiar books or popular culture print provides reliable and more accurate observation of CAP (Vera, 2011). Principle 2 (CAP Observation Two): Students' agency to choose books engages students to attend to print (Jacoby & Edlefsen, 2020). Principle 3 (CAP Observation Three): Collaborate with the family by honoring the student's cultural context and supporting the home language (Melzi et al., 2022).…”

Section: Social Justice Literacy Approach To Capmentioning

confidence: 99%

Developing Concepts About Print: A Social Justice Literacy Approach

Claravall,

Walthall

2023

The Reading Teacher

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It has been more than 50 years since Clay (1966) first introduced the concepts about print (CAP). Emergent readers, aged 4–5, must acquire an understanding of basic and hierarchical concepts of letters, words, and sentences; they must also learn basic knowledge about texts and books; they must develop an awareness of book orientation, directionality, and positions. CAP examines emergent readers' ability to recognize and understand the ways in which written language functions for the purpose of reading. However, we lovingly critique the elements of CAP (e.g., book orientation, directionality and print conventions) from the perspective of culturally sustaining pedagogies. Clay (1989) posited that “CAP as a test may be culturally inappropriate” (p. 71). We further argue that using this element marginalizes early young children of color who are learning ways of literacy practices that do not mirror the white monolingual middle‐class approach to learning foundational reading. In some cultures, readers turn pages left to right, read pages right to left, and decode logographic words. Does it matter if young children do not fully understand directionality and orientation at that age? What we think matters in the practice of CAP is the sense‐making process. Using social justice‐oriented texts, we offer a pedagogical framework that centers on the concepts of text and book. Using literature that features characters of color in non‐stereotype roles, we describe four principles for teaching CAP that advance social justice literacy: Relationship between written and oral language, print or pictures carry meaning, book orientation and directionality and conventions of print.

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“…For example, children select foods more often when packaging depicts popular characters and even report the same food item tastes better when a popular character is on the packaging (Kotler et al, 2012; Letona et al, 2014). Pre‐schoolers are more likely to select books with a popular character on the cover (Jacoby & Edlefsen, 2020). Children endorse statements about objects and foods (‘this cereal is delicious’) made by inaccurate popular characters over those made by accurate unknown/novel characters (Danovitch & Mills, 2014) and even trust statements made by popular characters over those made by topical experts (Williams & Danovitch, 2019).…”

Section: Introductionmentioning

confidence: 99%

The influence of popular media characters on children's object choices

Vanderbilt

Andreason

2022

British J of Dev Psycho

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Children often prefer objects and food packaging bearing images of popular media characters. However, it is unclear what factors may influence this. This study investigated whether depictions of popular media characters on high-quality (brand new) and low-quality (dirty, broken) objects influenced 3-to 4-year-old children's (N = 84) object preferences, as well as which objects children selected to help them complete a functional task (e.g., using a bucket to transport several small items). We also investigated whether children's preferences were related to inhibitory control. We found children's preferences were influenced by images of popular characters, but not their choice of objects for functional use. Instead, children relied on object quality when selecting an object to complete a task. Inhibitory control was not related to children's object choices. These results suggest children may weigh object features differently when making decisions for different purposes.

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“I Love Paw Patrol!”: Book Selection and the Allure of Popular Media Characters Among Preschoolers

Cited by 4 publications

References 20 publications

Culturally relevant reading books for Papua New Guinean children: Their reading rights and preferences

Culturally relevant reading books for Papua New Guinean children: Their reading rights and preferences

Developing Concepts About Print: A Social Justice Literacy Approach

The influence of popular media characters on children's object choices

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