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A cognitive anthropological perspective on first-graders’ classifications of picture storybooks.
Document Type
Article
Publication Date
2001
ISSN
0270-2711
Abstract
From the theoretical framework of cognitive anthropology based on the work of Charles Frake, this study explored children’s classification systems underlying their interactions with illustrated picture storybooks in a classroom context. As a classroom participant-observer, the researcher carried out a classification task where children in a culturally diverse first-grade classroom sorted 15 picture books into piles of books having similar characteristics. It was found that the children classified books by topic, genre, author, culture, emotional response, and physical property of the book. The children’s responses were placed in the context of the classroom setting. Some aspects of the children’s classification systems were found to be similar to the teacher’s way of categorizing books in the classroom library and also her way of classifying books in a book sorting activity.
Language
en_US
Publisher
Routledge
Recommended Citation
Leung, C. B. (2001) A cognitive anthropological perspective on first-graders’ classifications of picture storybooks. Reading Psychology: An International Quarterly, 22, 17-40. doi: 10.1080/02702710117284
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
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