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Who Cares? How Teachers Can Scaffold Children’s Ability to Care: A Case for Picture Books

Author(s): Abigail McNamee | Mia Lynn Mercurio

Journal: Early Childhood Research & Practice
ISSN 1524-5039

Volume: 9;
Issue: 1;
Date: 2007;
Original page

Keywords: Young Children | Classroom Environment | Picture Books | Emotional Development

Academic inquiry has focused recently on how to create caring classrooms and school communities—that is, classrooms and school communities that encourage children to continue to develop caring feelings, thoughts, and behaviors, or to feel, think, and practice them anew. After reviewing research on caring and attachment, this article discusses how to structure a caring classroom and suggests that parents and teachers consider picture books as a means of helping young children learn to care for themselves, animals, and others. The article concludes with a discussion of criteria for assessing picture books and suggests some appropriate titles based on these criteria.
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