Presents the value of stories, especially fairy tales, as ways of both tutoring and expressing the imaginative and intuitive side of the personality. (DD)

Describes the qualities which make a good book good to both critic and child and defends the criticism of children's literature. (DD)

Examines the ways Bruno Bettelheim's "The Uses of Enchantment" may be used to teach children's literature and the effectiveness of Bettelheim's method of psychoanalytical criticism as a means of understanding fairy tales. (DD)

Describes the story grammar and plans analysis approaches to analyzing children's understanding of simple stories. (DD)

Contrasts the views of poets and poetry in Leo Lionni's "Frederick" and Randall Jarrell's "The Bat-Poet." (DD)

Uses five children's stories to illustrate the pattern of running away from home only to return home once more. (DD)

Books should be selected on the basis of literary merit, not as a vehicle for instruction, since we don't know the psychological effects of specific works. (DD)

Presents a model designed to expand the comprehension skills and literary interests of children in elementary school. (DD)

Describes children's picture books, children's stories, and young adult novels which deal with interracial marriage, interracial adoption, and interracial families. (DD)

Describes several informational or non-fiction books for children. (DD)

Discusses the need for new directions for research in children's literature, as pointed out by F. Andre Favat's "Child and Tale: The Origins of Interest." (DD)

Describes how teachers can provide stimulation for children's free writing through children's literature. (DD)

Describes how picture books can be used by language arts teachers in the upper grades. (DD)

Illustrates how to use a sound poem to recreate the mood of a children's book. (DD)

Uses summaries and excerpts from ERIC documents to define fantasy, examine its attraction for children, and describe how fantasy may be selected and used in the elementary school classroom. (DD)