First published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.

This practical manual encourages storytellers, primary school teachers and public librarians to play an active part in interactive storytelling that has the power to create and strengthen a sense of community for students, teachers and parents. It does not prescribe any one storytelling method, but rather shares existing and proven methods with guidelines for both use and adaption. The text focuses on storytelling to children between the ages of 6 and 10, but it has relevance for all age groups including nursery and adults. The storytelling programme includes stories to work with -...

Addressing his ongoing concerns, the author of this text examines the socialization of children, the impact of the fairy tale on children and adults, and the future development of the fairy tale as a film. As a result of analyzing the historical trajectory of storytelling and the literary fairy tale, the essays in this volume move from the 16th century to the present, between different cultures and societies, and from specific analyses to general syntheses.

Addressing his ongoing concerns, the author of this text examines the socialization of children, the impact of the fairy tale on children and adults, and the future development of the fairy tale as a film. As a result of analyzing the historical trajectory of storytelling and the literary fairy tale, the essays in this volume move from the 16th century to the present, between different cultures and societies, and from specific analyses to general syntheses.

Have children ever really had a literature of their own? This text explores children's literature, from the grisly moralism of Slovenly Peter to the hugely successful Harry Potter books, and argues that despite common assumptions about children's books, our investment in children is paradoxically curtailing their freedom and creativity.

This book builds upon and contributes to the growing academic interest in feminism within the field of children's literature studies. Christie Wilkie-Stibbs draws upon the work of Luce Irigaray, Helene Cixous, Julia Kristeva, and Jacques Lacan in her analysis of particular children's literature texts to demonstrate how a feminist analysis opens up textual possibilities that may be applied to works of children's fiction in general, extending the range of textual engagements in children's literature through the application of a new poststructural critical apparati.

This work examines how the Holocaust is represented in fiction for children and young adults. Kokkola takes on the perspective of the contemporary child, who lacks personal knowledge of the Holocaust, and explores how the unspeakable can be represented for young readers. She also questions why children want to read Holocaust Fiction and how they negotiate the boundary between fact and fiction.

This is a collection of original essays about how Shakespeare and how his plays are increasingly being used as a means of furthering literacy, language arts, creative and dramatic learning for children in and out of the classroom. It is divided into three sections comprising essays by well-known children's book authors, literary scholars, and teachers, respectively, who approach the subject from a wide range of perspectives.

First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

The Making of the Modern Child explores how the concept of childhood in the Victorian era was constructed through the ideological work performed by children's literature, as well as pedagogical writing and medical literature of the era. The author ties the evolution of the idea of the child to the growth of the middle class, which used the figure of the child as a symbol in its various calls for social reform.