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When is a Frog a Book or a Book a Frog?

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Abstract

During early childhood, children adopt a design-based conception of books with increasing consistency. It is not clear if or how young children spontaneously indentify the myriad of commercially produced, book-related props, toys, and other materials as support for their early literacy activities. Guidelines for evaluating these supplementary materials are presented and thirteen books are reviewed and recommended.

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Authors and Affiliations

  1. Department of Child, Youth and Family Studies, University of Nebraska-Lincoln, 135 HECO, Lincoln, NE, 68583-0800, USA

    Pauline Davey Zeece

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  1. Pauline Davey Zeece
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Correspondence to Pauline Davey Zeece.

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Zeece, P.D. When is a Frog a Book or a Book a Frog?. Early Childhood Educ J 36, 275–279 (2008). https://doi.org/10.1007/s10643-008-0271-2

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  • DOI: https://doi.org/10.1007/s10643-008-0271-2

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