I have just read back through the main body of my essay and made some notes on key points to triangulate within the essay and apply to my practical work
-Interest in moral values through fiction since the end of World War 1
- Teachers, parents and publishers - fiction "mould children's characters" (assumptions)
- Number of studies conducted between then and 1970 but all flawed in different ways
- Initial change in attitudes, no change after 2 weeks, when retested (no discussion)
- Discussion found to make attitudes even more favourable than reading alone
- Play- stories are the input and discussion/play are methods of assimilation
- Play not just assimilation- form of experiment- counterfactuals, multiple outcomes
- Children can understand complex ideas presented in books- what is appropriate
- Read aloud discussion important, improves comprehension and critical evaluation
- Importance of what we read not just how we read
- Texts that support complex interpretations, "subtle and multifaceted"
- Characteristics- 3 from Aram and 5 from Hoffman (compare)
- Structure, language and characters
- Realistic' Open to interpretation - leads to discussion- leads to play
- Parents least supportive of structural complexity
- Parents who take part in interactive reading with children more often shared views of experts
- More positive towards complexity in children's books
- More experience of the effects of complex narratives?
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