Mediated reading of children's literature as paradigmatic scenario to develop emotional competence

Enrique Riquelme, Felipe Munita

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)

Abstract

© 2015, Universidade de Brasilia. In the reading, we explore specific scenarios that set the context for the emotional experience, named paradigmatic scenarios. In this essay, the authors highlight the contributions of children's literature reading in their social and emotional development through a process called mediated reading. In this process, the adult reader operates as a mediator of emotional experience of "fictional" characters in the narrative, the story and those real processes that characterize children's context and life experience. This theoretical study ends by discussing the scope of children's literature reading process mediation as a tool that contributes school inclusion, and allows interaction between cognitive and affective aspects in formal education.
Original languageEnglish
Article numbere33315
Pages (from-to)1-6
JournalPsicologia: Teoria e Pesquisa
Volume33
DOIs
Publication statusPublished - 1 Jan 2017

Keywords

  • Children's literature
  • Emotional competence
  • Mediated reading
  • Paradigmatic scenarios

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