Critical Literacy for Socio-emotional Learning
Empowering Teachers to Write Children's Literature
Summary
In this timely text, Dr. Guha creates a unique and potentially powerful method, steeped in research-based practices, for centering children and their families in engaging literacy activities. She has designed a step-by-step guide to help teachers learn how to create appealing and personalized children’s literature that centers on their students’ lives in and out of school. This contribution to the field of education provides ways for educators to build children’s literacy skills while attending to their social and emotional needs.
—Mary Beth Schaefer Associate Professor, Adolescent Education Department of Curriculum & Instruction St. John’s University, School of Education
This is an excellent recourse for educators who are looking for new pedagogical methods that can resonate deeply and build strong relationships with the students they serve and their families.
—Gloria E. Miller Emeritus Professor University of Denver
Excerpt
Table Of Contents
- Cover
- Title Page
- Copyright Page
- Contents
- Figures
- Acknowledgments
- Chapter 1 Introduction and setting the stage for children’s socio-emotional learning
- Critical Literacy
- Family Involvement in Education
- Empowering Teachers
- Children’s Literature
- Summary
- Discussion Questions
- Chapter 2 Impact of critical literacy on students
- Literacy Skills and Components of Literacy Skills
- The following are some strategies to develop literacy skills
- Listening Skills
- Speaking Skills
- Writing Skills
- Reading Skills
- Strategies for Literacy Teaching
- Critical Literacy
- History of Critical Literacy
- Critical Literacy Skills
- Framework of Structured Literacy and Critical Literacy
- Teaching Literacy Effectively in Your Classroom Through Children’s Book
- Different Approaches to Teach Literacy Skills
- Insights from Professors Teaching Literacy Skills to Pre- and In-service Teachers
- Reflective Practices for Literacy Instruction
- Preparing Teachers to Address Diverse Cultural Norms in Literacy
- Effective Tools and Frameworks for Literacy Assessment
- Differentiated Instruction to Meet Diverse Literacy Needs
- Supporting Students with Literacy Challenges
- Fostering Critical Literacy Skills
- Integrating Literacy Across Subject Areas
- Technology in Literacy Instruction
- Engaging Families in Literacy Development
- Models for Teaching Literature
- Strategies That Could Help Teachers with Student Literacy
- Strategies to Build Literacy Skills in the Classroom with Young Children
- Insights from Children’s Book Author
- Crafting Engaging and Educational Stories
- Drawing Inspiration from Childhood
- Overcoming Challenges in the Writing Process
- Organic Storytelling
- Navigating Creative Blocks
- Collaboration with Publishers
- The Importance of Persistence
- Insights from a Holocaust Survivor and Book Author, Ms. Inge Auerbacher
- Summary
- Discussion Questions
- Chapter 3 Guiding teachers to write children’s books to support critical literacy among children
- Steps for Teachers Writing Children’s Books
- Graphic Organizer to Write Children’s Book
- How to Publish Children’s Books
- Convert the Book into an Audiobook
- Steps for Converting into Audio Books
- Color Scheme
- Tactile Illustrations
- Start of the Journey of Writing Children’s Books by Student Teachers in a Course
- Critical Literacy Aspect in the Children’s Books
- Reflection About Children’s Book
- Mommy’s Love by Jasmine Washington
- Reflection About Writing Children’s Book
- Classroom Connection
- Reflection on Children’s Book
- Mom’s Birthday Surprise: Deanna Lamorgese
- Reflection About Children’s Book
- “I Am Who I Am” by Author: Dominique Brown
- Overall Thoughts of the Instructor
- Summary
- Discussion Questions
- Chapter 4 Implications of teachers writing books for their students
- Social-Emotional Learning (SEL): A Foundation for Growth
- Importance of Children’s Literature on Child Development
- The Teacher’s Role: Innovation Through Storytelling
- Writing Children’s Books Develops Creativity Among Teachers
- Critical Literacy Is Enhanced Through Children’s Literature
- Reasons for Writing Children’s Literature
- How to Be a Successful Children’s Book Writer
- Discussion Questions
- References
- Appendices
- Appendix A Guiding interview questions for faculty who teaches critical literacy skills for young children with special emphasis with children’s literature
- Appendix B Examples of first draft of story page with illustrations and tactile sensation
- Appendix C Children’s Book Story Openers & Starters
- Appendix D Guidelines for teachers addressing New York State Prekindergarten Writing Standards
- Appendix E New York State Next Generation English Language Arts Learning Standards
- Prekindergarten reading standards: Foundational skills
- Print Concepts
- Phonological Awareness
- Phonics and Word Recognition
- Fluency
- Prekindergarten Writing Standards
- Text Types and Purposes
- Research to Build and Present Knowledge
- Appendix F Writing Rubric
- Index
Figures
Figure 3.1: Storybook Map
Figure 3.2: Mommy’s Love by Jasmine Washington
Figure 3.3: A Day of Caring by Sharika Eugenia Warren
Figure 3.4: Mom’s Birthday Surprise by Deanna Lamorgese
Figure 3.5: I Am Who I Am by Dominique Brow
Figure B1: The soil in the pictures was taken from the ground, so it gives a real touch
Figure B2: The dress of the boy in the picture was made with aluminum foil that children are familiar with
Figure B3: The bottle cap was taken from a bottle so that the children can be familiar with the touch of plastic
Figure B4: The duck has feathers that teachers can either get feathers and glue on the duck or use crumble pieces of tissue paper
Acknowledgments
Many people have inspired and supported me throughout the journey of writing this book, and I am profoundly grateful for their contributions. First and foremost, I would like to thank Dr. Brett Blake for being my inspiration. Your passion, dedication, and profound insights have had a lasting impact on my work and this book. Your guidance has been invaluable, and I am forever grateful for the encouragement you have given me.
I would like to thank Dr. Michael Sampson and Ms. Inge Auerbacher for sharing their experience of writing children’s books. I would like to thank Dr. Barbara Peltzman and Dr. Nancy Montogomery for sharing their thoughts about the importance of literacy among children.
Next, I would also like to thank the students, Deanna Lamorgese, Jasmine Washington, Sharika Warren, Dominique Brown who contributed to writing children’s books as part of their class assignment and sending me their consent forms to publish their children’s books as part of this book. I would like to thank Megha M. Mathew and Assiatu Jalloh for helping me throughout the process in organizing the manuscript.
I would like to thank Judith Dunkerly and Dr. Alison Elizabeth Jefferson from Peter Lang International Academic Publishers for giving me the opportunity to share my thoughts. Lastly, I would like to thank all my family members, especially Mr. Amit Guha, Ms. Amrita Guha, Ms. Anandita Guha and Ms. Snigdha Dutta for their continued support.
CHAPTER 1 Introduction and setting the stage for children’s socio-emotional learning
Objectives:
- To understand mental health among children and the challenges that children face
- To recognize the importance of Social-Emotional Learning (SEL)
- To understand Literacy for students
- To understand Literacy and Critical Literacy
- To involve families as partners in developing children’s literacy skills
- To understand how teachers make a positive difference for students
- To get teachers interested in writing books for their students
Teachers face many challenges in the classroom to deal with children’s mental health. Children often struggle to manage their emotions from a young age, which can lead to difficulties in social interactions and academic settings. “Children who manage their emotions well are more likely to do well in school and get along with others” (Weir, 2023). However, children who have issues managing their emotions, teachers and parents need to collaboratively work together. Social and emotional learning (SEL) is “a process that helps people develop the skills and knowledge to manage their emotions, build relationships, and make responsible decisions” (CASEL, 2020). SEL helps individuals recognize and manage their emotions, leading to improved mental health and resilience. By developing emotional awareness, students can better cope with stress and adversity.
Details
- Pages
- XII, 134
- Publication Year
- 2026
- ISBN (PDF)
- 9783034354783
- ISBN (ePUB)
- 9783034354790
- ISBN (Softcover)
- 9783034354431
- DOI
- 10.3726/b22964
- Language
- English
- Publication date
- 2026 (April)
- Keywords
- Social-emotional learning critical literacy teacher empowerment children's literature mental health in education literacy development classroom strategies inclusive learning
- Published
- New York, Berlin, Bruxelles, Chennai, Lausanne, Oxford, 2026. XII, 134 pp., 9 b/w ill., 1 tables.
- Product Safety
- Peter Lang Group AG
