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1 | (6) |
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6 | (1) |
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Part I Background and Argument |
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7 | (96) |
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2 Beyond "Risks or Benefits" |
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9 | (22) |
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Risks or Benefits: Historical Perspective |
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10 | (3) |
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13 | (2) |
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15 | (1) |
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Past Attempts to Understand How Movies' Formal Features Are Learned |
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16 | (3) |
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Attentiveness or Inertia? |
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19 | (1) |
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Screen Time and Passivity |
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20 | (3) |
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A More Positive Attitude? |
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23 | (1) |
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24 | (7) |
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3 Two-Year-Olds' Movie-Learning |
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31 | (28) |
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Vignette A Viewing Something New |
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31 | (2) |
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The Challenges of Studying Two-Year-Olds |
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33 | (2) |
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Studies of Children by Family Members |
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35 | (1) |
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36 | (4) |
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Movie-Learning Versus Language Learning |
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40 | (1) |
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Learning the Formal Features of Movies |
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41 | (3) |
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Situating This Book's Project |
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44 | (4) |
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48 | (6) |
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54 | (1) |
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54 | (5) |
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4 The Nature of the System |
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59 | (22) |
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Vignette B Viewing In the Night Garden |
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59 | (3) |
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62 | (1) |
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Making Movies for Children |
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63 | (2) |
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In the Night Garden Opening Sequence |
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65 | (5) |
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Movie "Rules" and Play Rules |
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70 | (3) |
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73 | (2) |
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Understanding the Nature of the System |
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75 | (4) |
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79 | (2) |
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5 Evolution, Neuroscience and Embodied Cognition |
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81 | (22) |
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81 | (2) |
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83 | (2) |
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Summary of Embodied Cognition Theories |
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85 | (3) |
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Embodied Cognition and Film Theory |
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88 | (3) |
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Mirror Neurons and Infant Development |
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91 | (2) |
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The Relevance of Embodied Cognition to the Study of Toddlers' Movie-Learning |
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93 | (1) |
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Mimicry and Cultural Learning: Vignette C |
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94 | (3) |
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97 | (1) |
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98 | (5) |
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Part II Aspects of Movie-Learning |
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103 | (112) |
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6 Fear, Distress and Sadness |
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105 | (30) |
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106 | (2) |
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Managing Fear: Or Distress? The Peppa Pig "Sports Day" Episode |
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108 | (4) |
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112 | (2) |
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Narrative, Genre and Ambivalence |
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114 | (2) |
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116 | (2) |
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Managing Sadness: Baboon on the Moon |
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118 | (7) |
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Different Distress Scenarios |
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125 | (6) |
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Research on Movies and Fear |
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131 | (1) |
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132 | (3) |
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7 Reality and Make-Believe |
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135 | (24) |
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Making Judgements About the Reality of Movies |
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136 | (2) |
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138 | (3) |
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Making Modality Judgements? |
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141 | (2) |
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143 | (2) |
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145 | (5) |
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Proximity and Touching: Delusion or Exploration? |
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150 | (4) |
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154 | (3) |
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157 | (2) |
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8 Understanding Narrative |
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159 | (26) |
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Learning to Understand Narrative Structures |
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161 | (1) |
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Establishing Expectations |
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162 | (3) |
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Emotion, Memory and Laughter |
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165 | (2) |
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Moving on to More Complex Texts |
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167 | (5) |
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Animatou and the Development of Narrative Understanding |
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172 | (5) |
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177 | (1) |
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178 | (3) |
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181 | (1) |
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182 | (3) |
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185 | (20) |
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Movie-Viewing as Child-Minding? |
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186 | (1) |
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187 | (3) |
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Solitary Viewing by Two-Year-Olds |
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190 | (2) |
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Viewing Movies with Others |
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192 | (2) |
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194 | (1) |
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194 | (2) |
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196 | (3) |
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199 | (3) |
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202 | (3) |
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10 The Value of Movie-Learning |
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205 | (10) |
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Significant Developments? |
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207 | (3) |
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Teachers' Responses to Movie-Learning |
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210 | (2) |
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Why We Should Respect Toddlers' Movie-Learning |
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212 | (2) |
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214 | (1) |
| Glossary |
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215 | (6) |
| Index |
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221 | |
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