Children’s books often feature complex material aspects. Despite that fact, little research has been done on questions of materiality in children’s and youth books. The article aims at outlining the field of the materiality of historical German-language children’s books. By analyzing historical author’s pedagogical statements as well as the design of historical children’s and youth fiction, the article summarizes different approaches concerning the materiality of children’s books. Based on the historical development and the generic study on how children modify the materiality of their books, the article further investigates the book-as-object and emphasizes the child’s point of view by scrutinizing the adult-culture book-toy distinction. It will become apparent that the specific forms of children’s book reception emerge since the materiality of the book and its exploration present a new embodied experience. The specific reception forms can be embedded into a semiotic model of the text-reader interaction in reference to Roland Barthes’ concept of ecriture and scription.

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旧书与阅读儿童：德国儿童文学中物质性的文化和认知方面

儿童读物通常具有复杂的材料方面。尽管如此，关于儿童和青少年书籍中的物质性问题的研究很少。本文旨在概述历史德语儿童读物的物质性领域。本文通过分析历史作家的教学论断以及历史儿童和青少年小说的设计，总结了儿童读物物质性的不同方法。本文基于历史发展和儿童如何修改其书籍的物质性的一般研究，进一步研究了书籍作为对象，并通过审视成人文化书籍玩具的区别来强调儿童的观点。很明显，儿童读物的特定形式出现了，因为这本书的物质性及其探索呈现出一种新的具身体验。具体的接受形式可以参考罗兰·巴特的书写和书写概念嵌入到文本阅读器交互的符号模型中。