To see the other types of publications on this topic, follow the link: Book children.
Journal articles on the topic 'Book children'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Book children.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Reich, Stephanie M., Joanna C. Yau, Ying Xu, Tallin Muskat, Jessica Uvalle, and Daniela Cannata. "Digital or Print? A Comparison of Preschoolers’ Comprehension, Vocabulary, and Engagement From a Print Book and an e-Book." AERA Open 5, no. 3 (2019): 233285841987838. http://dx.doi.org/10.1177/2332858419878389.
Full textAbstract:
Increasingly, children are engaging in early literacy experiences through digital devices. This raises questions about how electronic reading compares to print reading. To assess this, we randomly assigned 200 children (3–5 years) to be read the same book (1) with auto-narration on a tablet or 2) by a researcher from a print book. Reading was recorded and coded for behavioral and emotional engagement and vocalizations. Children were also tested on their story comprehension and vocabulary. Children had slightly higher posttest scores in the print condition. Older children and females also scored higher. There was an interaction between weekly tablet use and book platform. Children were equally engaged with the e-book and print book, but vocalized more about the device in the e-book condition. Findings suggest that e-books offer many of the same, but not all, of the educational affordance as print books. Additionally, novelty might be important in supporting comprehension.
2
Vuong, Quan-Hoang, Minh-Hoang Nguyen, and Tam-Tri Le. "Home Scholarly Culture, Book Selection Reason, and Academic Performance: Pathways to Book Reading Interest among Secondary School Students." European Journal of Investigation in Health, Psychology and Education 11, no. 2 (2021): 468–95. http://dx.doi.org/10.3390/ejihpe11020034.
Full textAbstract:
Although studies have explored the predictors of book reading interest among children, little is known about the underlying mechanism that helps children become interested in reading books. This study attempt to demonstrate: (1) how book-reading interest is driven by reasons for choosing books (recommendation or personal preference), (2) how students with high and low academic achievements are motivated by different thinking pathways, and (3) how home scholarly culture improves book-reading interest through such pathways. Using Bayesian analysis on a dataset of survey responses from 4966 Vietnamese secondary students (11–15 years old, sixth to ninth grade), we found: (i) Reading interest is positively associated with a book recommendation and parental book reading activities (parents read books to children); (ii) High-achieving students are more interested in reading books if they can choose those books according to personal preferences; (iii) Parental book reading activities can promote book reading interest through recommendations and also by understanding children’s personal preferences. We advocate a more personalized approach in educational policymaking, curriculum design, and home scholarly culture based on students’ abilities and perceptions.
3
Alshevskaya, O. N. "New practices of literature distribution for children and youth in Siberia and the Far East." Bibliosphere, no. 4 (February 18, 2021): 61–69. http://dx.doi.org/10.20913/1815-3186-2020-4-61-69.
Full textAbstract:
The article describes the directions of distribution of books for children in the Eastern regions of Russia that have appeared in the last decade. Based on a combination of landscape-reconstructing principles, surveys, and comparative typological analysis, the article presents data that expand previously studied aspects of the functioning of the main channels for the sale of books for children in the Siberian-Far Eastern region. It is shown that books for children are the largest segment of the Russian book market, which has been growing since 2008. At the regional level, they are widely presented in all book distribution channels: bookselling networks and independent stores; online stores; book departments of supermarkets (non-core retail); kiosks and stalls; book fairs. The purpose of the article is to analyze the current trends in the distribution of books for children in the region. Positive trends typical for the children book market in the Siberian-far Eastern region are identified. They are: the activity of children book supermarkets, the appearance of independent small stores of club-backstage format, the organization of specialized children Internet projects; increasing the importance of regional book exhibitions, fairs, festivals and holidays in the distribution of books for children; projects support by major Russian patrons. The significance of the study of new practices for the distribution of literature for children and youth in the region is determined by their influence on the formation of a new conceptual model for the popularization of reading, based on the idea of culture as a powerful lever of socio-economic development of territories.
4
Robertson, Sarah-Jane L., and Elaine Reese. "The very hungry caterpillar turned into a butterfly: Children's and parents' enjoyment of different book genres." Journal of Early Childhood Literacy 17, no. 1 (2016): 3–25. http://dx.doi.org/10.1177/1468798415598354.
Full textAbstract:
This study aimed to examine which genres parents are reading to children and for themselves. Furthermore, it aimed to examine mothers' and fathers' shared reading strategies for different book genres in relation to children's language and literacy development. Parents shared a narrative and an expository book with their preschool-aged children. Parents then completed measures of book enjoyment, book exposure and book genre preference. Children completed a battery of language and literacy measures tapping into expressive and receptive language, letter naming fluency, phonological awareness and narrative skills. Parents reported that they most frequently shared narrative picture books at home; however, they reported that their children enjoyed the expository book more than the narrative book in this study. Parents' book-reading strategies were related to children's language and literacy, with higher level strategies positively related and lower level strategies negatively related to children's language and literacy. This pattern was the same for the narrative and expository book. These results suggest that the most important task is to find books that motivate both parents and children to engage in and enjoy reading interactions.
5
Huang, Chiu-Hua, Fin-Land Cheng, and Ching-Yueh Teng. "TEACHING PRACTICES: INTEGRATING POSITIVE THINKING IN PICTURE BOOK CREATION FOR ECONOMICALLY DISADVANTAGED CHILDREN." Problems of Education in the 21st Century 78, no. 6A (2020): 1081–95. http://dx.doi.org/10.33225/pec/20.78.1081.
Full textAbstract:
The present study created picture books featuring elements of hope theory and conducted a practical teaching program to explore the application of hopeful thinking picture books for economically disadvantaged children, specifically, to understand the teachers’ teaching practices of picture book creation. On the basis of hope theory, the current study employed economic disadvantage as the creative background for designing picture books that incorporate elements of hopeful thinking and developed a teaching plan based on the picture books. The results indicated that the picture books had a solid theoretical foundation of hope, and were relevant to preschool children’s real experiences and development. Through teachers’ storytelling and discussion of the story content, children could express ideas based on their own experiences, set specific goals, and devised feasible methods for handling adversity to achieve goals. Therefore, the picture books were considered suitable for classroom teaching. In addition, expert teachers serving as coaches conducted classroom observations and teaching evaluations to explore how effectively positive thinking was integrated into the picture books and teaching activities, and to assess the guidance of children in using positive thinking strategies during story discussion. Through professional assessment, feedback, and teacher self-reflection, hope theory can be effectively applied for picture book creation. The picture book The Piggy’s Home created in this study can help teachers guide economically disadvantaged children in thinking positively, and teachers can refine the guidance process. Keywords: case study, economically disadvantaged children, hope theory, picture books, preschool children
6
López-Escribano, Carmen, Susana Valverde-Montesino, and Verónica García-Ortega. "The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review." International Journal of Environmental Research and Public Health 18, no. 12 (2021): 6510. http://dx.doi.org/10.3390/ijerph18126510.
Full textAbstract:
Young children’s use of digital devices is increasing as we progress through the 21st century and handheld and mobile devices, such as smartphones and tablets, have become increasingly available. While older children using tablets to read has been more broadly investigated, less is known about the impacts of digital reading on children at the stage of literacy acquisition. An analytical review was conducted on the effects of interactive e-book interventions for young children’s literacy development when compared to (a) listening to print books, (b) regular school programs, and (c) reading non-enhanced and non-interactive e-books. A significant additional beneficial effect of e-book interventions was found for phonological awareness and vocabulary learning based on data from 1138 children in 14 randomized controlled trial (RCT) studies. When e-books are properly selected and used, children develop literacy skills equally well and sometimes better than with print books. Additionally, e-book interventions outperformed the regular school program in the development of literacy skills. Similarly, enhanced e-book conditions revealed benefits over the non-enhanced e-book interventions in literacy skill acquisition. The impact of these findings related to health issues, e-book design, disadvantaged populations, and adult-led e-book sharing is discussed.
7
Engalycheva (Bulgakova), E. V. "Children's book: a terminological analysis." Bibliosphere, no. 4 (December 30, 2016): 94–98. http://dx.doi.org/10.20913/1815-3186-2016-4-94-98.
Full textAbstract:
The article deals with definitions of «children's book», «book for children», «children's literature», «literature for children», «children's reading circle». The mentioned terms are divided into two groups. The first group includes those authors, who consider material and the structural aspects of book, its reader's purpose, printing and design. This issue was studied by S. G. Antonova, N. Z. Ryabinina, I. A. Zharkov, I. F. Pavlova, S. A. Karaichentseva. The second group considers genre and thematic characteristics of book, its effect on children development. Among researchers should be called I. N. Arzamastseva, I. G. Mineralova, S. A. Nikolaev, E. E. Zubareva, T. D. Polozova. All submitted definitions are discussed in details in the context of those tasks that solve children's editions. The author has collected theoretical and practical views of philologists, bibliologists, historians, editors on definitions of children's book and its essential meaning for each field of science. Based on scientific historicism methods and terminological analysis of general components of children edition, its material and structural sides, genre and thematic characteristics have been revealed. Functions of the children's book are determined: communicative, administrative, cognitive, educational, aesthetic ones. The article objective is studying the phenomenon complex, based on which the author has given an independent interpretation of this definition. Additional information on children's literature specific features and its «special» design is presented at National Standard GOST 7.60-90 «Editions. Fundamental types. Terms and definitions», as well as branch standards: OST 29.130-97 «Editions, terms and definitions», OST 29.127-96 «Publishing books for children», OST 29.127-2002 «Quality requirements of book and journal editions for children and adolescents». The resulting terminological analysis will be useful both for professionals of publishing and editorial business, researchers studying the history and formation of children's books, historians, as well as for teachers in the educational course «Children's Literature», «Bibliology». The conclusion is that the children's book will have a stable cover, which content and variety depends on time, professional activity of authors, artists, editors, publishers, and other persons relating to the book publishing system of the country and regions.
8
Kawaura, Takayuki, Jun Endo, and YasukoDoi. "Comparison of Keywords Freely Inputted by Users and the Compendium of “Keywords for Children,” Which is Programmed into the Book Searching System for Children." Journal of Advanced Computational Intelligence and Intelligent Informatics 16, no. 2 (2012): 239–46. http://dx.doi.org/10.20965/jaciii.2012.p0239.
Full textAbstract:
When children look for a book to read, they usually ask an adult to recommend something suitable. In many of such cases, librarians or teachers play an important role. It could also be parents or adults close to the children. The objective of the OPAC system provided in libraries is to offer a tool to help users to find books by themselves but it is not an easy system for children to use. In this study, we aim to construct a book searching system that is easy for children to use. To this end, we studied cases in which children used the book search engine “Adventure in the Sea of Books” we developed in 2002 for “International Institute for Children’s Literature, Osaka.” This is installed with “Subject Heading Lists for Children,” a system we uniquely developed to enable users to search a book by the title, author, or any words they can think of. In this study we will make a comparison between the keywords installed in “Subject Heading Lists for Children” and the index items which the users themselves inputted. This comparison will show what kinds of keywords are most requested by children, and lead to the development of a more userfriendly book searching system.
9
Hladíková, Hana. "Children’s Book Illustrations: Visual Language of Picture Books." CRIS - Bulletin of the Centre for Research and Interdisciplinary Study 2014, no. 1 (2014): 19–31. http://dx.doi.org/10.2478/cris-2014-0002.
Full textAbstract:
Abstract High-quality picture books that merge text and illustration together in order to tell a story are eminent for healthy mental and social growth of children. This paper is to outline the benefits picture books bring to children between the ages three to eight, determine functions of its illustrative language, examine the process of its production, and point out a set of elements that, according to number of professional children's book illustrators, significantly contribute to the success of a picture book
10
Armstrong, Rebecca M., Jessica Paynter, and Marleen F. Westerveld. "Fiction or non-fiction: Parent-reported book preferences of their preschoolers with autism spectrum disorder." Autism & Developmental Language Impairments 4 (January 2019): 239694151989673. http://dx.doi.org/10.1177/2396941519896736.
Full textAbstract:
Background and aims Children’s early interactions with books are important for fostering development of oral language and emergent literacy skills. It is not known whether children diagnosed with autism spectrum disorder show different preferences for text types in the home environment prior to school entry. The current study aimed to: (i) investigate parent-reports of the favourite books of their children with autism spectrum disorder compared to typically developing children and (ii) identify whether there are differences in the reasons why books were preferred across the two groups. Methods Participants included children (aged 26–70 months) with autism spectrum disorder ( n = 41) and typically developing peers ( n = 164). Parent-reports of their child’s current favourite book/s were coded as fiction versus non-fiction and also category type. Parents also reported why the book was considered a favourite and this was coded. Results There were no differences between groups for fiction versus non-fiction, with both groups preferring fiction (>95% of responses). A strong category preference for animal topics across both groups was present. Significant group differences were found when asked to select specific reasons for favourite book preferences. Conclusions This study provides preliminary evidence of similarities between preschool children with autism spectrum disorder and typically developing peers’ preferences for fiction books during the early years. Implications It should not be assumed that children with autism spectrum disorder have different preferences for book types compared to typically developing children in the early years of development. Providing preschoolers with a range of book types during the preschool years will help to facilitate early language and emergent literacy skills.
11
Kaye, Elaine. "Book Reviews : Children." Expository Times 112, no. 12 (2001): 428. http://dx.doi.org/10.1177/001452460111201223.
Full text
12
Kleeck, Anne van, and Amy Beckley-McCall. "A Comparison of Mothers' Individual and Simultaneous Book Sharing With Preschool Siblings." American Journal of Speech-Language Pathology 11, no. 2 (2002): 175–89. http://dx.doi.org/10.1044/1058-0360(2002/017).
Full textAbstract:
Many studies have demonstrated that adults fine tune book-sharing discussions to the developmental levels of preschoolers, but little is known regarding how reading simultaneously to different-aged preschoolers is negotiated. We observed five mothers of different-aged preschoolers sharing books with each child individually and with both children together. Analyses focused on the linguistic complexity of the book, the amount of time spent sharing a book, and on several aspects of the mothers' book-sharing mediation. Results revealed developmental differences on several measures of how mothers mediated with younger as compared to older children individually. Book complexity, the time spent sharing books, and the percent of utterances at higher levels of abstraction were higher when reading to the older children; the number of mediation strategies per minute and the percent of mothers' behaviors that were used to get and maintain attention were higher when reading to the younger children. When reading to both children simultaneously, which aspects of the mediation fell at these different levels varied among the different mothers. This suggests that different mothers reach different solutions to the task of simultaneously reading to preschoolers of different ages. One mother approached the simultaneous book sharing much as she did sharing a book with her older child, one mother approached it as she did with her younger child, one mother simply read and did little mediation, and two mothers appeared to use a mixed strategy in the simultaneous reading condition.
13
Liddicoat, Anthony. "Reading picture books on television." Australian Review of Applied Linguistics 14, no. 1 (1991): 91–111. http://dx.doi.org/10.1075/aral.14.1.05lid.
Full textAbstract:
Abstract Television plays a major role in the lives of children. This studies examines one aspect of children’s television – the reading of picture books. Interaction centred around picture books has been shown to be an important element in the acquisition of literacy. Mediated picture books and “live” picture books encourage different patterns of interaction between reader and child. The reading of a television picture book, unlike that of a live picture book, is a text, not an interaction centred about a text. Such texts can form the basis of useful interactions between children and others, but exposure to mediated picture books alone does not appear to replace the function of “live” picture book reading in the acquisition of literacy.
14
Suzuki, Tadayuki, and Barbara Fiehn. "Taking a Closer Look: LGBTQ Characters in Books for Intermediate-Grade Children." Children and Libraries 14, no. 1 (2016): 14. http://dx.doi.org/10.5860/cal.14n1.14.
Full textAbstract:
Some years ago a student in our graduate course on children’s literature said, “We have looked at a lot of picture books with LGBTQ (Lesbian, Gay, Bisexual, Transgendered, and Questioning) themes and characters, but are there any books for intermediate-level elementary students? There aren’t any listed in our textbook.” Until hearing the question from this student, we had never thought about the availability of LGBTQ books for intermediate-grade children. However, this question began a search lasting several years and resulted in the book list at the end of this article. In 2012, Jamie Campbell Naidoo’s book Rainbow Family Collections affirmed the experiences we had locating LGBTQ books for intermediate-level elementary students.1 This book covers LGBTQ media for preschool through grade six published through 2011, as a result, we have limited this article to books published since 2011. This article also discusses why locating these titles is often difficult and why the books need to be available to students.
15
Boguszewska, Anna. "Twórcza działalność na rzecz książki dla dzieci Krystyny Lipki-Sztarbałły." Annales Universitatis Paedagogicae Cracoviensis. Studia Poetica 6 (November 30, 2018): 154–67. http://dx.doi.org/10.24917/23534583.6.13.
Full textAbstract:
Krystyna Lipka-Sztarbałło’s creation for children bookShaping full personality includes an introduction to cultural messages understanding and requires preparation from the earliest years of life. The use of picture books and book illustrations as the key assumption in visual education of children. Picture books represent the first artistic medium as the primary carrier of aesthetic values and a potential chance to stimulate cognitive, social development of a child. History of Polish picture book dates back to the turn of XIX and XX centuries. However, the realizations gaining more widespread range occurred much later. Krystyna Lipko-Sztarbałło, a graphic artist and an animator of Polish book for children, has been of key importance for the development of Polish picture book for the last twenty-odd years. The significance of the illustrations book in child development is proven by the examples of graphic designs taken from Krystyna Lipka-Sztarbałło’s works.
16
Thompson, Julie L., Joshua B. Plavnick, and Lori E. Skibbe. "Eye-Tracking Analysis of Attention to an Electronic Storybook for Minimally Verbal Children With Autism Spectrum Disorder." Journal of Special Education 53, no. 1 (2018): 41–50. http://dx.doi.org/10.1177/0022466918796504.
Full textAbstract:
E-books may be particularly useful for differentiating instruction across a wide range of learners including those with autism spectrum disorder who are minimally verbal (MV-ASD). But the extent to which children with MV-ASD benefit from e-book instruction is unknown. Using eye-tracking equipment and software, we measured the duration of attention to print and pictures when presented with an e-book of 10 elementary-aged prereading children with MV-ASD and five prereading children with typical development. Furthermore, we analyzed eye-gaze duration, left-to-right gaze, and point-to-point correspondence from word to picture across different e-book stimuli (e.g., highlighting text, read-aloud). Results indicated different duration of attending to pictures and print between typically developing children and children with ASD. Although there were some indications that differing stimuli may influence attention to salient e-book components, most notable was that children with MV-ASD attended very little to literacy concepts within the e-book.
17
Ziv, Margalit, Marie-Lyne Smadja, and Dorit Aram. "Mothers’ and Teachers’ Mental-State Discourse With Preschoolers During Storybook Reading." Journal of Cognitive Education and Psychology 13, no. 1 (2014): 103–19. http://dx.doi.org/10.1891/1945-8959.13.1.103.
Full textAbstract:
Mothers and teachers play a pivotal role in promoting preschool children’s theory of mind. This study explored and compared mothers’ and teachers’ mental-state discourse during storybook reading with children, focusing on their use of mental terms and references to three mental-state aspects: false belief, mental causality, and different points of view. Participants were 60 mothers and their children, and 60 teachers and 300 preschoolers. Mothers read the book to one child and teachers read the same book to groups of 5 children. The book involved a central false-belief theme. Main findings revealed that mothers and teachers elaborated on book-related mental states. However, teachers’ discourse included more mental terms and more references to mental causality and different people’s perspectives. The findings suggest that reading books with rich mental-state contents encourages rich discourse on mental-state elements. Parents and teachers should be guided in how to use their unique knowledge and relationships with children to enrich their mediation of books’ mental-state aspects and discuss them with children.
18
Divita, Monique Rizki. "Perancangan Buku Cerita Anak Pop-Up “Mari Berkebun”." Humaniora 2, no. 2 (2011): 1107. http://dx.doi.org/10.21512/humaniora.v2i2.3160.
Full textAbstract:
The research purpose is to gather, collect, and analyze data which needed in creating children story book in pop-up technique, with visually interesting gardening theme to interact with children. The research method is by direct survey into the location, such as schools, children story bookstores, and libraries. Besides, the research will be through literature media like books, magazines and journals; also supported by references contain related topic, like internet. The expected result is that education and added value message could be sent and understood by the children through the story books. The children would acknowledge, love, and preserve nature through gardening. In conclusion, nowadays, visual communication media like story books with interesting visual could gain children’s interest. Therefore, by using pictured story book media in pop-up, it will facilitate the education process of introducing and preserving Mother Nature for children.
19
Engalycheva, E. V. "Children's book in Siberia: a historiographic review." Bibliosphere, no. 4 (December 30, 2017): 35–40. http://dx.doi.org/10.20913/1815-3186-2017-4-35-40.
Full textAbstract:
The article is devoted to the history of Siberian regional children's book publishing. The author has collected theoretic-practical opinions of historians, bibliologists, publishers and booksellers, librarians and bibliographers, psychologists and sociologists, which purpose is to generalize and reveal regularities of books' flow for children. V. G. Belinsky, L. N. Tolstoy, F. G. Tol’, N. V. Chekhov developed the first concepts of children's book. N. K. Krupskaya, V. A. Sukhomlinsky studied the «core» of the children book repertoire. V. G. Sopikov, B. S. Bondarsky reviewed children's literature of the 19th century in their bibliographic works. The author allocated some organizational components using formal-logical, comparative-historical and structural-typological methods. The first block is related to studying such definitions as «children's book», «children's literature», «editions for children», «a circle of childhood reading», «the repertoire of children's books», their typological signs. The presented concepts are investigated according to tasks, which children's editions solve. S. G. Antonova and S. A. Karaichentseva touched issues of children's literature typology in their publications. The second block of literature reveals the children's book development in Russia in various periods of its formation. I. E. Barenbaum, A. A. Grechikhin, A. A. Belovitskaya studied general fundamentals of the book's history, while A. Ivich, L. Kohn, I. Lupanova considered the history of children’s books. The third block is devoted to printing and art features of the children's book design, activity of universal and specialized publishing houses to distribute literature for children. The fourth block explains such category as «reader - library», considers techniques of work with children's book, offers methodical recommendations for teachers and tutors. Readers’ activity is examined as well. The author analyzes interests, factors, incentives and aims influencing childhood reading. Dissertation researches disclose the regional specifics of children's book publishing in 1980-2013, confirm the considered subject relevance. The historical, comparative, formal and logical analysis carried out by the author will be useful both the specialists in publishing and editorial affairs, researchers studying the history and development of the children's book, historians, and teachers in the educational process of such courses as «Publishing and Editing», «Children's Literature», «Book Science». The author concludes that the children's book has been studied in different periods of its development in the context of numerous aspects, directions and components, which makes it possible to reveal the special patterns of its existence.
20
Barton-Hulsey, Andrea, Emily Lorang, Kallie Renfus, and Audra Sterling. "Maternal Input and Child Language Comprehension During Book Reading in Children With Down Syndrome." American Journal of Speech-Language Pathology 29, no. 3 (2020): 1475–88. http://dx.doi.org/10.1044/2020_ajslp-19-00156.
Full textAbstract:
Purpose Communication interactions between parents and children during shared book reading impact a child's development of both language and literacy skills. This study examined maternal language input and child expressive communication during a shared book reading activity in children with Down syndrome (DS) and children with typical development (TD). Additionally, children's receptive language was examined to understand the relationship between maternal language input and child receptive language ability. Method Participants included 22 children with DS and 22 children with TD between 22 and 63 months of age and their mothers. Each mother–child dyad participated in a 7-min naturalistic shared book reading activity. Results Compared to mothers of children with TD, mothers of children with DS used significantly more utterances with less grammatical complexity, but a similar range of vocabulary diversity. Mothers of children with DS used more questions, descriptions, gestures, and labels, whereas mothers of children with TD used nearly half of their utterances to read directly from books. Children with DS communicated at a similar frequency compared to their peers with TD; however, they produced significantly fewer spoken words. Conclusions This study reveals important differences between early shared book reading interactions and provides implications for future research targeting parent-coached intervention strategies that may enhance children's learning during shared book reading by providing access to expressive language and print instruction.
21
Souisa, Threesje R., Jenny Lekatompessy, and Marcy Ferdinandus. "DIGLOT PICTURE STORYBOOK BASED ON MALUKU CONTENT AND ITS RELEVANCE FOR YOUNG LEARNERS’ LITERACY." JURNAL TAHURI 17, no. 2 (2020): 84–95. http://dx.doi.org/10.30598/tahurivol17issue2page84-95.
Full textAbstract:
Providing young learners with variety story books to develop their literacy is importance to be done by considering their interest and learning preferences, and mrany of children storybook written in English in nowadays. Therefore young learners like to read English children story book since they are in the early stage. Unfortunately in the EFL frame, many children story book less to touch local content materials. Folklore is one of the oral traditions that are told for young learners with the purpose that they will know about their culture and tradition and it can be preserved with meaningful ways in EFL teaching and learning process. Much folklore are written in English and mostly talked about the culture of that language because it is believed that young learners can acquire this language easy both in spoken and written language. Unfortunately those folklores lack to present the local content of EFL context. One of the ways to facilitate young learners loves their culture by inserting local content materials in picture story books. Through reading vary children story books can arise young learners’ interest to master this language naturally. Diglot picture story book is a kind of children story book contain two languages and supporting with interesting pictures. It is believed as one of the meaningful ways that young learners can engage and explore deeply about the story with their own experiences .This study is aimed at describing diglot picture story book based on Maluku content and its relevance for young learners’ literacy.
22
Papadopoulou, Smaragda. "The Scents of the Child, Memory and Children’s Books: Alternative Perspectives in Culture and Teaching Methodology." European Journal of Language and Literature 9, no. 1 (2017): 55. http://dx.doi.org/10.26417/ejls.v9i1.p55-62.
Full textAbstract:
This study reflects on theories and practices of scented/smelly books as a fact which could give new perspectives in writing for children and creating children’s books. This impact can be an alternative methodological tool for children’s learning at school. Smell has very high retention rate in the learning process that influences the memory of a story and the impact to children’s imagination and experience in the world around. This forgotten value at school textbooks can be re-examined from specialists. Scented books as a teaching strategy and a methodological tool reveal how children can represent memories and express themselves effectively in a language class with the help of using smelly books. In our study we expected children to remember the main or essential points as a bottom-line of story plots when scents were involved between the child and the book. Perfume literacy in children’s book and the e-book industry refer as theoretical components in our study and are described in detail. It is true that civilization has cost people a valuable sense. A nose alphabet could also arrange things in different perspectives for young children.
23
Kumbhar, Rajendra. "Trends in E-book Research." DESIDOC Journal of Library & Information Technology 38, no. 3 (2018): 162. http://dx.doi.org/10.14429/djlit.38.3.12382.
Full textAbstract:
<p>The research intended to identify current trends in research on e-books. Specifically it aimed to know the facets of e-books attended to by the research published during 2016. It also intended to review significant results and their supportive or contradictory nature with reference to each other.</p><p>For this review research literature on e-books was searched from LISA, Emerald, Ebsco, Google Scholar and other databases using the statement ‘e-books OR ebooks’. The query was restricted to journal articles published in English language during January to December 2016. The review finds that the focus of current research on e-books is clearly on usage of e-books. Themes such as e-book collection development and management; search and discovery are also paid more attention to. Usage of e-books by children is emerging as a prominent area of e-book research. Designing of e-books and e-book reading devices are also topics of interest to e-book researchers. Many non-LIS disciplines and professions have interest in researching e-books. </p><p> </p>
24
Sekarlintang, Nuriana. "Perancangan Tactile Picture Book untuk Siswa Tunanetra di Sekolah Dasar." INKLUSI 7, no. 1 (2020): 121. http://dx.doi.org/10.14421/ijds.070106.
Full textAbstract:
According to the Ministry of Social Affairs census in 2012, 338.672 residents in Indonesia live with visual impairment, of which the 11.995 are children. Visually impaired children have the right to proper education facilities. Nevertheless, in Indonesia, the educational media for visually impaired children are still minimal. Children who are just learning to read the braille have difficulty reading braille texts because the system is quite complex, and the media is still conventional. The tactile picture book is a picture book that is read by touch. Children can understand images in a tactile picture book, particularly in terms of illustrations, layouts, colors, and themes adapted to Indonesian children&#39;s culture. Tactile picture books can be a medium for introducing braille letters to children in a more effective and fun way as well as media to understand the concepts and environment around them.[Menurut sensus Kementrian Sosial pada tahun 2012, sebanyak 338.672 penduduk Indonesia adalah tunanetra kategori low vision hingga totally blind, dari jumlah tersebut 11.995 diantaranya adalah anak-anak. Anak tunanetra berhak mendapatkan fasilitas pendidikan yang memadai. Namun di Indonesia, media edukasi untuk anak-anak tunanetra masih sangat terbatas. Anak-anak yang baru belajar membaca kesulitan untuk membaca teks braille karena sistemnya yang cukup kompleks dan medianya yang masih konvensional. Tactile picture book merupakan buku bergambar yang dibaca dengan perabaan. Gambar dalam tactile picture book dapat dimengerti oleh anak dengan beberapa ketentuan khusus mengenai ilustrasi, layout, warna, dan tema yang disesuaikan dengan kultur anak Indonesia. Tactile picture book dapat menjadi media pengenalan huruf braille kepada anak dengan cara yang lebih efektif dan menyenangkan sekaligus media untuk memahami konsep dan lingkungan di sekitar mereka.]
25
Citrawuni, Meutia D., Margaretha Suharsini, Eva Fauziah, and Kusuma P. Adriani. "THE EFFECT OF THE POP-UP BOOK AKU DAN GIGIKU ON PULSE RATE IN CHILDREN AGED 4–6 YEARS." International Journal of Applied Pharmaceutics 9 (January 1, 2018): 135. http://dx.doi.org/10.22159/ijap.2017.v9s2.36.
Full textAbstract:
Objective: Anxiety is regarded as a major problem in children undergoing dental treatment. One of the physiological responses to anxiety is an increased pulse rate. Young children respond aggressively to anxiety and are in need of psychological intervention. Pop-up books can be used as an instrument to improve their interest and to help them understand the substance of dental health education.The objective of this study was to utilize pulse rate measurements to investigate the intervention of a pop-up book in reducing anxiety. A total of 78 children aged 4–6 years were divided into two groups: An intervention group with the pop-up book Aku dan Gigiku and a control group without intervention. The pulse rates of both groups were measured. This study comprised an experimental clinical research design. The independent t-test was used to measure comparisons of decreased pulse rate between the two groups.Result: The result showed that there was a statistically significant difference in decreased pulse rate with and without the intervention of the pop-up book Aku dan Gigiku. Pop-up books are often used as an educational medium for children because they present interesting illustrations and are easy to understand.Conclusion: As a medium of dental health education, pop-up books can contribute significantly to reducing anxiety in children.
26
Burnett, Alice. "Children Under Stress (Book)." Children's Health Care 14, no. 1 (1985): 62. http://dx.doi.org/10.1207/s15326888chc1401_15.
Full text
27
Falco, Joyce L. "Children with Asthma (Book)." Children's Health Care 19, no. 2 (1990): 125. http://dx.doi.org/10.1207/s15326888chc1902_16.
Full text
28
Caty, Suzanne. "Pain in Children (Book)." Children's Health Care 20, no. 2 (1991): 126. http://dx.doi.org/10.1207/s15326888chc2002_12.
Full text
29
Dublin, Richard. "Book Review: Fatherless Children." Social Casework 67, no. 5 (1986): 318–19. http://dx.doi.org/10.1177/104438948606700511.
Full text
30
Buchanan, Ann. "Book Review: Children First." Adoption & Fostering 26, no. 1 (2002): 81. http://dx.doi.org/10.1177/030857590202600119.
Full text
31
Shortt, John. "Book Review: Celebrating Children." Journal of Education and Christian Belief 8, no. 2 (2004): 147–48. http://dx.doi.org/10.1177/205699710400800211.
Full text
32
Golubich, Jim. "Schooling Homeless Children (book)." Journal of Education for Students Placed at Risk (JESPAR) 1, no. 1 (1996): 95–98. http://dx.doi.org/10.1207/s15327671espr0101_8.
Full text
33
Ballard, Diana. "Book Review: Remarkable Children." Journal for the Education of the Gifted 11, no. 4 (1988): 89–90. http://dx.doi.org/10.1177/016235328801100413.
Full text
34
Ramsay, A. E. "Book Review: Immunizing Children." Scottish Medical Journal 44, no. 3 (1999): 95. http://dx.doi.org/10.1177/003693309904400316.
Full text
35
Norvell, Nancy. "Anxiety in Children (Book)." Journal of Clinical Child Psychology 14, no. 4 (1985): 359. http://dx.doi.org/10.1207/s15374424jccp1404_19.
Full text
36
Maddux, James E. "Assessment of Children (Book)." Journal of Clinical Child Psychology 18, no. 1 (1989): 95–96. http://dx.doi.org/10.1207/s15374424jccp1801_15.
Full text
37
Davidson, Meghan M., and Susan Ellis Weismer. "A preliminary investigation of parent-reported fiction versus non-fiction book preferences of school-age children with autism spectrum disorder." Autism & Developmental Language Impairments 3 (January 2018): 239694151880610. http://dx.doi.org/10.1177/2396941518806109.
Full textAbstract:
Background & aims Anecdotal evidence suggests that individuals with autism spectrum disorder prefer non-fiction books over fiction books. The current study was the first to investigate parent-reports of children with autism spectrum disorder’s fiction and non-fiction book preferences and whether these relate to individual differences in social communication, oral language, and/or reading abilities. Method Children (ages 8–14 years, M = 10.89, SD = 1.17) with autism spectrum disorder diagnoses ( n = 19) and typically developing peers ( n = 21) participated. Children completed standardized measures of social communication, oral language, and reading abilities. Parents reported children’s current favorite book, and from these responses, we coded children’s fiction versus non-fiction book preferences. Main contribution Contrary to anecdotal evidence, children with autism spectrum disorder preferred fiction similar to their typically developing peers. Fiction versus non-fiction book preference was significantly related to social communication abilities across both groups. Children’s oral language and reading abilities were related, as expected, but the evidence for a relationship between social communication and reading comprehension was mixed. Conclusions This study provides preliminary evidence supporting the association of social communication in fiction versus non-fiction book preference, which may be related to children’s comprehension and support the theoretical role of social communication knowledge in narrative/fiction. Implications It should not be assumed that all children with autism spectrum disorder prefer expository/non-fiction or do not read narrative/fiction. Children who prefer non-fiction may need additional social communication knowledge support to improve their understanding of narrative fiction.
38
Sumaryanti, Lilis. "Menumbuhkan minat baca anak MI/SD dengan media buku bergambar seri." AL-ASASIYYA: Journal Of Basic Education 4, no. 2 (2020): 173. http://dx.doi.org/10.24269/ajbe.v4i2.2699.
Full textAbstract:
Interest in reading Indonesian people, especially the level of MI/SD children is still relatively low because they prefer playing online games, watching television etc. This factor causes their ability to read is still lacking. In addition, there are reading books (both storybooks and textbooks) in school institutions that are still monotonous with colourless pictures so that children are easily bored and are not interested in reading them. Based on the above phenomenon, the reading interest of MI/SD children must be increased by the teacher because "books are a repository of knowledge and reading can open the horizons of the world". The use of learning media to foster children's interest in reading is with a picture book series. This series of picture books is more developed if the teacher dares to be creative by making colourful pictures equipped with simple sentences that can interest children to read them. This series picture book is effectively used in learning elementary school children because it contains games and also education. In the picture book series, there are several learning activities including observing, telling, reading and sorting pictures so that it becomes a complete story. Furthermore, teachers can add/collaborate on strategies or methods that can support the use of series picture books to be more innovative in each lesson.
39
Wardaya, Marina. "Marketing Communication Strategy Through Social Media To Increase Children Book Sales." Winners 17, no. 2 (2016): 155. http://dx.doi.org/10.21512/tw.v17i2.1975.
Full textAbstract:
The purpose of this research was to determine the marketing communication strategy of children's books through social media in increasing sales. Qualitative research methods with the interpretive paradigm and the phenomenological approach were used in this research. The focus of this research was to observe about the children's books marketing communication strategy using social media, for instance with Facebook and Twitter to attract consumer’s interest in order to increase children's books sales. The results of this study show that the children's book marketing communication strategies in publisher’s social media are fully and interactively utilized, as seen from the various activities posted on Facebook and Twitter. As well as the positive response from consumers who show their interest and desire to buy books offered or follow the event being held in order to increase sales.
40
Garashchenko, L., and S. Kondratyuk. "DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF CHILDREN OF SENIOR PRESCHOOL AGE BY MEANS OF MODERN PICTURE BOOKS." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 35 (2021): 63–70. http://dx.doi.org/10.28925/2311-2409.2021.359.
Full textAbstract:
The article analyses the features of modern picture books (wimmelbooks, storybooks, sketchbooks, etc.). An integrated approach to working with a children picture book is demonstrated in order to develop the communicative competence of a senior preschool child, which takes into account two vectors (psychological and speech) and is based on the system of work on creating an independent story by a senior preschool child and includes three types of classes: comprehending the content of the picture book; creating a story based on the plot of the book (based on the model of the educator); creating a story based on the illustrative material of the picture book. A modified methodology for teaching the perception and comprehension of the material of the picture book by children is proposed, which assumes the presence of two structural parts in each of the three types of activities: encouraging children in perception, examining illustrations by children and teaching the story based on the illustration content. It is indicated that the effectiveness of the second part of the lesson is directly proportional to the effectiveness of the first. The article discusses the formation of the dialogical component of communicative competence, which is based on the ability to put questions correctly. The types of question systems are considered: Bloom’s Taxonomy Questions, Quintilian questions, “reflexive questions”, Larry King’s Soft Questions. A lesson with the use of picture books should begin with the formation of thematic book sets by the teacher, considering illustrations and the teacher’s emotional story. It has been proved that a picture book is an effective means of the the development of a preschool child’d desire to communicate, and the age period of preschool childhood is sensitive for the development of communicative competence
41
Appel, Charlotte, and Nina Christensen. "Follow the Child, Follow the Books – Cross-Disciplinary Approaches to a Child-Centred History of Danish Children's Literature 1790–1850." International Research in Children's Literature 10, no. 2 (2017): 194–212. http://dx.doi.org/10.3366/ircl.2017.0237.
Full textAbstract:
In this article we present the cross-disciplinary methodology of a project on Danish children's literature 1790–1850 that has the child as the point of departure. The project focuses on three contexts in which children and adults interact with books: the home, the school and the book market. Theoretical inspirations have been drawn from book history, children's literature studies and childhood studies, including the concept of agency. A major database maps Danish books aimed at children 1750–1850, making it possible to trace the popularity of titles through reprints and new editions and to follow specific actors (authors, illustrators, printers and so on). Ego-documents by children – for example, letters written by Ida Thiele (1830–1862) – are analysed as sources of information on children's own experiences with books, their use of different media and their interaction with peers, relatives and teachers in relation to reading and books. Finally, we demonstrate how significant changes in form, content and the materiality of books for children can be captured, when following specific books such as E. Munthe's books on history and geography around the communication circuit. The article concludes that a combination of different cross-disciplinary methodologies is essential in a history of children's literature with children at its centre.
42
Stenis, Jenny Foster. "Book Review: LGBTQAI+ Books for Children and Teens: Providing a Window for All." Reference & User Services Quarterly 58, no. 1 (2018): 57. http://dx.doi.org/10.5860/rusq.58.1.6845.
Full textAbstract:
LGBTQAI+ Books for Children and Teens: Providing a Window for All is a necessary purchase for all staff collection shelves. Boundaries in libraries, often bordering on censorship, have prevented children and teens from accessing certain library materials. While libraries have come a long way since the days when a parent had to accompany children to the library and give permission for them to read books in the adult section, schools and libraries are not always keeping up with the evolving concepts of gender identity and sexuality. This book is the tool that can help libraries and schools continue the journey toward greater access by making LGBTQAI+ materials available to children and teens. Dorr and Deskin bring to this timely topic their fifty-plus years of experience working with children and teens.
43
Warren, Ruby Muriel Lavallee. "Parents of Young Children Select Picture Books Based on Information Not Found in Bibliographic Records." Evidence Based Library and Information Practice 11, no. 3 (2016): 79. http://dx.doi.org/10.18438/b8x051.
Full textAbstract:
A Review of:
 Švab, K. & Žumer, M. (2015). The value of a library catalog for selecting children's picture books. Cataloging & Classification Quarterly, 53(7), 717-737. doi: 10.1080/01639374.2015.1044059
 
 Objective – To determine how parents select picture books for their children, and which bibliographic data are important when selecting a specific version of a title with multiple interpretations.
 
 Design – Qualitative, with interviews and task-based controlled observational studies.
 
 Setting – A public library in Slovenia.
 
 Subjects – 36 parents of children between one and 6 years of age.
 
 Methods – The researchers recruited parents via convenience sampling in non-library, family-oriented locations (parks, playgrounds, beaches, and others). Participants were all interviewed regarding their methods of picture book selection and their use of library catalogues. Participants were then given six print bibliographic records for copies of Cinderella, available in libraries, and asked to select a book for their child based solely on these records. They were then presented with their selection and interviewed regarding their satisfaction with the book selected and their decision-making process. Finally, the researchers presented participants with all six physical copies of the book that had been represented by bibliographic records, and asked participants to select one of the books for their child. The researchers then interviewed participants regarding what information about the physical books should be included in records to assist in their decision-making.
 
 Main Results – Interviews indicated that the majority of participants did not use the library catalogue to select books for their children, and did not expect librarian or bookseller assistance. Many participants expressed browsing behaviours as the primary method of obtaining new picture books, and the strongest criteria for picture book selection among participants were subjective judgements regarding illustrations and content. However, when asked to use just bibliographic records to select a version of Cinderella, most participants selected a title using the author field and year of publication. 67% of participants were then dissatisfied with their selection due to factors such as illustration type, font size, and length or complexity of text. When choosing from all six physical copies, most participants disregarded condition issues and selected the oldest edition, favouring its colourful illustrations and textual length.
 
 Conclusions – The authors concluded that illustrations and book content were more important than other factors, including physical condition of the book, and that existing library catalogues were inadequate for picture book selection. They suggested that library catalogues should include further information about picture books, such as cover images, sample pages, book condition, and information about the type of text (whether it is the original, abridged, or an adaptation). They supported this by explaining that participants used the bibliographic fields already available (author, year of publication) to try and guess at what they actually considered important (the aforementioned suggested fields). In addition, they believed that their study indicated that users require a transparent and systematic way to review and compare versions of a given text. Finally, the authors recommended further study using enriched bibliographic records and additional data collection methods, such as focus groups and questionnaires. The authors have several further studies in this area planned.
44
Gomm, Jeff, Melissa Allen Heath, and Pat Mora. "Analysis of Latino award winning children’s literature." School Psychology International 38, no. 5 (2017): 507–22. http://dx.doi.org/10.1177/0143034317713349.
Full textAbstract:
In this article, we offer information about the specific challenges US Latino immigrant children face. We then determine which of these challenges are included in 72 award winning children’s picture books, specifically created for and/or about Latino children. Our analysis offers information to assist school-based mental health professionals, children’s librarians, educators, and parents in prescriptively selecting books that align with Latino children’s social emotional needs. Additionally, we analysed each book’s proportion of Spanish/English text and described the book’s targeted age level and Horn Book Guide rating. From our perspective, books containing colorful illustrations that include Latino children, realistic situations, familiar Spanish words and phrases, and true-to-life characters help Latino children engage and identify with these stories. Children’s book author Pat Mora also explains her perceptions of quality children’s literature. Although this article is specific to Latino children’s literature, implications are offered that generalize to other ethnic and cultural groups that are typically underrepresented in children’s literature.
45
Peters-Sanders, Lindsey A., Elizabeth S. Kelley, Christa Haring Biel, et al. "Moving Forward Four Words at a Time: Effects of a Supplemental Preschool Vocabulary Intervention." Language, Speech, and Hearing Services in Schools 51, no. 1 (2020): 165–75. http://dx.doi.org/10.1044/2019_lshss-19-00029.
Full textAbstract:
Purpose This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method Seventeen preschool children listened to 1 prerecorded book per week for 9 weeks. Each storybook had embedded, interactive lessons for 4 target vocabulary words. Each lesson provided repeated exposures to words and their definitions, child-friendly contexts, and multiple opportunities for children to respond verbally to instructional prompts. Participants were asked to define the weekly targeted vocabulary before and after intervention. A repeated acquisition single-case design was used to examine the effects of the books and embedded lessons on learning of target vocabulary words. Results Treatment effects were observed for all children across many of the books. Learning of at least 2 points (i.e., 1 word) was replicated for 74.5% of 149 books tested across the 17 participants. On average, children learned to define 47% of the target vocabulary words (17 out of 36). Conclusions Results support including 4 challenging words per book, as children learned substantially more words when 4 words were taught, in comparison to previous studies. Within an iterative development process, results of the current study take us 1 step closer to creating an optimal vocabulary intervention that supports the language development of at-risk children.
46
Hidayati, Niswatin Nurul. "Rethinking the quality of children’s bilingual story books." AL-ASASIYYA: Journal Of Basic Education 4, no. 1 (2020): 46. http://dx.doi.org/10.24269/ajbe.v4i1.2226.
Full textAbstract:
Books are one of the learning media for children, in this case, specifically, bilingual books were discussed. Bilingual books are used to introduce children to the world of Indonesian and English as well, where the book is used by teachers or parents to read stories for children. Bilingual books are numerous and easily found in various bookstores and online stores. However, the quality of the books is questionable whether the English translation used in the book is correct. In this short article, the author takes the example of 7 children's bilingual story books with 376 sentences in them. The author found that the majority of translations used were word-by-word translation and with complex translation because of the use of sentences that are too long and the vocabulary was not appropriate to use in that context. In fact, story books should be books that were easily read and understood by both those who read and those who listen. With the complexity of these books, it will be difficult for teachers and parents to read and understand, let alone convey them to children. The author suggested publishers and the government to pay more attention to the quality of books by selecting competent writers in their fields.
47
Bergman Deitcher, Deborah, Dorit Aram, and Gali Adar. "Book selection for shared reading: Parents’ considerations and researchers’ views." Journal of Early Childhood Literacy 19, no. 3 (2017): 291–315. http://dx.doi.org/10.1177/1468798417718236.
Full textAbstract:
This qualitative study explores parents’ considerations in selecting narrative picturebooks to read with their children. Participants included 104 middle-socioeconomic status parents (84 mothers, 20 fathers) of young children (51 boys, 53 girls; Mage = 61.26, SD = 9.52). We presented parents with two translated children’s books whose content was previously unfamiliar to them: Maurice Sendak’s Where the Wild Things Are (1991) and Julia Donaldson’s Where’s My Mom? (2008). A semi-structured interview stimulated the conversation surrounding what parents consider is a good book to read to their children, what they like in a good children’s book, and why. Parents’ responses highlighted some main considerations: purpose behind their reading, illustrations, centrality of the written text and structure. We highlight how these elements are similar to and different from those that have emerged from research in children’s development, literacy and literature, and recommend how parents, practitioners and the research community can dialogue in ways that may enhance adult–child book interactions.
48
Lea, Baratz. "The Perceptions of Special Education Teachers Working in Psychiatric Hospitals about Integrating a Children’s Book about Mental Disorders in the Curriculum." Issues in Social Science 4, no. 2 (2016): 46. http://dx.doi.org/10.5296/iss.v4i2.10493.
Full textAbstract:
This study examined the issue of using a children's book as a mediating tool for working with children with a mental disorder who attend schools located within psychiatric hospitals. How they use to implement the book in the lesson, how parents collaborated with the teachers in the process of teaching this book. Teachers in the special education framework lack the necessary tools to cope with the emotional world of children who have a mental illness. A module on the subject of bibliotherapy and the use of children's books as a mediating tool should be added to the training program for special education teachers.
49
Oittinen, Riitta. "Where the Wild Things Are." Meta 48, no. 1-2 (2003): 128–41. http://dx.doi.org/10.7202/006962ar.
Full textAbstract:
Abstract Translating picture books is a many-splendored thing: it includes not only the relationship between the verbal and the visual (images and other elements) but also issues like reading aloud and child images. In the following, while mainly concentrating on the visual, I will deal with the other questions as well, as they all interact and influence each other. My starting point is translating as rewriting for target-language audiences – we always need to ask the crucial question: “For whom?” Hence, while writing children’s books is writing for children, translating children’s literature is translating for children. (See Hunt 1990:1, 60-64 and Oittinen 2000.) The reasons why I take such a special interest in translating picture books are twofold: cultural and national as well as individual. In Finland, we translate a lot: 70-80% of all the books published for children annually are translations. From the perspective of picture books, the number may be even higher (and 90% of the translations come from the English language; see Rättyä 2002:18-23). Moreover, being an artist and translator of picture books makes me especially keen on the visual as a translation scholar as well. As a case study, I have chosen Maurice Sendak’s classical picture book Where the Wild Things Are and its translations into German, Swedish and Finnish. At the background of my article is my book Translating for Children (2000) as well as my forthcoming book Kuvakirja kääntäjän kädessä on translating picture books. Due to copyright reasons, I only have picture examples from illustrations of my own.
50
Rizka, Maulia. "DESIGN OF “PUTRI KUMALA” POP-UP BOOK AS CHILDREN STORYTELLING." Arty: Jurnal Seni Rupa 9, no. 2 (2020): 148–61. http://dx.doi.org/10.15294/arty.v9i2.40370.
Full textAbstract:
Storytelling is a positive activity that can help stimulate various aspects of child development. Storytelling activities were usually done by parents or storytellers for their children. Folklore is one of many stories on the topic of storytelling. But with the development of folklore as a topic in storytelling increasingly displaced by the influx of foreign culture. Princess Kumala is one of the folk stories from the Semarang Regency that has an interesting storyline and contains moral values that can be exemplary. In this study project, the author wanted to visualize the folklore of Princess Kumala into a pop-up book as a media in storytelling. Pop-up books can offer a new experience of reading stories more interestingly and interactively. With the creation of pop-up book, Princess Kumala is expected to be an interactive media for parents or storytellers in delivering a story. As well as a means of preservation of local folklore