To see the other types of publications on this topic, follow the link: Children's picture story book.
Dissertations / Theses on the topic 'Children's picture story book'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Children's picture story book.'
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 dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Hasselbeck, Emily E. "Children's Story Retell Under Three Cuing Conditions." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377870860.
Full text
2
Frederico, Aline. "Embodiment and agency in digital reading : preschoolers making meaning with literary apps." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/283637.
Full textAbstract:
This dissertation investigates meaning-making in children's joint-reading transactions with literary apps. The analysis of meaning-making focuses on embodiment as a central aspect of literary app's texts and their reading and on children's negotiation of agency in the act of joint-reading. Meaning-making is understood through a multimodal social semiotics perspective, which considers that meaning is realised in the dynamic transaction between reader, text and social context. Therefore, the dissertation integrates the analysis of the apps and of the children's responses to capture the dynamics of meaning-making in such transactions. Case studies were conducted with six families, who read the apps The Monster at the End of This Book (Stone & Smollin, 2011) and Little Red Riding Hood (Nosy Crow, 2013) in an English public library. The central method of data collection involved video-recorded observations of parent-child joint-reading events, complemented by graphic elicitation, informal interviews and a questionnaire. The video data was analysed through multimodal methods. The findings indicate that the participant readers used their bodies not only as a material point of contact and activation of the interactive features but also as a resource for meaning-making in their transactions with the apps. The reader's body was essential in their engagement with the material and interactive affordances of the apps, in reader's expressions of their responses, and in the sharing of the reading experience with the parents. The body of the reader, through spontaneous and interactive gestures, is a mode of communication in the multimodal ecologies of both the text and the reader's responses. Furthermore, the child readers constantly negotiated their agency within the constraints posed by the text, which include the narrative itself and its interactive features, and those posed by the joint-reading situation. The bodies of the readers played an essential role in this dual negotiation of agency. Children's agency was scripted, that is, the readers exerted their agency within the limitations of a script. The script, however, allowed readers to improvise, and their performances also involved resistance to the script through playful subversion. In the joint-reading event, children's agency was foregrounded, positioning the children as protagonist readers, who performed most of the interactions and lived the aesthetic experience of the text fully, to the expense of their parents, who mostly participated as supporting readers, transferring their agency to the children through scaffolding.
3
Sefer, Ibrahim. "Newly arrived children's art / story book 2004." [Adelaide]: Migrant Health Service, 2004. http://www.health.sa.gov.au/library/Portals/0/drawings-and-dreams-newly-arrived-childrens-art-story-book.pdf.
Full textAbstract:
This project was funded by the Department for Families and Communities A collaboration between Ibrahim Sefer, newly arrived boys and girls aged between 4 and 14 years from Culturally and Linguistically Diverse Backgrounds and the Migrant Health Service (Adelaide Central Community Health Service).
4
Kauffman, Syndi. "STORY ELEMENTS: WHICH IMPACT CHILDREN'S READING INTERESTS?" Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120575730.
Full text
5
Lim, Young Sook. "Facilitating young Korean children's language development through parent training picture book interaction /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7783.
Full text
6
Nowak, Kelly Ann. "MY MOMMY DIED, IS THERE A BOOK ABOUT ME?: DEATH AND DYING IN CHILDREN'S PICTURE BOOKS, 2000 - 2006." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174786861.
Full text
7
Lapointe, Madeleine 1941. "Modality effects in children's story inference: Is a picture really worth a thousand words?" Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291483.
Full textAbstract:
First, this study investigated whether the modality in which stories are presented to children affects their reasoning ability. Secondly, it inquired if children process spatial, causal, or consequential stories differently. It compared children's verbatim memory with their ability to draw inferences for three types of stories. Each child was presented with the stories either in pictures, in words, or in a combination of pictures and words. The results show that supporting a verbal presentation with images significantly increases understanding of causal and consequential stories. But, for all types of stories, all children drew significantly more correct inferences when the narrative sequences were presented to them verbally than when they were presented in pictures. Also, the results show that children perform differently on spatial stories than they do linear stories.
8
Kilpatrick, Helen Claire. "Ideologies in contemporary picture book representations of tales by Miyazawa Kenji." Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/62731.
Full textAbstract:
"May 2003".Thesis (PhD)--Macquarie University, Division of Humanities, Department of English, 2004.
Bibliography: p. 301-332.
Introduction -- The significance of Miyazawa Kenji's ideals in (post) modern Japanese children's literature -- Re-presenting Miyazawa Kenji's tales: cultural coding and discourse analysis -- Tale of "Wildcat and the acorns" (Donguri to Yamaneko): self and subjectivity in the characters and haecceitas in the organic world -- Beyond dualism in "Snow crossing" (Yukiwatan) -- Kenji's "Dekunobõ ideal in "Gõshu the cellist" (Serohiki no Gõshu) and "Kenjũ's park" (Kenjũ kõenrin) -- Beyond the realm of Asura in "The twin stars" (Futago no hoshi) and "Wild pear (Yamanashi) -- The material and immaterial in "The restaurant of many orders (Chũmon no õi ryõriten) -- Conclusion.
This thesis investigates ideologies in contemporary picture books of Miyazawa Kenji's tales from the perspective of the acculturation of children in (post)modern Japan. Miyazawa Kenji (1896-1933) was writing in the early 20'" century, yet he is currently the most prolifically published literary figure in picture book form and these pictorialisations are widely promulgated to children and throughout cultural and educational institutions in Japan. Given Kenji's prominence as a devoutly Buddhist author with a unique position within Japanese literature, the thesis operates on the premise that the picture books are working, inter aha, to decode or encode the inherent Buddhist ideologies of self, identity and subjectivity and that the picture book re-versions are attempting to be 'authentic' to these. (Unlike many other works adapted for picture books, Kenji's original words are left intact.) Such selflother interactions are important to the construction of identity because childhood itself is an ideological construction premised on assumptions about what it means to be a child and what it means to 'be'; in other words, "such fictions are premised on culturally specific ideologies of identity" (McCallum, 1999: 263). Picture books, with their two forms of narrative discourse, pictures and words, are more ideologically powerful than words alone because the pictures also carry attitudes and therefore doubly inscribe both the explicit and implicit ideologies inherent in the words. -- By utilising Miyazawa Kenji's non-humanist Buddhist ideologies as a basis, this investigation compares how different artists are (re-)inscribing these ideals in the most frequently pidorialised versions of his children's tales. It is primarily an investigation into how the artistic responses re-situate or respond to ideologies of self and subjectivity inherent in a select corpus of focused pre-existing texts. Ultimately, the thesis shows how different pictures can shape story and how the implied reader is interpellated into certain subject positions and viewpoints from which to read the texts. This involves an intertextual approach which explores how art and culture interact to imply significance.
Mode of access: World Wide Web.
iv, 332, [31] p. ill. (some col.)
9
Lewis, David Harry. "The metafictive in picture books : a theoretical analysis of the nature and origins of contemporary children's picture books, with case studies of children reading picture book texts." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021312/.
Full textAbstract:
The thesis is about picture books and how children read them, and is divided into three parts. In part one I identify a striking parallel between certain exemplary contemporary picture books and the tendency within adult fiction known as postmodernism or metafiction. I enlarge upon this analogy and attempt to establish a tentative taxonomy of metafictive picture books. Part one concludes with an account of an early attempt at exploring how young children read such texts, and with the establishing of the core questions of the thesis: i.e. what is the relation of the metafictive picture book to the form in general?; why is such a highly self-conscious, reflexive form of text found in picture books for young children?; and how do young children read such books? In part two I begin by reviewing the available literature on picture books and then attempt to construct a theory of picture book text. These core theoretical chapters (chapters five, six and seven) are concerned with the nature of pictorial representations and how readers read them; with a revisionist account of the historical origins of the picture book; and with the developing of a view of the picture book as a distinctivelypolysysiemic form of text - i.e. a form of text closely akin to the novel. An attempt is then made to answer the first two of the three main questions. The final part of the thesis explores, through a number of case studies, how young children might construe metafictive texts and traces some of the different ways in which they attempt to make sense of them.
10
Nowak, Kelly. "My mommy died, is there a book about me? Death and dying in children's picture books, 2000-2006 /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174786861.
Full text
11
Andersen, Sandra, and Louise Persson. "“Far är stark, mor är rar” En textanalys av barnböcker ur ett genusperspektiv." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31201.
Full textAbstract:
The purpose of this study is to explore how girls and boys are portrayed in children’s literature that is specifically aimed towards children in the preschool age. This is a qualitative text analysis, partly combined with some elements of quantitative data. Through an interview questionnaire sent to preschool teachers at different preschools, seven books in the genre humanized animals, were chosen and analyzed from a gender perspective. The analysis is conducted through a theoretical framework including gender theory with correlated concepts. The intent of this study has not been to identify books that follow stereotypical gender norms, and we do not argue that literature should be completely gender neutral. However, we believe that if girls and boys being portrayed in a variety of ways will contribute to more children feeling safe with their own identity and it will also provide them with a broader world view. We had a thought that a certain characterization of girls and boys in the chosen books, i.e. that girls are portrayed as sweet and nice while boys are portrayed as tough and mischievous. The results of this study show that this is partly true but that boys’ characteristics tend to vary more and in different ways than girls’ characteristics do. With that said, we concluded that in general, the chosen books were more gender neutral than our initial expectation.
12
DeWitt, Amy L. "Parental Portrayals in Children's Literature: 1900-2000." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4884/.
Full textAbstract:
The portrayals of mothers and fathers in children's literature as companions, disciplinarians, caregivers, nurturers, and providers were documented in this research. The impact of time of publication, sex of author, award-winning status of book, best-selling status of book, race of characters, and sex of characters upon each of the five parental roles was assessed using descriptive statistics, cross-tabulation, and multinomial logistic regression techniques. A survey instrument developed for this study was completed for each of the 300 books randomly selected from the list of easy/picture books in the Children's Catalog (H.W. Wilson Company, 2001). To ensure all time periods were represented, the list was stratified by decades before sampling. It was expected that parental role portrayals would become more egalitarian and less traditional in each successive time period of publication. Male authors were expected to portray more egalitarian parental roles, and the race and sex of the young characters were not expected to influence parental portrayals. Award-winning books were expected to represent more egalitarian parental roles. Books that achieved the Publisher's Weekly all-time best-selling status were expected to portray parents in less egalitarian roles. Secondary analyses explored the prevalence of mothers' occupations, parental incompetence, and dangerous, solo child adventures. While the time of publication affected role portrayals, the evidence was unclear as to whether the changing roles represented greater egalitarianism. The race and the sex of the young characters significantly affected parental role portrayals, but the sex of the author did not influence these portrayals. While award winning and bestselling texts portrayed parents differently than books that did not achieve such honors, most did not provide enough information to adequately assess parenting roles. Half of the mothers who worked in the texts worked in conjunction with their husbands rather than independent of them. Over 10 % of mothers and fathers acted incompetently. The time of publication and the sex of the author was associated with the prevalence of solo, dangerous, child adventures. Subsequent implications and recommendations suggest the inclusion of stronger parental characters in children's books. Many of the parents are portrayed as inactive, incompetent, or neglectful. The concern is that children are exposed to these picture book portrayals during the primary years of identity acquisition.
13
Dudley, Helen. "It's just like ... it's just like what other people feel : a phenomenological exploration of using a children's picture book in the context of bereavement therapy." Thesis, University of Huddersfield, 2011. http://eprints.hud.ac.uk/id/eprint/11196/.
Full textAbstract:
The principle aim of this study was to uncover and produce a phenomenological description of the experiences involved when reading and discussing with others a book about death and dying. Although fictional literature is frequently used within bereavement services, there is a dearth of research to support evidence based practice. The methodological design was based on the work of Edmund Husserl, in particular his transcendental phenomenological approach to enquiry. The participants for the study consisted of 11 bereaved young people, four of whom had Down’s syndrome. A therapeutic bereavement session was attended by the group, during which a member of staff read Michael Rosen’s SAD BOOK (Rosen, 2004). Afterwards a series of questions guided and stimulated discussion, gradually leading onto an exploration of their unique experiences. The participants listened, discussed, debated and shared stories, not only about reading the book but of their own grief. The main therapeutic session was video recorded and provided data that included verbal and non-verbal language, together with details of the context in which the interactions took place. The analysis uncovered findings that included: 1) a connection to other bereaved people 2) discussion of crying and sadness 3) a focus on prose and illustrations, especially one page which read: This is me being sad Maybe you think I’m being happy in this picture Really I’m being sad but pretending to be happy I’m doing that because I think people won’t like me if I look sad The findings were transformed to produce a phenomenological description of the experience when reading and discussing with others a book about death and dying. It is anticipated that this research will be of benefit to a wide range of multi-professional staff working with bereaved young people, some of whom may have a learning disability.
14
Luizari, Gabriele Góes da Silva. "Uma imagem, uma história : como as crianças compreendem o livro de imagem /." Presidente Prudente, 2019. http://hdl.handle.net/11449/191414.
Full textAbstract:
Orientador: Renata Junqueira de SouzaResumo: Esta pesquisa está vinculada à linha de pesquisa “Processos formativos, ensino e aprendizagem” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho” (FCT/UNESP), campus de Presidente Prudente. O seu principal objetivo é analisar de que maneira um processo formativo, desenvolvido por meio de oficinas de leitura, contribui para a compreensão leitora do texto visual de discentes de 4º ano do Ensino Fundamental em uma escola municipal da cidade de Presidente Prudente-SP. Para esse fim, elaboramos os seguintes objetivos específicos: investigar se e como a sequência narrativa no livro de imagem ajuda na formação do aluno em relação ao aprimoramento de sua compreensão leitora; identificar como as crianças interpretam as questões estruturais da imagem, tais como linhas, cores, formas e técnicas de ilustração; verificar de que maneira as crianças compreendem e interpretam a função expressiva, a partir da apresentação das expressões e dos movimentos realizados pelos personagens nas narrativas. Ademais, tratase de uma pesquisa qualitativa, sendo classificada como uma pesquisa-ação, que faz parte de um dos inúmeros tipos de investigação-ação, pois foi aplicada em campo e, assim como já dito, em uma sala de aula do 4º ano. Considerando a metodologia, a coleta de dados deu-se a partir dos instrumentos da pesquisa qualitativa, por intermédio de observações, de oficinas interventivas e de entrevista reflexiv... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research is linked to the research line “Formative Processes, Teaching and Learning” of the Graduate Program in Education of the Faculty of Science and Technology of the Paulista State University “Júlio de Mesquita Filho” (FCT / UNESP), Presidente Prudente campus. The main objective was to analyze how a formative process, developed through reading workshops, contributes to the reading comprehension of the visual text of 4th grade students in a municipal school in the city of Presidente Prudente, SP.To this end, we elaborate the following specific objectives: to investigate if and how the narrative sequence in the picture book helps in the formation of the student in relation to the improvement of his reading comprehension; identify how children relate the images and colors present in the text to their own emotions; to verify how the students understand and interpret the expressive function, from the presentation of the expressions and the movements performed by the characters in the narratives. This is a qualitative research classified as an action research, which is part of one of the many types of action research, as it was applied in the field in a 4th grade classroom. Considering the methodology, the data collection was based on the qualitative research instruments, we used the observations, the intervention workshops and the reflexive interview. The workshops and interviews took place simultaneously, since during the moments of the training it was possible to verify... (Complete abstract click electronic access below)
Mestre
15
Catalano, Dominic. "The roles of the visual in picturebooks beyond the conventions of current discourse /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1122923992.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains x, 555 p. Includes bibliographical references (p. 512-555). Available online via OhioLINK's ETD Center.
16
Arruda, Luciana Fonseca de. "A morte, o vazio e o amor: uma análise interdisciplinar de O urso e o gato montês, de Kazumi Yumoto." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-29062018-140040/.
Full textAbstract:
Neste trabalho apresentamos a obra O Urso e o Gato montês da autora japonesa Kazumi Yumoto. Esse é o terceiro livro de Yumoto traduzido para o português trata da temática da morte, os outros dois são livros infanto-juvenis. Nesse livro, junto com a ilustradora Komako Sakai, Yumoto constrói uma narrativa ímpar em que o leitor se depara com o luto de forma delicada e percorre o processo de negação até a aceitação em que o personagem caminha. Fazemos uma análise da morte nos baseando na teoria de Kubler-Ross sobre os estágios do luto, juntamente com o vazio gerado por ela pela ausência da pessoa amada tendo em vista os conceitos de Okano sobre o vazio oriental, e por fim o amor, que é o laço condutor de tudo e que nos é apresentado nos personagens constituintes dessa narrativa. Embasados em teorias de análise de imagens, psicologia e pedagogia, nos debruçamos em um estudo da obra pensando na função da literatura como papel de formação e humanização do indivíduo.In this work we present the book The Bear and the Wild Cat by the Japanese author Kazumi Yumoto. This is the third of her books translated to Portuguese that deals with the theme of death, it is also approached in two other of her children\'s books. In this book, along with illustrator Komako Sakai, Yumoto constructs a unique narrative in which the reader is confronted with mourning and goes through the process of denial until the acceptance in which the character walks to. We make an analysis of death based on Kubler-Ross\'s theory of the stages of mourning, with the emptiness generated by it by the absence of the loved one taking Okanos point of view about the empty orient, and finally, the love that is the connection link of everything, which is presented to us in the characters of this narrative. Based on theories of image analysis, psychology and pedagogy, we focus on a study of the book thinking about literature playing a role of training and humanization of the individual.
17
Åström, Rebecka. "När alla går iväg : En studie om hur utanförskap gestaltas i bilderböcker." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49796.
Full textAbstract:
The aim of the study is to investigate how social exclusion is portrayed in four picture books through text and images, and through the interaction between them. The studied picture books are Alla går iväg by Eva Lindström, Lenka by Katalin Szegedi, Pricken by Margret Rey and Snäll by Gro Dahle. The result shows that the social exclusion is described as being caused by different factors. From the analysis it is obvious that the social environment plays a major role and also that both children and adults can be the reason for the exclusion. The picture-book analysis includes a study of how social exclusion based on appearance and invisibility is communicated in text and pictures. This can be done by showing the characters depressed and invisible to the people around them, for example, through resigned looks or captured behind a forced smile.
18
Klevestedt, Elin. "Socialt samspel i förskolan enligt bilderböcker : Analys av bilderböcker där handlingen utspelar sig i en förskolemiljö." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78779.
Full textAbstract:
The purpose of the study is to contribute knowledge about how the social interaction in preschool is portrayed in picture books. I set out the following two questions to help me achieve this goal. What interaction between children are portrayed in picture books? What interaction between children and adults is portrayed in picture books? I selected five picture books which differ in different ways, such as the year of publication, the sex of the protagonist, and that two of the books take place mostly outdoors and the remaining indoors. The result shows that the interactions predominantly positively presented in the books. Children and educators tend to be happy and enjoy their preschools. The social interaction is very prominent in the books and mainly about verbal communication and play. I have had the opportunity to make several connections between the fictional preschools and the curriculum. Some books exhibit a traditional preschool pedagogy, while especially one of them stands out by pointing to a more explorative way of working, which builds on children's interest in something specific. Such a way of working, I mean increases social interaction and positively affects it. The book describes good communication between children as well as between children and adults.Syftet med studien är att bidra med kunskap kring hur det sociala samspelet i förskolan skildras i bilderböcker. Jag satte upp följande två frågeställningar som hjälp till att kunna nå syftet. Vilken interaktion mellan barn gestaltas i bilderböcker? Vilken interaktion mellan barn och vuxna gestaltas i bilderböcker? Jag valde ut fem bilderböcker som på olika vis skiljer sig åt, såsom utgivningsår, huvudpersonens kön samt att två av böckerna utspelar sig till största del utomhus och de resterande inomhus. Resultatet visar att interaktionerna till övervägande del skildras positivt i böckerna. Barn och pedagoger verkar mestadels vara glada och trivas bra på sina förskolor. Det sociala samspelet är mycket framträdande i böckerna och handlar främst om verbal kommunikation och lek. Jag har haft möjlighet att göra flera kopplingar mellan de fiktiva förskolorna och läroplanen. Några böcker uppvisar en traditionell förskolepedagogik, medan speciellt en bok sticker ut genom att visa på ett mer utforskande arbetssätt, som bygger vidare på barns intresse för något specifikt. Ett sådant arbetssätt menar jag ökar det sociala samspelet samt påverkar det positivt. Boken skildrar god kommunikation och samarbete både mellan barn samt mellan barn och vuxna.
19
Ericsson, Charlotte, and Emelie Karlsson. "Den omkastade hierarkin : Framställningen av barn och vuxna i tre bilderböcker från olika tidsperioder." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40916.
Full textAbstract:
The aim of the study is to show how children and adults are described in three picture books, examining how children and adults are portrayed in text-and-picture narrative and how this has changed over time. We have analysed how the characters in the books are presented and how the representation of children and adults has changed in our own times. The material for the study consists of three picture books from different periods, with the focus on how children and adults are described as the common point of departure. The analysed picture books are: Tomtebobarnen (Beskow 1919), Aja baja, Alfons Åberg! (Bergström 1972) and Snäll (Dahle 2008). We have arrived at the conclusion that a text-and-picture narrative is in very large measure a reflection of the outlook on children, childhood and child rearing at the time when the book was published. The result shows that the greatest change that has happened is that parents’ and adults’ dominance in the books has declined over the years, and that children have been given a more prominent role. The children’s own feelings and opinions are more in the centre, both in reality and in picture books. We hope that teachers in school will find that this study can contribute to further reflection on the picture books that are used in teaching
20
Johnson, Shelley. "This little chicken went to Africa : a historical survey into the development of narrative structures within relief printmaking in community centres in South Africa and a formal analysis of the relevance of the medium in contemporary children's picture book illustration." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1725.
Full textAbstract:
Thesis (MPhil (Visual Arts. Illustration))--University of Stellenbosch, 2009.When dealing with emergent literacy in South Africa, the didactic aspects of picture books are often privileged over their aesthetic quality and the idea of reading for pleasure. The themes of the books are not always locally relevant and for economic reasons, they often fail to reach the communities that need them the most. By looking at the history of relief printing within a community environment, I hope to highlight how communities themselves may be able to develop locally relevant children’s picture books, instituting a ‘grassroots’ approach rather than the paternalistic ‘top down’ approach of the past. I will also be looking at the narrative and stylistic elements of relief printing that are complimentary to the picture book genre and how these can be utilised for a pleasurable rather than didactic approach to the narratives.
21
Axelsson, Erika. "En bildanalys av användaren och utvecklare av tekniken i barnböcker ur ett genusperspektiv." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68134.
Full textAbstract:
Denna studie är en subjektiv bildanalys av barnböcker där syftet med studien är att undersöka hur genusaspekter kommer till uttryck i barnböckerna med fokuset på ett teknikinnehåll. I studien har jag valt ut några bilder i fyra Alfons Åberg- böcker samt en bild i en nyare bok - Hej Ruby, med fokus på digitalteknik. Bilderna har sedan analyserats utifrån Falks analysramverk där bilderna delas upp i fyra kategorier - denotativ nivå, inre kontext, yttre kontext och konnotativ nivå. Studien har kommit fram till att tekniken den utvalda litteraturen följer vissa traditionella könsmönster. Exempelvis att tekniken i köket som oftast kopplas ihop med kvinnor blir bortglömd. Den syns inte lika väl som den typiskt manliga tekniken, som bygg och konstruktion, där tekniken är tydlig och kan ses som ett projekt. Studien lyfter även olika reflektioner kring valet av barnlitteratur samt vikten av boksamtal.This study is a subjective image analysis of children books where the purpose of the study was to investigate how gender aspects are expressed in children books with the focus on content regarding technology. The study is aimed at educators who are active in preschool activities. The study is based on four Alfons Åberg-books and a newer book focusing on digital technology called Hej Ruby. The images have been analyzed based on Falk's analysis framework where the images are divided into four categories - denotative level, internal context, external context and connotative level. The study has found that the technology in children's books follows certain traditional gender patterns. For example, the technology in the kitchen, most often associated with women is forgotten, it does not show as well as the typical male technology, as construction where technology often appears as a project created by the man.
22
Samuel, Karin. "Bearing witness to trauma : representations of the Rwandan genocide." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4274.
Full textAbstract:
Thesis (MA (English))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: This thesis will examine representations of the Rwandan genocide and its aftermath in selected literary and filmic narratives. It aims in particular to explore the different ways in which narrative devices are used to convey trauma to the reader or viewer, thus enabling them to bear witness to it. These include language, discourse, image, structure and perspectives, on the one hand, and the framing of the genocide on screen, on the other hand. The thesis argues that these narrative devices are used to provide partial insight into the trauma of the genocide and/or to produce empathy or distance between readers and viewers and the victims, perpetrators and survivors of the genocide. Particular attention is paid to the ways in which the selected novels and films advance the human dimension of the genocide. This will shift both victims and perpetrators out of the domain of statistics and evoke emotional engagement from readers and viewers. The thesis argues for the importance of narrative in bearing witness to trauma, particularly due to its unique ability to forge an emotional connection between reader or viewer and character. The primary texts analysed in the thesis are the novels Inyenzi: A Story of Love and Genocide by South African author Andrew Brown and Murambi, The Book of Bones by Senegalese author Boubacar Boris Diop, along with the films Shooting Dogs, directed by British Michael Caton- Jones, and Hotel Rwanda, directed by American Terry George. In addition to considering the use of narrative devices to produce empathy and engagement among readers and viewers, the thesis explores also the implications of the various outsider perspectives of the writers and film-makers, and the effect that this has on their narratives, not least given the role played by the world community in failing to avert the genocide .
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die voorstellings van Rwanda volksmoorde en die nagevolge in geselekteerde narratiewe tekste en rolprente. Die tesis poog om op verskillende maniere ondersoek in stel na die narratiewe middels om die trauma oor te dra na die leser en kyker. Dit sluit taal, diskoers, beelde, struktuur en perspektiewe aan die eenkant, en verfilming op die skerm aan die anderkant. Die tesis argumenteer dat narratiewe middels verskaf gedeeltelike insig van die trauma van die volksmoorde en/of genereer empatie of afstand tussen leser en kyker en die slagoffers, skuldiges en die oorlewendes van die volksmoorde. Aandag sal veral gegee word op welke wyse die geselekteerde romans en rolprente die menslike dimensie van volksmoord bevorder. Beide die slagoffers en skuldiges word uit die ondersoekterrein van statistieke geskuif en daar gaan gefokus word op die uitlok van emosionele betokkendheid van lesers en kykers. Die tesis argumenteer vir die belangrikheid van die narratief om as getuienis op te tree van trauma – veral as gevolg die unieke vermoë om tussen die leser of die kyker en die karakter emosionele bande te smee. Die primêre tekste wat in hierdie tesis geanaliseer word, is die romans, Inyenzi: A Story of Love and Genocide deur Suid-Afrikaner Andrew Brown, Murambi, The Book of Bones deur Senegalese skrywer Boubacar Boris Diop, en die rolprente Shooting Dogs, onder leiding van die Brit, Michael Caton-Jones en Hotel Rwanda, onder leiding van die Ierse, Terry George. Afgesien van die gebruik van narratiewe middels om empatie en betrokkenheid van lesers en kykers te genereer, ondersoek die tesis ook die implikasies van die onderskeie buitestaander perspektiewe van die skrywers en rolprentmakers en die effek op hulle narratiewe – veral die rol wat hulle speel in die wêreldgemeenskap om volksmoorde te voorkom.
23
Passgård, Elsa, and Linda Cedås. "Bilderböckernas möjlighet till reflektion : En kvalitativ intervjustudie om pedagogers arbete kring ett källkritiskt förhållningssätt vid högläsning av bilderböcker i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85704.
Full textAbstract:
I detta examensarbete genomförs en studie för att se hur barnböcker användsvid högläsning i förskolan. Syftet med denna studie är att undersöka hurpedagoger i förskolan arbetar med källkritik i kombination med bilderböckerunder högläsningen.Studien vill därmed se hur tio pedagoger agerar i förskolan under högläsningenför att uppmuntra barnen till reflektion och kritiskt granskande avbilderböckers innehåll som i efterföljande steg blir att pedagogerna planerarför ett källkritiskt förhållningssätt.Hur resonerar verksamma pedagoger kring ett källkritiskt förhållningssätt medfokus på lässtunder med bilderböcker? Studien utgår från 10 intervjuer medförskollärare på 10 olika förskolor. Studien genomförs utifrånsemistrukturerade, kvalitativa intervjuer med utgångspunkt från ett källkritisktförhållningssätt som i denna kontext innebär att pedagoger utmanar barnen tillreflektion.Vår slutsats är att reflektion i kombination med bilderböcker i förskolan ansesviktigt av de 10 informanter som deltagit i denna studie. Denna slutsats baserarvi på att alla informanter anser sig tillämpa detta arbetssätt. Dock kan vi, utifrånvåra intervjuer, utläsa att informanternas arbetssätt kring det källkritiskaförhållningssättet skiljer sig åt. Studiens resultat visar även på vikten av attprioritera rätt miljö samt rätt bilderbok för det lärande man vill uppnå medhögläsningen. Resultatet som vi ser det utifrån intervjuerna bygger därmedhuvudsakligen på vilken planering pedagogerna väljer att göra införhögläsningen, och i vilken utsträckning pedagogerna väljer att arbeta medreflektion samt vid vilket tillfälle högläsningen genomförs.n this thesis, a study has been carried out to see how children's books are usedfor reading aloud in preschool. The purpose of this study is to investigate howeducators in preschool incorporate a source critical approach in combinationwith picture books during read aloud.The study aims to investigate how 10 educators act to encourage children ofreflection and a critical mindset when it comes to the content of picture booksduring the read aloud. As a subsequent step educators can plan for a sourcecritical approach. How do active educators reason about a source-criticalapproach with a focus on reading sessions with picture books?The study is based on 10 interviews with preschool teachers at 10 differentpreschools. The study is conducted on the basis of semi-structured qualitativeinterviews based on a source-critical approach. Based on a source-criticalapproach which in this contextual setting leads to educators encouragingchildren to reflect.Our conclusion is that source-critical work combination with picture books inpreschool is considered important by the 10 informants who participated in thisstudy. We base this conclusion on the fact that all informants considerthemselves to apply this approach. However, we can deduce from ourinterviews that the informants' working methods regarding the source-criticalapproach differ. The results of the study also show the importance ofprioritizing the right environment and the right picture book for what thelearning lesson wants to achieve. As we see it, the result based upon theinterviews, mainly builds upon to what extent the educators chose to plan priorto the read aloud, as well as to what extent the educators in fact chose to work reflection as well as the contextual setting of when the read aloud shouldoccur.
24
Andersson, Moa. "Lika, olika och unika : Ett mångfaldsarbete med fokus på barnlitteratur i förskolan." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85636.
Full textAbstract:
I detta arbete används ett normkritiskt perspektiv för att undersöka mångfalden som presenteras ur ett urval bilderböcker publicerade mellan år 2016-2021. Arbetet kommer fokusera på några av de normer som bilderboken presenterar gällande bland annat genus, funktionsvariationer och kultur. Vidare kommer bilderbokens multimodala kommunikationssätt att analyseras utifrån metodansatsen semiotisk modalitet och vidare granskas genom kvantitativa och kvalitativa analysmetoder. Detta för att belysa textens och illustrationens likvärdighet i den multimodala kommunikationen. I min process har ett urval på nio böcker tagits fram och kritiskt granskats utifrån normkritiska kriterier och genom både konventionella och ikoniska tecken för att på så sätt skapa en så heltäckande analys som möjligt. Som avslutning presenteras resultatet av denna undersökning där också normer och/eller teman som återkommer, eller inte uppmärksammas, i flera av böckerna tas upp. Vidare belyses vikten av förskolepedagogens förståelse för bilderboken, normkritik och inkludering. Vikt läggs vid att pedagogen själv skall förstå varför regelbundna reflektioner och analyser av materialet förskolan erbjuder barnen bör göras.This thesis uses a norm-critical perspective to highlight the diversity presented from a selection of picture books published by swedish authors between the years 2016-2021. The work will focus on some of the norms that the picture book presents regarding, among other things, gender, functional variations and culture Furthermore, the picture book's multimodal communication method will be analyzed on the basis of the method approach semiotic modality and further examined through quantitative and qualitative analysis methods. This is to highlight the importance of the text and the equivalence of the illustration in the multimodal communication. In my process, a selection of nine books has been selected and critically examined on the basis of norm-critical criteria and through both conventional and iconic signs in order to create as comprehensive an analysis as possible. In conclusion the results of this study are presented where norms and/or themes that recur, or are not noticed, are also addressed in several of the books. Furthermore, the importance of the preschool educator's understanding of the picture book, norm criticism and inclusion is highlighted. Emphasis is placed on the educators understanding why regular reflections and analyzes of the material the preschool offers the children should be made.
25
HONG, RUI-TING, and 洪瑞亭. "Telling a story by music for digital children's picture book." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/ybsjby.
Full textAbstract:
碩士國立雲林科技大學
數位媒體設計系
104
With the ever-changing media technology, our reading habits change with the past than paper books, digital media have read more dollars and presentation, plus the music with graphic able to add more intense emotions, readers rich experience, enjoy reading different senses. There is a new type of the picture books by using the synesthesia of visual and hearing, combining sight and sound dynamic, interactive picture books and makes the story more lively. Derived therefrom, the use of each other's auditory and visual synesthesia, enhance Illustrated story tension, which called "music picture books." The purpose of the study was to replace word with music in the picture book, by using the trait of melody to affect imagination and emotion. The authors aim to use the synesthesia to arouse kid’s interest in reading. By using of digital picture books, it can guide children to think independently, and to explore how it affects the mood of the musical tone and context association. Our result includes an APP which users can follow the hint in the music to think about how the story works. The creative process, according to the story of the picture book while script-page drawing and music preparation, so that auditory and visual narrative can complement each other, pre-review stage creation story and mode of operation through expert interviews, the use of non-participation in the production stage observation method and focus group interviews give readers trial operation, in its opinion be amended final individual entities and complete digital media rendering music picture books. Due to tonal music affects the emotional context with Lenovo's total sensory properties, the outcome of the creation story allows the reader to use picture books and music cues given conditions, using an auxiliary picture association to piece together the story of their own picture books and audio-visual co improve feeling in children's picture books and increase the diversity of reading fun.
26
chi, Weng Li, and 翁儷綺. "A Study of children*s story construction from a picture book." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/04911797168641978325.
Full textAbstract:
碩士國立師範大學
家政教育學系
86
This study adopts qualitative research method to reach main purposes which are to understand how children (at the average age of 5 years and 8 months old) construct a story from a picture book and make meaning of the story. The results can be divided into two parts. The first is to probe how children construct a story and make meaning of the story . The second is to probe how children interpret a story constructed by themselves.Story construction includes three aspects. The first aspect is to preview the picture book entirely. "Preview the book " can be regarded as the preparatory stage that children start to construct a story and make meaning of the story. However , We are not sure that if it absolutely influences children to construct a story or to make its meaning. Further research is necessary. The second aspect is the accomplishment of a story. There are two methods. The typical method that children construct a story is to describe the individual picture , and then construct a complete story gradually. To describe the continuous pictures is the other method that adopted by children to construct a story. This method seems to contain matacognition, and at the same time , the consequence of the pictures are connected fluently. The third aspect is how children express a story. Children use "matalinguistic" and "explanation strategies" to express a story. Besides , there is another way that children make meaning of a story. The way is that children adopt rich body language to express a story.Children can interpret a story constructed by themselves. There are three bases of interpretation : 1.direct comprehension based on intuition；2.the interpretation is based on the pictures of the book；3. the interpretation is based on the daily experiences and related knowledge. Among which , the third basis is adopted most by the children. Finally , the research brings up some suggestions to parents , teachers ,and future researchers.
27
PI-CHUAN, YANG, and 楊璧娟. "The Study of Concept Mapping in Children’s Picture Book Story Comprehension Education." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/46721018822480320488.
Full textAbstract:
碩士國立臺北教育大學
幼兒與家庭教育學系碩士班
96
The paper intends to explore the progress of concept mapping in children picture book story comprehension education and effect of concept mapping in story comprehension education to enhance the comprehension of children in stories. The subjects are 25 children aged 4-6 at Sun Class at Affiliated Kindergarten of Hsianglin Elementary School in Banciao City, Taipei County. The children include 18 students in senior class and 7 students in intermediate class. The study period is between October 2007 and May 2008. Study methods include introduction of mapping, appreciation of stories, questions, and concept mapping in the spirit of action study. The story comprehension test assesses the difference in comprehension of children before and after story education. Analysis and conclusions are made based on the preceding information. The findings are: 1.The use of concept mapping questioning classification and stratum structure improves literal comprehension of children. 2.Cross-links of concept mapping and interviews after mapping in story comprehension education helps improve children’s comprehension. 3.Progress experience of concept mapping and interviews after mapping in story comprehension education enhance critical comprehension. 4.Sequence chart in storage comprehension education strengthens children’s understanding of story structure and helps improve children’s story grammar recall. 5.Concept mapping appropriate for children’s learning in story comprehension education models include concept mapping introduction activities, story appreciation, asking questions, and concept mapping A.Concept mapping introduction activities are required in guiding children in concept mapping. Activities should cover introduction of concepts and conjunctions and understanding of concept mapping. B.Learning forms in concept mapping introduction activities are the auxiliary teaching materials that help children understand concept mapping. They include drills of topic classification, stratum structure, cross links and conjunctions of concept mapping. C.Children’s concentration in story appreciation affects their concept mapping performance. D.Asking questions after story appreciation helps children recall story contents, enhances their thinking in causal relation of story events, and make value judgment of characters, events and results of the stories. E.Education activities using concept mapping in picture book story comprehension shall be divided into teacher guided mapping by, group cooperation mapping, and individual mapping. F.Interviews and sharing after concept mapping is a required and important enhancing activity, which helps strengthen children’s story comprehension. 6.Children’s cooperation and teamwork divided in groups improves the story comprehension of children with weaker ability. 7.Story comprehension education with concept mapping may encounter difficulties such as difficulty in distinguishing connection lines in concept mapping contents and failure of children to effectively use conjunctions. Based on the findings, the research proposes suggestions of practical education for teachers in teaching and teaching design. The research also proposes feasible study direction for concept mapping courses for children’s learning in the future.
28
Hsing, Jia-Hui, and 幸佳慧. "The Art of Children''''s Picture-story Books." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/97286640008489393406.
Full textAbstract:
碩士國立成功大學
藝術研究所
86
[中文提要] 兒童圖畫故事書：一個文 學與美術有機合成的藝術品。所謂「有機的合成」，在於文字與圖畫充分 結合的結果，故事敘事體的呈現在於文字與圖畫的共同分擔，而在相輔互 助的過程中產生更多表現的可能。繪畫藝術的媒材、技巧、風格等除了影 響敘事的表達、加強故事主題之外，更可以提供視覺藝術的內涵。表現風 格與媒材運用的不同，都緊密地關連一個作品主題的呈現，這也就是「有 機合成」的意義。 筆者針對二十世紀新興的兒童文學新寵：圖畫故事 書，做一概括性的討論。並分由其中敘述性與繪畫性兩大特質做較深入的 研究，由於文字與圖畫在表現方式上各有所「能與不能」的地方，兒童圖 畫故事書尤其凸顯了「圖畫」的重要性，因此，此篇論文尤其著重在探討 繪畫藝術的內涵，以提升對其藝術性的認知，包括圖畫在圖畫故事書中的 功能、繪畫媒材的技巧與視覺元素、藝術風格、以及插畫創作等議題觀點 。 另外，也提出以閱讀的角度來看圖畫故事書對於兒童「視覺讀寫能 力與審美鑑賞的發展」價值，圖畫故事書不同於一般單幅的插畫，它必須 透過翻頁的連續動作完成，而其「圖畫」也不是馬上全部都被看見，圖畫 的閱讀是一種需要創造力與智力的活動，其中包括發展故事的概念、觀察 的能力、繼續性地思考、推理的思考、預言推斷的能力、視覺識別等。並 且，還涵養著對於美術鑑賞、思考、評論的因子，圖畫故事書豐富多樣的 視覺藝術表現，不僅提供實物的「再現」認知學習，也讓兒童進入藝術「 表現」的感知世界。
29
Chao, I.-FEN, and 趙一芬. "Study of Adapting Story-picture Books for Children." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/x52r4q.
Full text
30
Shan-Chan, Huang, and 黃禪蟬. "Content Analysis of Peer Conflict in Children’s Picture Story Books." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54243252627089574182.
Full textAbstract:
碩士國立臺中教育大學
諮商與教育心理研究所
94
The purpose of this study was to examine how “peer conflicts” were presented by both Eastern and Western authors in the children’s picture story books. This study was focused on three key concepts, types of characters, types of conflicts, and strategies of conflict resolutions. Based on the content analysis, the researcher analyzed sixty-five children’s picture story books which were purposively sampled from three public libraries in Taichung City. Compiled from related theories and former studies, the primary analyzing tools were the following three tables, ‘categories of types of characters’, ‘categories of types of conflicts’ and ‘categories of conflict resolution strategies’. By analyzing and comparing these children’s picture story books, the researcher introduced the four significant findings below: 1.Generally speaking, animals were the main characters of peer conflict; interestingly, conflict of values was in the majority of the types of peer conflicts. In addition, the verbal protest strategy presented in conflict resolution strategies had been used the most among the children’s picture story books. 2.Types of conflicts varied with types of characters. For example, animals were mostly characterized as the central figures in children’s picture story books which were related to conflict over resources, conflict of physiological needs and conflict of values of appearance. However, human characters were mostly depicted when stories were related to conflict of psychological needs. Nevertheless, no matter what types of conflicts were presented, the issue of children’s picture story books was to share, to respect and to get along with others. 3.The rate of conflict resolution strategies varied with types of characters. For example, verbal protest strategy was mostly used in children’s picture story books with animals and ‘other’ types of characters. Intervention strategy was mostly used when the characters were human. In addition, all strategies were various by contents, yet both physical attack strategy and intervention strategy varied with types of characters. 4.In terms of outcomes to conflicts, children’s picture story books of Eastern and Western emphasized with peaceful ending. Moreover, metaphors were used in some of the Western children’s picture story books with inconclusive ending where the readers had to contemplate for their own version of finality. Finally, based on the above findings, the researcher provided suggestions for future researches, authors and publishers of children’s picture story books.
31
Dias, Sónia Isabel Fernandes. "Aprender ciências através de álbuns narrativos para a infância." Master's thesis, 2019. http://hdl.handle.net/1822/62734.
Full textAbstract:
Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino BásicoEste relatório apresenta a intervenção pedagógica desenvolvida com um grupo de 25 crianças a frequentar a Educação Pré-escolar e uma turma de 22 alunos de 3º ano do 1º Ciclo do Ensino Básico, assumindo como intuito central o desenvolvimento da educação literária junto da comunidade infantil. A articulação da literatura para a infância com a aprendizagem das Ciências é o principal propulsor do estudo aqui apresentado. Por esse motivo, adota-se uma ação pedagógica centrada na utilização de dois álbuns narrativos para as diferentes vertentes educativas, a partir dos quais se criam diversas situações interativas e integradoras, antes, durante e a após a leitura, onde os pequenos leitores vão progressivamente construindo um conjunto de competências que lhe permitem ler o mundo de um modo abrangente, crítico e consciente, mas também onde lhes é possibilitado o desenvolvimento do seu pensamento científico, nomeadamente através da realização de atividades experimentais centradas nas narrativas. A esta prática faz-se ainda associar o currículo, demonstrando-se que é possível criar um vínculo entre os conteúdos e conceitos por ele prescritos e práticas inovadoras no âmbito literário e científico. Nesse sentido, a análise qualitativa aos resultados recolhidos, essencialmente, através da aplicação dos testes formulados e dos diálogos estabelecidos durante a consumação das tarefas propostas, contribui significativamente para demonstrar a relevância que a literatura de potencial receção leitora infantil assume na aprendizagem precoce das Ciências, assim como permite verificar a proeminência da componente pictórica em relação à componente textual do álbum narrativo no desencadeamento de curiosidade. Em suma, o estudo aqui exibido, demonstra a progressiva construção de um reconhecimento, por parte das crianças, do valor estético e educativo das produções literárias, particularmente do género editorial em estudo, evidenciando claramente a relevância de um contacto precoce com os textos literários e as repercussões positivas da sua utilização nas diferentes áreas do conhecimento.
This report presents a pedagogical intervention developed with a group of 25 children attending Pre-school Education and a class of 22 students from the 3rd year of the 1st Cycle of Basic Education, assuming as central purpose of developing literary education in the children's community. For this reason, a pedagogical action is adopted centered on the use of two picture story books for the different educational strands, from which various interactive and integrating situations are created, before, during and after reading, where the small readers progressively build a set of competences that allow them to read the world in a comprehensive, critical and conscious way, but also where it is possible for them to develop their scientific thinking, namely through the realization of narrative-centered experimental activities. To this practice is also associated the curriculum, demonstrating that it is possible to create a link between the contents and concepts prescribed by it and innovative practices in the literary and scientific. In this sense, the qualitative analysis of the results collected, essentially through the application of the formulated tests and the dialogues established during the accomplishment of the proposed tasks, contributes significantly to demonstrate the relevance that children’s literature assumes in early learning of the Sciences, just as it allows to verify the prominence of the pictorial component in relation to the textual component of the narrative album in triggering of curiosity. In short, the study presented here demonstrates the progressive construction of a recognition by children of the aesthetic and educational value of literary productions, particularly of the editorial genre under study, clearly standing out the relevance of early contact with literary texts and the positive repercussions of your use in the different areas of knowledge.
32
Hung, Yu-man, and 黃玉滿. "The Model Method of Making Picture-Story-Book by Interaction Between Story and Picture." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/s86qhv.
Full textAbstract:
碩士國立嘉義大學
視覺藝術研究所
93
Abstract The Model Method of interaction Between the picture and Story Picture book is a sort of UNIQUE book. It tells the story with beautiful and elaborate picture. The book is created by using verbal and nonverbal code. Therefore the author must be talented at writing a story and drawing a picture. But generally speaking ,a story writer may be not talented in drawing pictures and a talented painter, perhaps, has no ability to write a good story. This study deals with the research of stimulating both verbal and nonverbal expression according to Dual Coding. Theory by applying retrospection of reasons and studying picture book document. At the same time by using the Associate Theory of Creativity to generate the image or bring it to one’s mind. This is the construction of “The Model Method of interaction Between the picture and Story ”Chapter four treats the medium and technique, tests the interaction of the story and picture and apply the method to creative act. The process is discussed in chapter five in the discussion of creating picture-story-book. It analyzes the picture story interaction method and theory of application and strategy. The purpose is to show the adaptability of the theory Dual Coding Theory and Associate Theory of creativity in making picture-story-book. As a result of this study we find out that the following points are a valuable help to the picture-story-book makers. a. Nonprofessionals also can make the book, if one uses a highly concrete stimulating object to work on Dual Coding and its related object. It will help the author to go on the interaction between the story and the picture connected. It can kelp establish the picture and story relationship by macro- and microstructures. So it is not difficult to create a picture book with beautiful picture and fantastic story. b. The process is not restricted. The process and result can be changed anytime by author’s “inspiration”, or by the change of the material the technique. It will become a different expression, so it is not restricted, and changeable. If it will improve the quality of the book the author will be very willingly to change the “original plan.” c. It will provide the opportunity for “learning by doing or working.” When the author is continually studying and adjusting by the Model Method of “learning by doing or working.” One’s technique will prove and create a personal character, and at the same time the quality of the works will improve also. Their ability and talent will be also enhanced continually. d. The diversity of technique and style. During the creating process when the original style and technique are not satisfactorily for different for the original one, or for the need of expression, the author can bring in the new ones and try to find different styles and possibility. e. Different Interaction between the picture and story will create different stories. A different set of pictures and the connecting thought of the words will create different story. It does not follow the “story first” planning process. One must work on a one picture and one story basis. Moreover, when one makes a connecting image of story and picture because of a different perception, memory and experience, one can create a story of different plot. Therefore “The creative method of making picture book from the interaction between the picture and story”, provides free connective thinking about picture and story. It has the possibility of creating more good picture-story-books. This study provides the direction and development for the future study. This method is not only personal study but also valuable for teaching. The above mentioned creative method for teaching still has much room for scholars or those who are interested in the subject to study continuously.
33
Lin, Jui-Min, and 林瑞敏. "Kindergarten Children’s Storytelling Responses to “Big Bad Wolf” Picture Story Books." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/47316616600720683529.
Full textAbstract:
碩士國立臺北教育大學
幼兒與家庭教育學系碩士班
102
This study compared the responses of preschool children to stories with written texts to generalize genres of reading response. The children demonstrated reading response by retelling the stories after they read selected picture books in which the Big Bad Wolf was the main character. The researcher spent 11 weeks with 29 preschool children (10 children from the pre k-4 class and 19 children from the pre k-5 class) in the Little Star class. During the initial 6 weeks, the researcher focused on becoming acquainted with the children and building relationships with them; and during the last 5 weeks, the researcher collected the children’s responses to the stories. The selected readings were from 5 picture books in which the Big Bad Wolf was the main character; the books were all listed on the “great books” booklist from the Taipei Public Library. According to the characteristics of the main characters in the stories, 5 picture books were chosen and read in the following sequence: What Does the Wolf Say to the Moon?, Big Wolf and Little Wolf, What a Lucky Day Today Is, A True Story of Three Little Pigs, and The Big Bad Wolf’s Shorts. After the researcher read the books with the children, a total of 101 responses to the stories were collected. The children’s responses to the stories were transcribed, and the content and style of the responses were analyzed according to the tones and pauses the children used to create sentences. (a) Content of responses to the stories: • The plot and structure. According to the extent of the discrepancy between the children’s responses to the stories and the texts read during the week, the plot and structure were categorized into groups of “identical,” “similar,” and “different.” Plot and structure were frequently “similar.” Among the responses to the stories, 79% of the plots that children retold were similar to that of the text, and 52% of the structures that children used in their retellings were similar to that of the text. • The main character of the stories. To distinguish whether the main character was the Big Bad Wolf, responses were categorized into “the Big Bad Wolf was the main character” and “the Big Bad Wolf was not the main character.” The results indicated that 91% of the children responded that the Big Bad Wolf was the main character. (b) Style of responses to stories: According to the content of children’s responses to stories and their retellings, their responses were categorized into “restating the story text,” “integrating life experiences into the story,” “linking to other texts,” “narrating other stories heard previously,” and “narrating self-created stories.” The style that the children most frequently applied while responding to the stories was “linking to other texts,” which accounted for 52% of all responses. Based on the relationship between the children’s responses to the stories and the texts read during the week, 3 genres of reading responses were determined: “restatement,” in which the content of the response to the story was identical to that of the text; “alteration,” in which the plot of the response to the story was similar to that of the text, but the children had integrated other texts or life experiences into the story; and “no clear association,” in which no clear similarities were observed in the plot and structure between the responses to the stories and the text. The most common genre observed was alternation, accounting for 78% of responses. Based on the reading culture and context in the Little Star class, the researcher discussed how the plots and structures of the story books possibly affected the children’s responses to the stories, which were compared with current literature. Finally, the researcher provided suggestions for future research directions.
34
HUI, YANG CHUAN, and 楊川慧. "A Study for the Application of Picture Books of YoungChildren’s Story TeachingA Study for Application of Picture Books of Young Childrens's Story Teaching." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/56097364109444453389.
Full textAbstract:
碩士國立臺北教育大學
幼兒教育學系碩士班
95
Abstract This study was relative to the effects of picture books influence of young children’s story. As a result of the action research, the subjects were 16 kindergarten children. The study period lasted for ten weeks. The researcher tried to identify the problems and resolve the problems by using a combination of research methods to collect data: such as observation, videotape of the teaching plans, teaching journals, and interview along with the complete teaching process to refine this researcher’s own teaching. In addition, by holding informal interviews with cooperative partners, young children, and young children’s parents provide triangulation to establish the validity and reliability of this research. Each child drew a picture before and after the experimental teaching picture books. Collecting all young children’s drawings the researcher analyzed how children’s differences in drawing representation, story content expression and the ability of establishing a story. The results of this study found： 1. The picture book teaching improved children’s drawing representation. 2. According to children’s drawing a story, choosing the character animal and insect character was the highest frequency in the most frequent expression. 3. According to children’s drawing a story, choosing forest scene was the highest frequency in the most frequent expression. 4. According to children’s drawing a story, choosing competitive attack and play themes was the highest frequency in the most frequent expression. 5. According to children’s drawing a story, choice of behavior which was identified as classifies “villainy and villainy nullified” and “lack and lack-liquidated” into the definitions as following: （1）The behavior of “villainy and villainy nullified”: The majority choice of the behavior of “villainy and villainy nullified” for children is solving problems by themselves. The frequency of running and hiding for solving problems by themselves is the highest. （2）The behavior of “lack and lack-liquidated”: The majority choice of the behavior of “lack and lack-liquidated” for children is solving problems by themselves. The frequency of solving the main problem or seeking for the replacement for themselves is the highest. 6. The picture books teaching improved young children’s story- telling. In accordance with the findings of this research and problems encountered during the entire course of the investigation, which provide suggestion as references for teachers and for future follow-up studies.
35
I-Wen, Feng, and 馮依文. "A Comparison of Young Children's Responses to Printed Picture Book and Picture Book Apps." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/23791022672898011781.
Full textAbstract:
碩士國立新竹教育大學
幼兒教育學系碩士班
104
The objective of the present study is to identify the difference between printed picture book and electronic picture books conveying the same story and explore children’s responses when reading these picture books. I collected printed picture book and electronic picture books that conveyed the same story and selected two stories from award-winning electronic picture books, Elmer’s Special Day and Goodnight Moon, as the texts for analysis and share reading. This study consists of two sections. The first section involves analysis of the printed picture book and electronic picture books conveying the two stories to determine the difference in textual design between the two types of media. The second section examines how children interpret the story elements of the two types of media. We performed joint reading with eight children. The children were divided into four pairs. We employed the interactive read-aloud method to read the picture books jointly with the children. Subsequently, the children drew pictures. Each pair jointly read paper-based and electronic picture books once. The third reading activity involved joint reading discussion of the printed picture book and electronic picture books. Finally, we compared and analyzed the data collected from the results of joint reading and textual analysis. The obtained results were compared with the children’s drawings to determine these children’s responses to story elements in printed picture book and electronic picture books. The primary findings of the present study are as follows: 1. The change of peritext design in electronic and printed picture book saltered young children’s plot perception. 2. The young children gained more information regarding the characters, plot, and background because of the sound effects, animation, and games in the electronic picture books. 3. When the young children read printed picture book and electronic book, the background gained more information regarding. According to the results, we provided suggestions for parents, on-site early childhood educators, and scholars conducting future studies.
36
Shastri, Hope. "The picture book dragon." 1993. http://catalog.hathitrust.org/api/volumes/oclc/39464079.html.
Full text
37
黎家瑜. "Application and Research of Children’s Illustrations: Picture Story Books as an Example." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/66219768588071434470.
Full text
38
Teng, An-Chun, and 鄧安純. "Application of Delusion Space by Visual Illusion in Picture Story Book-“Encounter”Picture Book Artistic Creation." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/278nnj.
Full textAbstract:
碩士中原大學
商業設計研究所
102
Reading mind, seeing myself— Application of delusion space by optical illusion and Montage surrealistic approach presents mind-artistic originality creation (multimedia interactive) picture story book------ The sudden passaway of my mother has brought unforgettable and hurting feeling that I transform those emotions into the picture book creation.The non-understanding and question about life has become my own questioning and mind dialoug. The illustrations in the picture book creation present trans-realistic space and through it, I explore more about after-life world and anticipate another enounter with my dear mother. This research focuses on subject of Life and Death which is the main topic of this picture story. The picture story book is the main carrier of the design work. Application of delusion space by optical illusion and Montage surrealistic creation approach illustrates the belief in the art work. The goal is to use aesthetic sensibility to evoke resonance among readers. The creation starts from the story script brainstorming and paragraph setting, role design, background and other objective designs, proofing of storyboard draft chart, coloring draft script, finalized script drawing technique application, composing layout for final work, to drawing book publication through a publisher and post-production digitalization. The concrete realization piece of work includes one of Little King serials picture story book ---“Encounter” picture book artistic creation, etc. The expectation of this research: Through the research of documents and analysis of cases to confirm its originality of the artistic work planning outline, we look forward that the external perception and the multipule opitcal sesne concept elelement illustration and nowadays multimedia as the the intermedium, intrinsic feeling as the design focus can make this art creation work piece to provide value added and evoke resonance among readers.
39
Chou, Yahui, and 周雅慧. ""Ocean" in the Children's Picture Book of Taiwan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/bn5c74.
Full textAbstract:
碩士國立臺東大學
兒童文學研究所
100
With the rise of Taiwan local and environmental awareness in recent years, people gradually remembered, "Taiwan is an island in the ocean". First, in 2001, the Government published a "White Paper on Ocean", and then the Ministry of Education in 2007 developed a "White Paper on Marine Education", sworn to plant down roots of marine education to primary and secondary schools, and the most inspiration books for children is a picture book. As a result, I was curious in the picture books that were published in Taiwan, and the works that could help our children to recognize the term "ocean"? The purpose of writing this paper, first, to categorize and generalize the "Ocean" issue in children's picture book, in order to clarify the work of the theme and type; second, by the texts and illustrations in these children's picture books, could help us to understand the presentation of each topic and its significance; and third, to find undeveloped space in the "making" of ocean, so that in the future creators can have basis for more breakthroughs. About the classification of genre, the author uses ocean literature as a basis, and roughly divided picture books about the ocean into three types, firstly, a life of fishing, such as capture the marlin and burning the king boat; secondly, ecological issues, such as marine pollution and the conservation of whales and dolphins; thirdly, maritime history, such as Aboriginal marine legend, and the history of Dutch and the Spanish colonial occupied the north and south side of Taiwan. According to the author’s research, when it came to the presentation of images, picture book artists usually make realistic depictions, gain inspiration from symbols, or use ideas out of fantasies. Stories about fishermen villages or ecological issues often have the purpose to illustrate the world as faithfully as it is, thus artists were more likely to take the realistic approach for scientific credibility when drawing. When they have to promote rather abstract ideas of living simple lives and being eco-friendly, symbols can be efficient communicators. On the other hand, in the field of oceanic historic imagery, artists were more likely to show the pictures in an indicative way that adds a historic touch to the research result. As for, the "Making" of the ocean in Taiwan children's picture books, shows the presented appearance can be summarized according to the author's analysis. First, by the exploration of the history, trace back of the relation between historical development and the ocean. Second, with religions, family and maritime climate change shows the simple living in fishing village and awe towards the ocean. Third, with the rise of environmental consciousness and awareness, people care the problem of pollution seas around Taiwan, and the sustainable development of the ecosystem. Through these ocean-related picture books, we can understand in recent years, Taiwan's children's picture book about the matters of the ocean, not only the number increased, but also a trend of diversification in the theme. In addition, from these picture books, we could also observed some phenomena, such as a lot of text describe the ocean as gentle, and less often could we see the ravages of the storm, thus showing that the oceans have been "tamed". The most commonly seen in these texts are the waters surrounding Taiwan, but rarely the ocean, virtually narrowing "smaller" Taiwan's marine. Finally, in referring to the Taiwan maritime history, alien colonists and the indigenous people of Taiwan seem to often get along harmoniously, "covering "the harsh reality in the colonial period.
40
Tsai, Pei-Hsi, and 蔡佩熹. "Children's Impression on Witches through Picture-book Activities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/86623955919645999112.
Full textAbstract:
碩士朝陽科技大學
幼兒保育系
103
The present study examined eight picture books related to the character of witches with four–six-year-old children in a kindergarten of an elementary school in Taichung City as the participants. Using observation, interviews, reflective journal, and other related data, we attempted to understand children’s various response behaviors toward and impressions of witches. This study mainly aimed to investigate children’s initiative impression regarding the character of witches and their perception of such character in the books. Furthermore, the study analyzed their reactions and changes in reaction after they learnt about the diverse characteristics of witches. The results were as follows: 1.Children’s established impression regarding the character of witches The study found that children’s impressions regarding the gender, appearance, and image of witches were different from the conventionally established impressions and that some of them did not even know about witches. Although their impressions regarding the images of witches were mostly negative, they wanted to understand and acquire more knowledge about the character of witches. No psychological fear or rejection toward witches was observed. 2.Children’s reaction to the witches in picture books Children’s perceptions of the witches in picture books can be divided into positive or negative; children did not think that witches only present negative images. Children’s preferences of picture books were consistent with their preferences of the role of witches. However, a few children indicated that although they liked the character of witches in a picture book, they did not necessarily like the book. The reason might lie in a certain part in the picture book which did not please them rather than the role of witches. 3.Changes of the established impression regarding the character of witches Children’s impression regarding the image of witches significantly changed after reading eight picture books related to the character of witches. Their prior negative comments had changed into positive responses to the image of witches. Based on the results of the present study, we proposed suggestions and references for kindergarten teachers, parents, and future researchers.
41
Chen, Hsin-Yu, and 陳欣妤. "「 HOW DUDU LEARNS TO SWIM 」Children's Picture Book Creation." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/a4y9k3.
Full textAbstract:
碩士華梵大學
工業設計學系碩士班
103
As a mother and an educator, I deeply realized how significant the “picture book” affects the children so much and that the “picture book” is not only the mentor for children but connecting the family relationships. During the school time, when we educate them with picture book, the kids usually get absent-minded dedicate their entire concentration into the course and have positive interaction. You can see the fascination from the picture book. That’s reason I decided to make a children’s picture book. I’d like to make a picture book fitting the preschool children cognitive development and the visual psychology, and also a popular picture book among the children, which advances the kids the perception and language ability. Academic Study of literature, work analysis and practical creation are used on this picture book. This picture book features of the curve shapes of the animals as the story characters, the funny and bright illustration as the designing concept. Repeating the style around, making the thoughts, entertaining the readers and personifying were the key creating style of this picture, which features hand painting method and use marker pen and colored pencil to perform the vivid graphics and lively pictures. Also, the courage is found from the interaction in the picture book. The author built the concept as children's picture book. With the basis of “child cognitive development” and “visual development”, the author used the “courage” as the main topic of the picture book “Little Elephant Dudu learns swimming”. The author also used the picture story to explain the feeling of courage of life experience and the life history, consider the reading as playing games and the picture book as the best friend, combine the joy and learning together as the key point of this creation, lead the preschool children to the right way and build up the positive thinking ability.
42
鄭雯婷. "Young Children's Responses to Lines in Picture Book Lessons." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/86957160643074309312.
Full textAbstract:
碩士國立新竹教育大學
幼兒教育學系幼稚園教師教學碩士班
104
The aim of this study is to guide children to pay attention to line illustrations in an implemented course and inquire into how the children interpret lines, what different types of lines they observe, and how they respond to story elements through the lines in the picture books. The participants of the study are twelve young children aged between five and six. The content of the study derives from the "Unspoken Texts: an introduction to visual imagery in picture and a study of the picture-book form" course put forward by Doonan (1993/2006). Through five consecutive picture books—"Hildilid’s Night", "Where the Wild Things Are", "My Friend Rabbit", "The Tale of Peter Rabbit," "The Runaway Bunny"—this study designs questions, conducts discussion activities, and collects the children's paintings. In the end, it uses five picture books—"Millions of Cats", "Mr. Gumpy's Outing", "Harry the Dirty Dog", "The Happy Lion", "The Cat that Lived a Million Times"—to conduct group interviews and analyze information such as course discussions, works and interviews. Study results showed that: 1. Children discover different types of lines to express different ideas. 2. Children show different types of lines from the story impression paintings, and try different painting. 3. Think of life experience or knowledge could help children understand interpret the meanings of lines. 4. Through lines, they are able to interpret the characters' qualities, emotions and actions as well as interpret the characters' actions and settings. 5. Lines can also help young children connect events in the story.
43
Wu, Li-Fen, and 吳麗芬. "Study of the Picture Book of Chinese Children's Stories." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/x58zg5.
Full textAbstract:
碩士國立臺東大學
兒童文學研究所
93
Study of the Picture Book of Chinese Children’s Stories Li-Fen Wu The Graduate Institute of Children's Literature National Taitung University Abstract Among the series of picture books that publishers have proposed, published and marketed in Taiwan in recent years, few of them involve Taiwan itself. Most of them are picture books which are actually published by international license or printed for publication through publishers’ co-operation with foreign publishers. In fact, Taiwan has peoples of many cultures. In ancient books or folk stories, there are plentiful materials which can be arranged to form beautiful juvenile stories. However, there is little to be rewritten and researched. For this reason, researchers have been motivated to use picture books with Chinese characteristics as a subject for research. The whole set of books called Picture Book of Chinese Children’s Stories concerns the children’s stories that Yuanliu Publishing Co., Ltd. spent much energy, time and money to rewrite and edit. Not only do the new books pour fresh vigor into children of Chinese world, but also they are masterpieces of epoch-making significance. Because of remarkable illustrations and elegant and brilliant stories, the books have won lots of praise in Taiwan and abroad. Meantime, these books were also rewarded with an international prize from the International Children’s Book Fair. Thus, Picture Book of Chinese Children’s Stories has a great value for research. The thesis has six chapters. A brief summary for each chapter is as follows. Chapter One Concerns research motivation, research questions, literature review, research methods, procedure and research scope and limitations Chapter Two Deals with the making of Picture Book of Chinese Children’s Stories and details about International Children’s Book Fair. The First Section concerns the origins of the Picture Book of Chinese Children’s Stories. The Second Section explores the making of the whole set of books (including the processes of publishing, editing and selling). The Third Section introduces the contents of the whole set of books. In the Fourth Section, the works which were once rewarded in International Children’s Book Fair will be listed and analyzed. Further, the meaning and significance of lifting up works to an international stage will be explained in the section. Chapter Three Explores contents of Picture Book of Chinese Children’s Stories. Texts and pictures will be analyzed separately. The First, Second, and Third Sections describes sources of the stories, types of stories and the themes of the stories. The contents of the illustrations shown in the whole set of books will be introduced in the Fourth Section. Chapter Four Investigates how to analyze the Picture Book of Chinese Children’s Stories. The study will proceed in two separate parts – texts and pictures. The First, Second and Third Sections explore the features of characters, and the structural arrangement and descriptive viewpoints in the Picture Book of Chinese Children’s Stories. The Fourth Section introduces the materials and skills used in the illustrations. Chapter Five Studies relationship between texts and illustrations – the two elements of Picture Book of Chinese Children’s Stories. The First Section introduces the definition of picture book. The introduction aims that readers can have a basic and correct understanding of picture books and representation in texts and illustrations Picture Book of Chinese Children’s Stories will be described. The Second Section mainly focuses on exploring the relationship between the two elements. Chapter Six Concerns conclusion and suggestions. A summary of research discoveries in the previous five chapters will be made. The value of the Picture Book of Chinese Children’s Stories will be evaluated. Finally, from the research, reflections and suggestions will be proposed. Key Words: children’s folk story, children’s story, picture book
44
Lin, Yi-Hua, and 林逸驊. "A study on images of wolf in story picture book." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/08846827988355187596.
Full textAbstract:
碩士國立臺南大學
幼兒教育學系碩士在職專班
103
Wolf has been characterized negatively as “big bad wolf” in classic fairy tales. Under the influence of post-modern trend, alternative images of wolf have been created by picture book authors in children’s literature. This study is to investigate the multiple images of wolf in picture books and their underlying meaning。 The subject of this study are 37 story picture books published after 1980 whose protagonists are wolves. These books are analyzed using a structure developed based on the theory of Semiotics focusing on the aspects of literate and pictorial elements. The findings of this study are as following: 1. The images of wolf in story picture books include the following three categories: (a) negative image following classic fairy tales, (b) images overturning classic fairy tales, and (c) innovated images. 2. There are eight different characteristics among the category of negative image following classic fairy tales, five among the images overturning classic fairy tales, and seven among the innovated images. The images of wolf in overall story picture book seems to be multiple and sometime mixture of more than one characteristic in one character. 3. Illustrators of picture books present wolf’s appearance by altering eyes, teeth, ears, tail, skin color, and clothes to create different characteristics and personalities of wolf which also imply different underlying meanings the author intend to deliver. 4. The multiple and complex characteristics of wolf in story picture books seems to have their implications: the negative images following classic fairy tales represent human’s evil animal natures, the images overturning classic fairy tales represent god’s goodness, and the innovated images imply the mixture of good and evil nature in human beings.
45
陳姿均. "A Study on the Usability of Children's Picture Book Websites." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/15835943916389160796.
Full textAbstract:
碩士國立臺灣師範大學
圖書資訊學研究所
98
Children’s digital reading has become more important while children's usage of internet has spread extensively. Reading on internet break away from paper, integrates text and multimedia such as image, sound, and video. This reading environment emphasizes reader’s initiative while children are unfamiliar to web pages’ structure. Design a website for children can’t only look more childish and colorful, but also have to refer to children’s cognition and the way children comprehend information. This research observe children’s usage of picture book website through perform usability test on the picture book website with elementary school student and try to figure out how to design a picture book website that friendly and easy to use for children. The research discloses that children prefer to picture book with animation and sound. It’s different from adult that children are hardly to tell webpage’s content position, meaning of images and the main content of site. It leads to frustrations while some designs are useful to common user. By observing how children use picture book webpage and analyzing result of usability test, we make usability suggestions about making interrelated site for children.
46
Lu, Yi-Ping, and 呂依萍. "Picture Book Teaching on Children's Dietary Attitudes with Qualitative Research." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/85363295787594102743.
Full textAbstract:
碩士國立屏東大學
幼兒教育學系碩士班
103
This paper attempts to explore the effects of picture book teaching on children's dietary attitudes with qualitative research. First, by sharing and group discussion of picture books, children's response to characters' dietary attitudes were investigated; then, through daily observation and interviews, their consciousness of dietary attitudes and adjustment when the characters' dietary attitudes in picture book resembled theirs were explored. Finally, materials related to picture book teaching were sorted out to learn the change of their dietary attitudes before and after the picture book teaching. The results are as followed； 1. Children’s comprehension of characters’ dietary attitudes in picture book (1) If the characters show negative response in verbal expressions, actions and emotions to healthy food, or ask for more unhealthy foods which damage their constitution, children regard it as negative dietary attitudes. (2) On the contrary, children will consider the characters show positive attitudes. 2. Relationship between the characters' attitudes in picture books and their own attitudes. (1) Most children know clearly that they are picky eater and they behave so, but a few of them are picky in reality even though they are not aware of it. (2) Children can clearly name the disadvantages and effects of the characters’ positive and negative dietary attitudes, among which some will adjust their own attitudes while others won’t. (3) Children can propose solutions to the characters’ negative dietary attitudes, and most of them will apply them in their own attitude while a few of them won’t. 3. The change of children’s dietary attitudes after picture book teaching (1) A lot of children clearly show much less negative verbal expressions like “I don’t want to eat, I won’t eat”, showing positive attitude changes in words. (2) A majority of children show much less actions of refusing to eat or hiding the food, showing positive attitude changes in action level. (3) No children become anxious or cry and scream because of food, showing positive attitude changes in emotion.
47
Wang, Hsiang-Yu, and 王湘妤. "Story telling and acting of picture books –Story telling and acting process by top class of kindergarten children." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/47445983024289217277.
Full textAbstract:
碩士國立臺東大學
兒童文學研究所
100
This is a child education worker in the experiments classroom teaching and reflection stories told by performing, explore the imagination of children play, virtual companions relationship between each other, the children play everyday, also they make up different large and small stories everyday. However, we do not sure to heard and do not sure to see every time. Especially, when we focus on our teaching tasks, we often overlook the child's stories and demand. This study used stories told by performing in teacher Perry’s classroom. We moved the same environment to our classroom, and then came through observation, recording and self-reflection to see children how to listen the stories and make influences. Children how to tell their stories then perform out. Through the stories and fairy tales, what kind of influences will they make for children or not? How can children use the stories into their life and into their own creation stories? What is the meaning for children in the imagination of children plays and virtual companions in the stories? How do adults to treat these inexistent things? Must be begotten or a lonely children need virtual companions? In another word, does to owner of virtual companions that means lonely? This is worth all of the children accompanied by adults to think about. Although we do not have amount of statistics and data and can be offer with a number to tell, what is the causal relationship between the children and the virtual companions. However, through the research that we found out, everyone can make the friends and can be various. There are no complete connected that if they are begotten. Through the interaction of the stories and development, also we make researchers to find out the enthusiasm in teaching. And we find out that children are unlimited. And through the experiences, we build up the children’s confidence. Finally, we take the children to discover the fun of stories and make the beautiful creation experiences.
48
TSAI, MEI CHIU, and 蔡玫君. "A Study of Picture-book Instruction and Young Children's Drawing Performance." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/39302610309570123877.
Full textAbstract:
碩士國立臺南大學
幼兒教育學系碩士在職專班
104
The study was to investigate how young children's drawing performance would change under picture-book instruction for the purpose that young children's drawing performance would be enhanced through the implementation of picture-book instruction. The subjects of the study included 15 children of ages from four to five in the class the researcher taught in a preschool. First the study analyzed the drawing representations produced by these children before the implementation of a picture-book instruction. Then with the aid of the children's drawing representations, the study examined the change in the drawing representations produced by the children after the implementation of a picture-book instruction. Seven picture-books were included in the curriculum of the two-month picture-book instruction. During the two months of picture-book instruction, two drawing instructions were offered in the class for each week. In the first drawing instruction, the children were provided with the opportunity to discuss a given drawing theme and then were requested to produce drawings by their imagination according to the given drawing theme. In the second drawing instruction, the children were engaged in a drawing activity after the implementation of a picture-book instruction so that the children's graphical representations produced after the implementation of a picture-book instruction might be collected and analyzed in comparison with those produced before the implementation of a picture-book instruction for the purpose of examining the children's drawing performance before and after implementation of a picture-book instruction. The results of the study are summarized as follows. 1. Before the implementation of a picture-book instruction, the children's graphical representations and use of lines and colors were found to be monotonous and their spatial representations tended to be focus-oriented and stressed what they regarded as important. 2. After the implementation of a picture-book instruction, the children's graphical representations and use of lines and colors were more diversified and their spatial representations reflected their understandings of consistent proportion relations.
49
Chen, Mei-Ying, and 陳梅瑛. "Action Research for Improving Children's Reading Skills by Picture Book Teaching." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/80415431748569526464.
Full textAbstract:
碩士國立臺北教育大學
教育行政碩士在職進修專班
102
Action Research for Improving Children's Reading Skills by Picture Book Teaching Abstract This research aims at improving children's reading skills by picture book teaching. There are three main purposes of this research: first, to inquire the process of picture book teaching implementation; second, to evaluate the performance of children's reading skills while applying the picture book teaching; third, to address the difficulties, reflections and professional growth that the researcher has in the study. Action research was adopted in this study and the objects of this research are eight children by intended sampling. The research tools included records of the observation, reflections and anecdote. Then data analyzing and discussing was followed. The teaching activities were planned based on two topics: animals and green heroes. The picture books close to children’s experience were applied and their forms included predicting picture books, picture books without words and story picture books. The four steps combining the picture book teaching with whole language learning were as follows: 1. demonstration and observation along with four kinds of questions, including what to know well and review, what to understand and review, what to interpret and reflect, and what to create and deepen; 2. participation; 3. role-playing exercise; 4. presentation of learning outcome. The results of this research are: 1. Children become more interested and sensitive to words by the implementation model of picture book teaching with whole language learning in classroom. 2. Children acquire how to read, comprehend, and think by the question strategy in picture book teaching. 3. The use of the question strategy would be affected by children's concentration. 4. Parents' attitude would affect the picture book teaching. 5. The applications of picture book question strategy have to include the plot of the story, the feelings of the characters and the life experience. Keywords: Picture book, picture book teaching, reading skills
50
AN, CHEN YUN, and 陳韻安. "study on Picture-books Intervention towards the Story Retelling Abilities of Children with Developmental Delay." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/21171188555358569314.
Full textAbstract:
碩士國立臺中教育大學
早期療育研究所
98
A quantitative research method was adopted by this study to explore a teaching approach of using picture-books intervention on three children with developmental delay. The research subjects were three higher class children with licensed development delay. During the research process, the contents of story retelling by three children were collected through on-site videoing, recording, teaching reflection and other methods, and an analysis was then conducted. The research findings are stated as follows: 1. After the intervention of picture-books on three children with developmental delay, their class performances, language behavior performances on story retelling and preferences on picture-book variety were found to affect the length of “total number of words” performance in story retelling. Their vocabulary changes on “different words” have come to around 200 words. 2. The performances of children with developmental delay in six major elements of story grammar are as follows: (1) In their description on “leading character and traits,” they tend to describe them with ease if the role is related to daily experiences. (2) In the case when the “scenario” has become more complex, they tend to ignore telling a particular scenario or describe it in incomplete sentences. (3) In the performance on “main problem,” they may describe the location of the incident and the problem briefly, but they tend to describe the situation with omitted words or wrong grammars. (4) In the case of describing “the course of incident,” if the story context is familiar, they are able to tell part of the context, but may describe the sequences in reverse order. (5) In the performance on “story ending,” they tend to ignore explaining the antecedent incident, such as describing the problem solving situation of the leading character briefly, changing the story content initiatively or reflecting it in over-exaggerated act. (6) In the performance on “leading character’s response,” they may find it hard to understand the leading character’s feeling on emotional aspect. 2. After the intervention of picture-books in teaching, the scores in language comprehension and language expression from three children with development delay have shown some changes. Based on the research findings, proposals were finally made to serve as a reference for teacher’s teaching and future research.