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Journal articles on the topic 'Children's picture story book'
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1
Terrell, Sandra L., and Raymond Daniloff. "Children's Word Learning Using Three Modes of Instruction." Perceptual and Motor Skills 83, no. 3 (December 1996): 779–87. http://dx.doi.org/10.2466/pms.1996.83.3.779.
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This study compared the effectiveness of computer video display tube, videotape, and live adult reading modes of instruction in teaching children vocabulary. The same pictured story was implemented in three modes, computer VDT display of still story pictures in color with an accompanying sound track, videotape presentation of the fully animated story, and a picture book whose pictures and narrative matched those of the VDT-computer mode. 78 normal preschool children were presented the story in one of three modes of instruction. The novel words to be learned were embedded in the story as nouns, verbs, and affective state adjectives. Postexposure tests of word recognition showed a small but significant advantage for live voice reading for two of three recognition tests. The VDT and videotape modes did not differ from each other in effectiveness.
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Pratama, Agus Darma Yoga. "Translation of Children’s Picture Book." RETORIKA: Jurnal Ilmu Bahasa 5, no. 2 (October 15, 2019): 168–76. http://dx.doi.org/10.22225/jr.5.2.1355.168-176.
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Children’s story books serve not only as a medium of verbal communication but also as that of non-verbal one. Messages conveyed through children’s story books will not be attracting to children if not accompanied by their non-verbal forms, such as pictures and symbols. Therefore every story book should be able to influence the child psychologically through pictures or symbols. This in turn affects the process of translating children’s storybook texts, including in determining translation techniques. This study examines the technique of translating Balinese children’s story books from English into Indonesian. This study was conducted with a qualitative research design. The results of the study show that the translation of Balinese children’s textbooks is mostly done literally using simple language. The writing children’s story books emphasizes the presentation of non-verbal forms of communication to foster and maintain their interest in reading. The writing and translation of children’s story texts is based on consideration of their psychological aspects so that the translator avoids the use of complicated words.
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Hladíková, Hana. "Children’s Book Illustrations: Visual Language of Picture Books." CRIS - Bulletin of the Centre for Research and Interdisciplinary Study 2014, no. 1 (January 1, 2014): 19–31. http://dx.doi.org/10.2478/cris-2014-0002.
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Abstract High-quality picture books that merge text and illustration together in order to tell a story are eminent for healthy mental and social growth of children. This paper is to outline the benefits picture books bring to children between the ages three to eight, determine functions of its illustrative language, examine the process of its production, and point out a set of elements that, according to number of professional children's book illustrators, significantly contribute to the success of a picture book
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Sumaryanti, Lilis. "Menumbuhkan minat baca anak MI/SD dengan media buku bergambar seri." AL-ASASIYYA: Journal Of Basic Education 4, no. 2 (May 20, 2020): 173. http://dx.doi.org/10.24269/ajbe.v4i2.2699.
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Interest in reading Indonesian people, especially the level of MI/SD children is still relatively low because they prefer playing online games, watching television etc. This factor causes their ability to read is still lacking. In addition, there are reading books (both storybooks and textbooks) in school institutions that are still monotonous with colourless pictures so that children are easily bored and are not interested in reading them. Based on the above phenomenon, the reading interest of MI/SD children must be increased by the teacher because "books are a repository of knowledge and reading can open the horizons of the world". The use of learning media to foster children's interest in reading is with a picture book series. This series of picture books is more developed if the teacher dares to be creative by making colourful pictures equipped with simple sentences that can interest children to read them. This series picture book is effectively used in learning elementary school children because it contains games and also education. In the picture book series, there are several learning activities including observing, telling, reading and sorting pictures so that it becomes a complete story. Furthermore, teachers can add/collaborate on strategies or methods that can support the use of series picture books to be more innovative in each lesson.
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Vindaswari, Rera Fenika, and Amaliyah Ulfah. "PENGEMBANGAN BUKU CERITA ANAK BERGAMBAR BERBASIS NILAI-NILAI KEPEDULIAN BAGI PESERTA DIDIK KELAS 2 SEKOLAH DASAR." Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 1, no. 3 (November 30, 2018): 148. http://dx.doi.org/10.12928/fundadikdas.v1i3.661.
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This study aims to develop pictorial children's storybooks based on caring values and specifically aims to know, (1) steps for developing child-based pictorial children's storybooks, (2) the feasibility of caring-based children's storybooks, and (3) participant responses students of story books developed.This type of research is development research. This study uses the Borg and Gall development model which consists of five stages, namely research and information collecting, planning, developing preliminary form a product, preliminary field testing, and main product revision. The subjects of this research were 10 second grade students of Banguntapan State Elementary School with 10 childrens. Data Collecting techniques use descriptive. The data analysis technique used is descriptive.The development of pictorial children's storybooks consists of six steps, namely determining themes, making storylines/storyboards, determining characters/figures, making illustrated images, combining storybook elements, and expert validation. The results of the study showed that illustrated children's storybooks were based on values of concern for second grade students of elementary school worthy of use. Assessment according to media experts got a score of 104 (good), material expert 101 (good), and expert learning 56 (very good). The response results of students get a score of 100 (very good). Students respond that the contents of illustrated story books are interesting, stories are easy to understand, and can be used as models in attitude.Keywords: Picture Children's Story Book, Concern Values
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Putra, Jalu Norva Illa, and Nina Widyaningsih. "CERITA BERGAMBAR SEBAGAI KONKRETISASI PEMBELAJARAN SASTRA ANAK DI SEKOLAH DASAR." Jurnal Berdaya Mandiri 2, no. 2 (August 31, 2020): 345–56. http://dx.doi.org/10.31316/jbm.v2i2.494.
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This community service activity aims to train teachers to make learning media in the form of pictorial stories with children's literary content. This article is a case study of community service at the Nakula Gugus Teacher Working Group in Wonogiri, Central Java. Children's literature in this context is defined as a medium that is used as an intermediary to convey a form of character education for children. Apart from this, children's literature is considered an appropriate medium because it is able to attract students' interest through visual and narrative forms. Children's literature is also able to have more appeal if from the beginning it comes from ideas that are owned by the children themselves. This will stimulate a sense of ownership and logic to the things that the story structure wants to instill. The method used is lectures and discussions, then in the form of workshops on picture story books. The result of this community service is a picture book with a theme that is close to children related to the use of gadgets, which are then given the title Playing with Friends.
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Clarke, Jenni. "‘My family story’." Early Years Educator 21, no. 9 (January 2, 2020): S8—S9. http://dx.doi.org/10.12968/eyed.2020.21.9.s8.
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Jenni Clarke kicks off a series exploring ‘in the moment planning’, outlining how this approach to children's learning can be harnessed effectively. Here she provides scenarios for using picture books as a key resource to support a ‘my family’ theme.
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Munthe, Ashiong Parhehean, and Dellya Halim. "PENDIDIKAN KARAKTER BAGI ANAK USIA DINI MELALUI BUKU CERITA BERGAMBAR." Satya Widya 35, no. 2 (December 4, 2019): 98–111. http://dx.doi.org/10.24246/j.sw.2019.v35.i2.p98-111.
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The picture-story book that emphasize character values in accordance with the vision and mission of Santa Theresia Jakarta Kindergarten is very urgent to develop, because at school, character education books are not available with the value of servite et amate. This was revealed by a teacher through an interview. Based on observations, it was also found that there was indeed no character education book that was in accordance with the school's vision and mission. Character education or moral education in the present context, really needs to be taught and developed, so that children's morals can be formed early. Picture-story book is a book in which there are stories, characters, grooves, backgrounds, themes that are expressed in the form of writings and images that become one unit. Through reading books, it is easier for children to understand the contents and practical examples to apply the character values that they want to teach. This study uses descriptive qualitative methods. The qualitative descriptive is an attempt to explain facts, data, or objects qualitatively in the form of language or discourse by interpreting them appropriately and systematically. Data collection techniques used were interview and observations. This research was conducted at the Santa Theresia Jakarta Kindergarten. The results of the study indicated that picture-story books that were in accordance with the values of servite et amate needed to be created and developed, in order to help children in early childhood easily understood examples of character actions that must be performed. Therefore, schools need to facilitate and fully support, so that kindergarten teachers are given space and opportunities to develop pictorial story books. The content of the story, character, plot, language, selection of diction, choosing the color of the image must be relevant for early childhood.
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Huang, Chiu-Hua, Fin-Land Cheng, and Ching-Yueh Teng. "TEACHING PRACTICES: INTEGRATING POSITIVE THINKING IN PICTURE BOOK CREATION FOR ECONOMICALLY DISADVANTAGED CHILDREN." Problems of Education in the 21st Century 78, no. 6A (December 25, 2020): 1081–95. http://dx.doi.org/10.33225/pec/20.78.1081.
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The present study created picture books featuring elements of hope theory and conducted a practical teaching program to explore the application of hopeful thinking picture books for economically disadvantaged children, specifically, to understand the teachers’ teaching practices of picture book creation. On the basis of hope theory, the current study employed economic disadvantage as the creative background for designing picture books that incorporate elements of hopeful thinking and developed a teaching plan based on the picture books. The results indicated that the picture books had a solid theoretical foundation of hope, and were relevant to preschool children’s real experiences and development. Through teachers’ storytelling and discussion of the story content, children could express ideas based on their own experiences, set specific goals, and devised feasible methods for handling adversity to achieve goals. Therefore, the picture books were considered suitable for classroom teaching. In addition, expert teachers serving as coaches conducted classroom observations and teaching evaluations to explore how effectively positive thinking was integrated into the picture books and teaching activities, and to assess the guidance of children in using positive thinking strategies during story discussion. Through professional assessment, feedback, and teacher self-reflection, hope theory can be effectively applied for picture book creation. The picture book The Piggy’s Home created in this study can help teachers guide economically disadvantaged children in thinking positively, and teachers can refine the guidance process. Keywords: case study, economically disadvantaged children, hope theory, picture books, preschool children
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Collins, Louise. "Autonomy and Authorship: Storytelling in Children's Picture Books." Hypatia 25, no. 1 (2010): 174–95. http://dx.doi.org/10.1111/j.1527-2001.2010.01090.x.
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Diana Tietjens Meyers and Margaret Urban Walker argue that women's autonomy is impaired by mainstream representations that offer us impoverished resources to tell our own stories. Mainstream picture books apprentice young readers in norms of representation. Two popular picture books about child storytellers present competing views of a child's authority to tell his or her own story. Hence, they offer rival models of the development of autonomy: neo-liberal versus relational. Feminist critics should attend to such implicit models and the hidden assumptions they represent in children's books.
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Ismail, Adlina, and Normah Yusof. "READABILITY OF ESL PICTURE BOOKS IN MALAYSIA." Journal of Nusantara Studies (JONUS) 1, no. 1 (June 26, 2016): 60. http://dx.doi.org/10.24200/jonus.vol1iss1pp60-70.
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Predicting readability of a reading text for second language learners is important for teachers, educators, and other concerned parties to make sure the text matches targeted readers’ proficiency. Suitable reading materials would promote language development among readers, especially children. In Malaysia nowadays, English story books for children which are published locally can be easily found in libraries or bookstores. However, the readability of these reading materials has remained uncovered. Hence, this study aimed to investigate the readability of Malaysian English children story books on five aspects (narrativity, syntactic simplicity, word concreteness, referential cohesion and deep cohesion) as provided by the computational tool, Coh-Metrix Common Core Text Ease Readability Assessor (T.E.R.A). Ten local English children story books were selected as samples. It was found that the majority of the samples have high narrativity, syntactic simplicity, and word concreteness but average referential cohesion and deep cohesion. The result revealed that there is lack of attention given to the aspect of cohesion in children story books. This study recommends that children book writers consider the readability of ESL children story books to help children’s language development. Keywords: readability, assessment of reading materials, Coh-Metrix, picture books, childrenCite as: Ismail, A., & Yusof, N. (2016). Readability of ESL picture books in Malaysia. Journal of Nusantara Studies, 1(1), 60-70.
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MUHINYI, Amber, Anne HESKETH, Andrew J. STEWART, and Caroline F. ROWLAND. "Story choice matters for caregiver extra-textual talk during shared reading with preschoolers." Journal of Child Language 47, no. 3 (December 3, 2019): 633–54. http://dx.doi.org/10.1017/s0305000919000783.
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AbstractThis study aimed to examine the influence of the complexity of the story-book on caregiver extra-textual talk (i.e., interactions beyond text reading) during shared reading with preschool-age children. Fifty-three mother–child dyads (3;00–4;11) were video-recorded sharing two ostensibly similar picture-books: a simple story (containing no false belief) and a complex story (containing a false belief central to the plot, which provided content that was more challenging for preschoolers to understand). Book-reading interactions were transcribed and coded. Results showed that the complex stories facilitated more extra-textual talk from mothers, and a higher quality of extra-textual talk (as indexed by linguistic richness and level of abstraction). Although the type of story did not affect the number of questions mothers posed, more elaborative follow-ups on children's responses were provided by mothers when sharing complex stories. Complex stories may facilitate more and linguistically richer caregiver extra-textual talk, having implications for preschoolers’ developing language abilities.
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Gonen, Mubeccel, and Tulin Guler. "The Environment and Its Place in Children's Picture Story Books." Procedia - Social and Behavioral Sciences 15 (2011): 3633–39. http://dx.doi.org/10.1016/j.sbspro.2011.04.347.
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Lin, Rui Lin. "A Study of Mixed Media Creative Artwork Designed with Computer Software." Advanced Materials Research 213 (February 2011): 48–52. http://dx.doi.org/10.4028/www.scientific.net/amr.213.48.
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A case study was conducted to explore the mixed media creative artwork, a picture book hand-drawn by an 8-year old child. First, the documentary analysis of materials related to children's picture books was conducted to understand the features of materials and the essence of stories. After rounds of discussion teaching, the parents guided the author to create a story, characters, items, and sets, and to arrange colors. This process took 6 months. 14 hand-drawn works were completed. Then those drawings were scanned with Photoshop and the layout was arranged with Adobe Illustrator. Finally, discussions of the problems encountered during the process of creation were conducted and suggestions were proposed.
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Cole, Ellen. "Gender Portrayal in Jewish Children's Literature." Judaica Librarianship 8, no. 1 (September 1, 1994): 83–86. http://dx.doi.org/10.14263/2330-2976.1235.
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Current concerns with equality and equity focus the spotlight on gender, especially in a patriarchal religion and its observances, customs, and literature. When boys and girls read Jewish books they receive an image through word and picture of Jewish girls and women. This image can vary if the subject of the story is religious or cultural, if the time frame is past or present, if the locale is familiar or foreign, or if the plot conflict involves a male or another female. Gender can shift the fulcrum when the world seesaws between unfair and un equal.
Books contain implicit and explicit norms about 'what little girls are made of.' This article examines the picture of the Jewish female found on the pages of various types of children's books including biblical, religious, historical, and secular experiences at reading levels from primary through young adult (Kindergarten-High School).
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Reimer, Val Plett. "Hidden Children: Using Children's Literature to Develop Understanding and Empathy Toward Children of Incarcerated Parents." Language and Literacy 21, no. 1 (February 4, 2019): 98–121. http://dx.doi.org/10.20360/langandlit29369.
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Abstract
Research indicates that children whose parents are incarcerated are a vulnerable group of people with poor life outcomes. Yet these children are not tracked in the Canadian system, making it difficult for schools to respond with appropriate supports. How can schools be inclusive to this hidden demographic of children? Framed in theories of Critical Literacy and Ethic of Care, the author proposes the use of story to develop understanding and empathy. Research shows that acknowledging these children’s experiences through story helps them to feel validated while broadening capacity for empathy among other children. Can a story develop empathy toward children of incarcerated parents? To answer this question, the author wrote a picture book about a child who visits her mother in jail, and read the story to three groups of children, interspersed and followed by rich discussions. The story elicited empathetic responses from all students, suggesting the benefits of this approach.
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Park Sanghee, 천혜경, and 김명화. "The influence of repeated book reading on young children's story comprehension and picture vocabulary abilities." Korean Journal of Early Childhood Education 28, no. 5 (October 2008): 115–39. http://dx.doi.org/10.18023/kjece.2008.28.5.006.
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Solfiah, Yeni Solfiah, Devi Risma, Hukmi, and Rita Kurnia. "Early Childhood Disaster Management Media Through Picture Story Books." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 141–55. http://dx.doi.org/10.21009/141.10.
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Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. Dissemination of five story books are proper for children and improve their understanding of disaster management.
Keywords: Early Childhood Education, Management Disaster, Storybooks
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Tomé-Fernández, M., Senís-Fernández, J., & Ruiz-Martín, D. (2019). Values and Intercultural Experiences Through Picture Books. Reading Teacher, 73(2), 205–213. https://doi.org/10.1002/trtr.1813
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Tuladhar, G., Yatabe, R., Bhandary, N., & Dahal, R. (2015). Assessment of disaster risk reduction knowledge of school teachers in Nepal. International Journal of Health System and Disaster Management, 3(1), 20. https://doi.org/10.4103/2347-9019.147142
Undang-undang No. 24 Tahun 2007 Tentang Penanggulangan Bencana , (2007).
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Hamer, Naomi. "The hybrid exhibits of the story museum: The child as creative artist and the limits to hands-on participation." Museum and Society 17, no. 3 (November 29, 2019): 390–403. http://dx.doi.org/10.29311/mas.v17i3.3256.
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Since the Brooklyn Children’s Museum opened in 1899, the concept of the children’s museum has evolved internationally as a non-profit public institution focused on informal family-centred education and interactive play environments (Acosta 2000; Allen 2004). The majority of these museums highlight science education; however, over the past decade, a new specialized institution has emerged in the form of the children’s story museum that concentrates on children’s literature, storytelling, and picture book illustration. These story museums feature childhood artifacts through the curatorial and display conventions of museums and art galleries, in combination with the active play environments and learning stations of science-oriented children’s museums. These exhibits also reflect the changing place of the museum as an institution in the age of the “participatory museum”: a movement away from collections towards interactive curatorial practices across physical and digital archives (Simon 2010; Janes 2011). Framed by cross-disciplinary theoretical and methodological approaches from critical children’s museology, picture book theory, and children’s culture studies, this analysis draws upon selected examples (2014-2018) of curatorial practices, exhibits, and the spatial/ architectural design from Seven Stories: National Centre for Children’s Books (Newcastle, UK), the Hans Christian Andersen Haus/Tinderbox (Odense, Denmark), and The Eric Carle Museum of Picture Book Art (Amherst, MA, USA). These institutions provide distinctive venues to examine the tensions between discourses of museums as institutions that house collections of material artifacts including children’s literature texts, discourses of the creative child and ‘hands-on’ engagement (Ogata 2013); and discourses of critical engagement and participatory museums. While these exhibits affirm idealized representations of childhood to some extent, participatory engagements across old and new media within these spaces have significant potential for critical and subversive dialogue with ideological constructions and representations of gender, race, socio-economic class, mobility and nationalism rooted in the children’s literature texts.
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sookyi kim and 전정민. "The effects of children's representation and memorial ability between pretend play and story-reconstruction based on the picture-story book." Korean Journal of Early Childhood Education 32, no. 1 (February 2012): 445–63. http://dx.doi.org/10.18023/kjece.2012.32.1.019.
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Pazzini, Claudia. "L’abito immaginato. Abbigliamento e identità nell’albo illustrato moderno." Journal of Literary Education, no. 3 (December 12, 2020): 160. http://dx.doi.org/10.7203/jle.3.17235.
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The essay focuses on the examination of a selection of children’s picture books on the theme of clothing as an element of identity and as a means of personal and social transformation. The gender stereotype has always deprived children of the freedom to imagine themselves different from the imposed social model. Modern quality literature aims to free childhood from these constraints through stories that encourage the free expression of one's personality. "Clothing and childhood" is one of the binomial in which these themes appear most evident. While developing different plots, each selected book tells a story enriched by several levels of reading, more or less evident, and this is also due to particularly accurate illustrations, capable of adding further nuances to the text. Furthermore, even if characterized by the symbolic presence of clothes, these picture books do not make them the narrative fulcrum. In each of these case studies, clothing becomes a pretext for a journey of self-discovery and affirmation of one's individuality in the world. These case studies are a concrete example of the potential of the picture book as a vehicle of complex concepts and stratifications of complementary or parallel meanings that emerge from the dynamic relationship of the text with the image. Each double page opens multiple, free interpretative paths that can be taken at each reading, as the eye catches new aspects and the thought opens up to new discoveries. The imaginary dress is therefore one of the many parallel topics that it was possible to address through these books, with which the possible interpretations of clothing in children's literature have been explored, highlighting above all how much garments are objects charged with metasignification or with projections of a identity in formation such as the one of children.
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Reilly, Judy. "How to Tell a Good Story: The Intersection of Language and Affect in Children's Narratives." Journal of Narrative and Life History 2, no. 4 (January 1, 1992): 355–77. http://dx.doi.org/10.1075/jnlh.2.4.04how.
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Abstract This article reports two studies in which the developmental relationship be-tween affective and linguistic expression is explored by comparing the comple-mentary skills of storytelling (performance) and story construction (structure). In the first study, children of the two age groups (3- to 4-year-olds and 6- to 8-year-olds) were shown a picture book, Frog, Where Are You? (Mayer, 1979) and then asked to tell the story. Analyses of the data revealed a striking dif-ference in both story structure and storytelling performance. The older group consistently produced stories of greater length and complexity than those of the younger group; with respect to storytelling performance, however, 3- and 4-year-olds used significantly more affective elements of good storytelling than did the 7- and 8-year-olds. In a second study, ten 7- and 8-year-olds and ten 10- and 11-year-olds retold the same story, but to a 3-year-old. In this con-text, the 10- and 11-year-olds used significantly more affective devices, both linguistic and paralinguistic, than did the 7- and 8-year-olds. Considering both cognitive and discourse perspectives, the developmental implications of these findings are discussed.
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JISA, HARRIET, and SOPHIE KERN. "Relative clauses in French children's narrative texts." Journal of Child Language 25, no. 3 (October 1998): 623–52. http://dx.doi.org/10.1017/s0305000998003523.
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This study investigates the use of relative clauses in French children's narrative monologues. Narrative texts were collected from French-speaking monolinguals in four age groups (five, seven, ten years and adults). Twenty subjects from each group were asked to tell a story based on a picture book consisting of twenty-four images without text (Frog, Where are you?). Relative constructions were coded following the categories defined by Dasinger & Toupin (1994) into two main functional classes: general discourse and narrative functions. The results show that the use of relative clauses in general discourse functions precedes their use in more specific narrative functions. An analysis of textual connectivity (Berman & Slobin, 1994) in one episode reveals that children and adults differ in their choice of preferred structures. The results also show that children use fewer transitive predicates in relative clauses than do adults. Transitive verbs are essential for advancing the narrative plot (Hopper & Thompson, 1980). While subject relative clauses are acquired early and used frequently, the development of their multifunctional use in diverse narrative functions extends well beyond childhood.
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Fiestas, Christine E., and Elizabeth D. Peña. "Narrative Discourse in Bilingual Children." Language, Speech, and Hearing Services in Schools 35, no. 2 (April 2004): 155–68. http://dx.doi.org/10.1044/0161-1461(2004/016).
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Purpose: This study investigated the effect of language on Spanish-English bilingual children’s production of narrative samples elicited in two ways. Method: Twelve bilingual (Spanish-English-speaking) children ranging in age from 4;0 (years;months) to 6;11 who were fluent speakers of English as a second language produced two narratives—one elicited by using a wordless picture book and another by using a static picture. The children produced stories for each task in each language, for a total of four stories. For the book task, the story complexities were compared across both languages. Stories were scored for complexity of story grammar and the inclusion of specific narrative elements. Both stories in each language were further analyzed for productivity (total words, number of C-units, and mean length of C-unit). The grammaticality (proportion of grammatically acceptable C-units) and the proportion of utterances influenced by the nontarget language was compared across each language and story task. Results: Children produced narratives of equal complexity for the book task regardless of language. However, children used more attempts and initiating events in Spanish, while producing more consequences in English. The picture task yielded mixed results, and these were not compared quantitatively. There were differences in the two task conditions with respect to the children’s use of Spanish influenced English and English-influenced Spanish. Although children were equally productive in both languages, they used proportionally more Spanish-influenced utterances in the book task. Clinical Implications: The results demonstrate the importance of considering the test language when eliciting narratives from bilingual children and the type of the narrative task for eliciting a productive and complex narrative.
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Kim, Hee Jung, and Hyun Ah Seo. "The Effects of Story Making Activities by Utilizing Postmodern Picture Books on Young Children's Creativity and Story Construction Ability." Journal of Korean Child Care and Education 10, no. 4 (August 31, 2014): 51–69. http://dx.doi.org/10.14698/jkcce.2014.10.4.051.
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Kim, Sook-Yi, Ae-Sun Shin, and Hae-Gyung Kang. "The Effects of Children's Creative Elements and Linguistic Expression based on the Picture-Story Books." Korean Society for Child Education 26, no. 1 (February 25, 2017): 5–27. http://dx.doi.org/10.17643/kjce.2017.26.1.01.
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Kim, Sook-Yi. "The Effects of Pretentious, Symbolic, Compositive and Linguistic Representation based on Pretend Play of the Children's Picture-Story Book." Korean Society for Child Education 25, no. 2 (May 25, 2016): 25–45. http://dx.doi.org/10.17643/kjce.2016.25.2.02.
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Bamberg, Michael, and Robin Damrad-Frye. "On the ability to provide evaluative comments: further explorations of children's narrative competencies." Journal of Child Language 18, no. 3 (October 1991): 689–710. http://dx.doi.org/10.1017/s0305000900011314.
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ABSTRACTThis study investigated the changing functions of evaluative devices in children's narratives. The evaluative devices included (a) references to ‘frames of mind’, particularly to emotions, (b) character speech, (c) ‘hedges’, (d) negative qualifiers, and (e) causal connectors. Narratives were elicited from a 24-picture story book. The subjects were three groups of native English-speaking Americans (12 per group): five- and nine-year-old children and college undergraduate students. A quantitative comparison revealed that (i) adults used evaluative devices three times as often as five-year-olds, and two-and-a-half times as often as the nine-year-old children; (ii) adults used significantly more references to ‘frames of mind’ and ‘hedges’ than the children; and (iii) whereas five-year-olds used each evaluative type equally often, nine-year-olds and adults used references to ‘frames of mind’ significantly more than the other four evaluation types. A second analysis, focusing specifically on the discourse functions of references to ‘frames of mind’ revealed that, early on, this particular device is used to express a local evaluative perspective on particular events, while with increasing age it is used to signal the hierarchial organization of the story events. These findings are discussed with regard to two non-linguistic developmental achievements, the formation of event schemas and the formation of a theory of mind.
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Motz, Thomas. "Children’s Books as Pedagogical Tools to Minimize Latrophobia." Journal of Pedagogy and Psychology "Signum Temporis" 9, no. 1 (December 20, 2017): 37–43. http://dx.doi.org/10.1515/sigtem-2017-0003.
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Abstract Latrophobia, defined as the morbid and irrational fear of doctors or hospitals, makes medical or hospital visits extremely challenging for those who suffer from it. For many people, the cause of Latrophobia or its milder forms, including dislike and anxiety, is often rooted in childhood. Therefore, a large number of children's books deal with and illustrate the topic of a “doctor’s visit”, in order to reduce the anxiety through pedagogical methods combined in the narrative. The aim of the study is to investigate the extent to which selected children's books highlight latrophobia and try to reduce it by educational means. One focus is an analysis and an evaluation of the individual works combined with a comparison of the different methods of individual books. The main aim is to prove that children’s books can have the capability to reduce latrophobia. Materials and methods. The research examines 10 international children’s books dealing with doctor (dental) visits. A field test covering 63 children (21 with potential latrophobia) provides information for pedagogical values within these books. Furthermore, a subjective assessment combined with the ongoing survey filters (un)valuable methods and approaches. Results. More than half of the 21 children showed improved results concerning their feeling of being afraid before and after reading the book(s). Nevertheless, the assessment of the books showed that there are strong differences concerning the approach of “anxiety”. The methods used in the stories to reduce anxiety are numerous, debatable (in terms of success), and even frightening (from the perspective of child readers). The pictures and the atmosphere of the story can be pointed out as major factors for pedagogically valuable content. Conclusions. Although a major part of the examined books leveraged to reduce latrophobia, there are also some books which showed no or even worse effect. Due to the depicted representations of anxiety in the books, a counterproductive effect cannot be ruled out. Children's books, which should have a pedagogically positive effect of latrophobia minimization, must be compulsorily examined in advance by parents.
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Bradbery, Debbie. "Bridges to Global Citizenship: Ecologically Sustainable Futures Utilising Children's Literature in Teacher Education." Australian Journal of Environmental Education 29, no. 2 (December 2013): 221–37. http://dx.doi.org/10.1017/aee.2014.7.
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AbstractDeveloping an understanding of the importance of a sustainable future is vital in helping children to become ‘global citizens’. Global citizens are those willing to take responsibility for their own actions, respect and value diversity and see themselves as contributors to a more peaceful and sustainable world. Children's literature — picture and story books in particular — can be used as a powerful tool to help even the youngest citizens become aware of the need to assume responsibility for creating and enjoying a sustainable future through global citizenship. Children's literature can be utilised to help children examine and change personal lifestyles to secure a sustainable future; to identify, investigate, evaluate and undertake appropriate action to maintain, protect and enhance local and global environments; to challenge preconceived ideas, accept change and acknowledge uncertainty and to work cooperatively and in partnerships with others. This article explores and examines ways in which some examples of Australasian children's literature, specifically Storm Boy (Thiele, 1963), Lester and Clyde (Reece, 1991), The Waterhole (Base, 2001), Window (Baker, 1991) and Belonging (Baker, 2004), have been used in a literacy focused preservice teacher education course to assist preservice teachers entering their internship school placements to develop children's understandings of an ecologically sustainable future. It provides further insight into methods for embedding teaching for a sustainable future into pre-service teacher education.
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Widyasari, Choiriyah, Siti Zuhriah Ariatmi, and Almuntaqo Zainuddin. "Developing Taking Perspective Skills of Children Aged 5-8 Years Through Story Book Reading." Early Childhood Research Journal (ECRJ) 1, no. 1 (December 17, 2018): 39–44. http://dx.doi.org/10.23917/ecrj.v1i1.6580.
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Perspective taking is used by a child to understand the feelings or conditions of others and show affective response that is similar to what is felt by others. Children aged 5-8 are in the peak of developing their ability to recognize and understand others. As an attempt to develop such ability, teachers can perform the activities of picture story book reading that contain moral values to students. The present study aims to find out the differences in children’s perspective-taking skills before and after the activity of story book reading.The research used experimental design. The subjects were the students of TK Al Islam 1 Surakarta. The instrument used in this study was developed by the researchers. Prior to its implementation, construct validation was done resulted to the value of Content Validity Index (CVI) = 1.00. It showed that the instrument had good value and fulfilled the expected elements.The findings show the difference in the perspective-taking skills of children aged 5-8 years as indicated by the results of the pre- and post-experiment, with the mean X.1 = 21.75 > X.0 = 19.28. It implies that the activity of story book reading is effective in enhancing the perspective-taking skills of a child.
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Russo, James, Toby Russo, and Anne Roche. "Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films." Education Sciences 11, no. 10 (September 27, 2021): 588. http://dx.doi.org/10.3390/educsci11100588.
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Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story book). Post lesson interviews were undertaken with 24 students inviting them to compare and contrast this lesson sequence with their usual mathematics instruction. Drawing on a self-determination theory lens, our analysis revealed that these lessons were experienced by students as both highly enjoyable and mathematically challenging. More specifically, it was found that presenting mathematics tasks based on rich and familiar contexts and providing meaningful choices about how to approach their mathematical work supported student autonomy. In addition, there was evidence that the narrative presentation supported student understanding of the mathematics through making the tasks clearer and more accessible, whilst the audiovisual mediums (movie clip, short film) in particular provided a dynamic representation of key mathematical ideas (e.g., transformation and scale). Students indicated an eclectic range of preferences in terms of their preferred narrative mediums for exploring mathematical ideas. Our findings support the conclusion that educators and researchers focused on the benefits of teaching mathematics through picture story books consider extending their definition of narrative to encompass other mediums, such as movie clips and short films.
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Kaliakatsou, Ioanna, and Aggeliki Giannikopoulou. "Η απαιτητική ανάγνωση των εικόνων στα εικονογραφημένα βιβλία του Σαραμάγκου." Preschool and Primary Education 4, no. 1 (May 30, 2016): 68. http://dx.doi.org/10.12681/ppej.228.
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Postmodern picturebooks have gained increasing importance in the field of theory of children’s literature, because they «Provide the most accessible examples of postmodern eclecticism: the breaking of boundaries, the abandonment of linear chronology, the emphasis on the construction of texts, and the intermingling of parodying genres» (Pantaleo and Sipe 2008). Τhese picturebooks invite a more active reader. Mc Callum (1996) notes that metafictive narratives pose «questions about the relationships between the ways we interpret and represent both fiction and reality». Trites ( 1994) also identifies that the changes in picturebooks reflect «the sort of cultural fragmentation that seems to be the hallmark of the postindustrial age» As today's children live in a world characterized by fragmentation, decanonization and interactivity literacy educators focus on the ways in which literacy education will need to change in order to develop student’s «self-knowledge about reading» (Ryan& Anstey, 2003) and enrich reader’s capacity to decode the rapidly change, rich in symbols, visual culture. (Callow, 2008, Goldstone, 2001, Walsh, 2003, Serafini, 2004 O'Neil, 2011 ) Saramago’s picture books are a good example of work that disrupts expectations of the reader through the self-reflexive narrative structure of the visual text. While the verbal text tells rather a simple fairly story, the visual language in pictures evoke multiple levels of meaning, depending on how the reader (children or adult) chooses to interpret it. One common aspect of the illustrations in both books is the self referential qualities of the illustrations that reveal the process of memories restoration and perception. The illustrators of the books employ a range of metafictive devices that self consciously draws attention to the status of the memories as artifacts and systematically poses questions about the way we recall the past. In this paper we examine fifth graders’ responses to several metafictive devices in Saramago’s picturebooks. The books were read and discussed in depth over a two week time period, where the children participated in small groups and whole-class interactive read-aloud sessions. The fifth graders noticed many of the visual elements and took them into account for the (re)construction of the story, such as intertextuality, indeterminacy in illustrative text, disruptions of traditional time and space relationships, pastiche of illustrative styles, illustrative framing devices including a book embedded within another book, description of the creating process. The data concerning children’s reading of both books lead to the conclusion that ten-years-old children paid great attention to the illustration and did not confine their readings only to words. They have incorporated the visual text in the construction of the story, and proved that they can decipher many of the challenging visual puzzles of both books. The study concludes that using visual literacy in the classroom can help children to develop a “critical eye” and to negotiate our visually rich contemporary culture. Key-words: picturebooks, metafiction, childrens’ perception, memories
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Jakubowska, Joanna, Marta Szpak, and Marta Białecka-Pikul. "How Do Parents Use Mental State Language During Narration To Their 2- and 4-Year-Old Children?" Psychology of Language and Communication 22, no. 1 (January 1, 2018): 516–33. http://dx.doi.org/10.2478/plc-2018-0023.
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Abstract Parents influence the development of children’s social understanding by using mental state terms that denote concepts which children are about to develop (Taumoepeau & Ruffman, 2006, 2008) or via the usage of contrastive and/or causal mental state talk (Peterson & Slaughter, 2003). The present longitudinal study examined parent-child dyads and assessed parental mental state talk (MST) during picture-book narration. Seventy-four parents told their children a story twice, when the children were 2 and 4 years old. The same wordless picture book was used to elicit the narration at each time point. Two criteria were used to classify MST: type of utterance (affective, perceptual, or cognitive) and complexity of utterance (simple or clarifying). Parental MST was more frequent in narrations to 4-yearolds than to 2-year-olds. Parents directed more complex MST to 4-year-old children than to 2-year-olds. Affective references were most common at both time points, while cognitive utterances hardly occurred. Nevertheless, growing trends were observed in all types of MST. The results suggest that parents match their MST to the children’s level of social understanding development.
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Hoel, Trude, and Elise Seip Tønnessen. "Organizing Shared Digital Reading in Groups: Optimizing the Affordances of Text and Medium." AERA Open 5, no. 4 (October 2019): 233285841988382. http://dx.doi.org/10.1177/2332858419883822.
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Children develop their language when they explore and talk about literary texts. In this study, we explore the design of shared digital reading as a basis for critical reflection on the reading situation in an institutional context with its given opportunities and limitations. We examine six videotaped readings of one specific picture book app, with a focus on the strategies used by teachers in early childhood education and care institutions to control children’s access to the medium and the types of verbal engagement (about the story and about the medium) that are generated by these different strategies. We use qualitative and quantitative analysis of video data. A qualitative categorization of the readings reveals the strategies Show, Show & Share, and Share. In analyzing the participants’ verbal and multisensory engagement, we find that the Show strategy generates more utterances, especially about the story, as well as more time spent on dialogue.
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Venzo, Paul. "Wabi Sabi: Intermediated Textures of Impermanence and Imperfection." Belas Infiéis 8, no. 3 (July 26, 2019): 217–25. http://dx.doi.org/10.26512/belasinfieis.v8.n3.2019.26340.
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Mark Reibstein and Ed Young’s 2008 picture book Wabi Sabi tells the story of a Kyoto cat in search of the meaning of its name. This award-wining children’s book explores identity through the composition of various layers of meaning and complexity in form and structure, suggesting that an understanding of identity cannot be expressed easily through words alone. This paper begins by examining how the use of a range of storytelling modes including collage, photography, drawing, poetry and prose are combined, inviting the implied child reader to become involved in the intermedial qualities of the text, at the same time as they follow the cat in its journey of self-discovery. Focus then turns to the use of natural, textured materials in the artwork of the picture book, analyzed as a reflection of the concept of wabi sabi; a Zen-Taoist philosophy that draws attention to the value and beauty of impermanence and imperfection. This alternative way of thinking about identity proposes that self-knowledge is attained through an encounter with simple, rustic and natural phenomena, as opposed to the industrialized newness and perfection so often idealized in Western civilization. The third section of the paper explores how the text, with its capacity to incorporate both Western and Japanese modes of storytelling, is a form of cultural translation. Not confined to the traditional mode of translation from one language to another, or from source to target text, this picture book, in its use of haiku and Japanese calligraphy, its glossary and its explanation of wabi sabi, invites the reader to consider how translation shares ideas across and between time and cultural context.
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Kang, Sang. "The Effect of the Integrated Activity Using Healing Story Picture Books on Young Children's Problem Behavior, Sociality and Ego-Resiliency." Korean Society for Child Education and Care 16, no. 3 (September 30, 2016): 141–62. http://dx.doi.org/10.21213/kjcec.2016.16.3.141.
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Stavans, Anat, and Gil Goldzweig. "Parent-child-adult storytelling." Narrative Inquiry 18, no. 2 (December 12, 2008): 230–57. http://dx.doi.org/10.1075/ni.18.2.04sta.
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Book reading appears to be a highly revered and widely practiced home and school routine within and across literate western cultures. This study examined the relationship between home practices and expected children’s production. We assumed the contribution of home literacy patterns such as storytelling to have a predictive value on the development of children’s narrative productions as one facet of children’s literacy development. To this end, we set out to investigate similarities and differences in the profile of parental narrative input and children’s narrative productions. We first looked at the structural and organizational characteristics of adult-child and child-adult narratives and the relationship between the two in terms of its narrative forms and functions. Then we analyzed the interaction during narratives to — and by- children to other adults. The participants of this study were 64 parent-child dyads recruited into three age groups. Parents were asked to tell their child a picture-book story and the children were asked to tell the same story to an adult experimenter. The stories were recorded and transcribed. The data were coded into structural and interactive categories and analyzed between parent and children productions and across the three age groups. The results showed a complex relationship between parental narrative input and child-adult output. While parental narrative input resembles child narrative input, this resemblance grows stronger as the child gets older. Yet the differences between parental and child narrative input may be motivated by the child’s linguistic, narrative and social development.
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Clacherty, Glynis. "Artbooks as witness of everyday resistance: Using art with displaced children living in Johannesburg, South Africa." Global Studies of Childhood 11, no. 1 (March 2021): 7–20. http://dx.doi.org/10.1177/2043610621995820.
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Artbooks, which are a combined form of picture and story book created using mixed media, can be a simple yet powerful way of supporting children affected by war and displacement to tell their stories. They allow children to work through the creative arts, which protects them from being overwhelmed by difficult memories. They also allow, even very young children, to show us how they cope with past violence and present injustice by recalling and representing the small everyday overcomings of their lives – a garden they planted in DRC, a mother who walks them across a busy Johannesburg street, a curtain blowing in the door of their new home – just as it did in their old home. The books allow them to witness to the injustice of xenophobic violence by neighbours and the immoveable bureaucracy attached to accessing documents, through representing the small details of their lives in crayons and paint. Making artbooks also allows for some measure of meaning-making in the chaos of the everyday in a hostile city where their parents struggle to maintain a normal life for them. Books are also a powerful way for children to safely share their stories and advocate for changed attitudes, laws and policies in the increasingly migrant-hostile South African society. The article will tell the story of a book-making project run over a number of years at a community counselling centre that works with families on the move in Johannesburg South Africa. It will also describe how some of the children’s books have become a powerful advocacy tool through their inclusion in the digital library of the African Storybook project. The article will explore some of the practical details of the project and the theory around the power of the representation of the everyday which we are beginning to derive from the work.
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Fogle, Stephen. "Dance and Music in Children’s Literature: A Qualitative Study of Intergenerational Solidarity Themes." Innovation in Aging 4, Supplement_1 (December 1, 2020): 7. http://dx.doi.org/10.1093/geroni/igaa057.022.
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Abstract Intergenerational Solidarity is consistently recognized by the United Nations as a primary focus for work being undertaken to build a society for all ages. This study utilized a qualitative methodology to examine themes of intergenerational solidarity contained within children’s literature. Specifically, this study explored intergenerational examples of dance and music shared by older adults and children. McGuire’s (2016) Growing Up and Growing Older annotated bibliography for preschool-to-third grade children, which contains over seventy pages of non-ageist children’s literature references (N= 411), served as the sample frame for this study. A sample of six story and picture books was selected after inclusion criteria and availability from two public children’s libraries considerations were met. Inclusiveness of the present sample is manifested through geographic origin of dance and music traditions as well as the age range, gender, primary spoken language, and kin relationships of the older adult and children characters. Results revealed three intergenerational solidarity themes: 1) a humanizing portrayal of an older adult, 2) common cause, 3) continuity of tradition. This study demonstrates the efficacy of the arts, specifically dance and music, for facilitating intergenerational solidarity. This study identifies three themes that primary school teachers and children's librarians can utilize when selecting reading material about intergenerational solidarity. Finally, this study contributes to decades of pioneering educational gerontology literature focused on combating ageism through development of curricula that stimulate discovery of the elder within.
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Pitenina, Valeriia. "THE HISTORY OF CREATION AND DESIGN FEATURES OF THE BRITISH SERIES OF CHILDREN’S BOOKS “BOOKS FOR THE BAIRNS” (1896–1912)." Research and methodological works of the National Academy of Visual Arts and Architecture, no. 28 (December 15, 2019): 130–35. http://dx.doi.org/10.33838/naoma.28.2019.130-135.
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The 19th century is called the “golden age” of a children’s book. At this time, a variety of children’s literature appeared, first of all in Britain. The model of a decorated book are the books of Kelmscott Press. However, it was precisely at this time that a series of children’s books with a modest design at affordable prices, such as the so-called “one-penny” series “Books for the Bairns”, emerged. Ideologist and permanent editor of Books for the Bairns William T. Stead was a well-known journalist, founder and editor-in-chief of periodicals, public figure, child rights defender and a fighter against child prostitution. In 1912 he was nominated for the Nobel Peace Prize, but scandalous reports, imprisonment, and his interest in spiritualism made W. Stead’s im- age controversial. The concept of the series, created by Sted, is based on a combination of an adapted simplified literary translation and a detailed step-by-step visual story that accompanies the text. The chief illustrator and visual co-author of W. Sted was the Irish artist B. Le Fanu (Brinsley Le Fanu, 1854–1929). For B. Le Fanu, the illustration of the series was the biggest art project. At his time, B. Le Fanu was known for the illustrations to the works of his father — Sheridan Le Fanu, one of the founders of the Irish mystical novel. They have the characteristic features of the Victorian era. Making illustrations for children’s books, B. Le Fanu does not lose their fantastic nature, but combines them with a realistic drawing. Each cover of the series represents one of the main characters of the book. A simple but vivid picture, one or two characters on the cover, a landscape or interior outlined by several elements — that’s what the covers by B. Le Fanu were like. None of them are decorated with patterns or ornamental details. The artist consistently implemented the concept of simplicity and clarity suggested by W. Sted, but not primitiveness. The best volumes in the series are his illustrations of L. Carroll’s “Alice’s in Wonderland” and M. Servantes’s novel “The Adventures of Don Quixote”. The “Books for the Bairns” series, although not exquisitely designed and illustrated, has become a model for children’s literature publishers for half a century and inspired the appearance of similar series of cheap children’s books in Western Europe and also Russia and Ukraine.
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Beal, Jennifer S., Jessica A. Scott, and Kelly Spell. "Goodnight Gorilla: Deaf Student American Sign Language Narrative Renditions After Viewing a Model." Journal of Deaf Studies and Deaf Education 26, no. 1 (August 18, 2020): 85–98. http://dx.doi.org/10.1093/deafed/enaa022.
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Abstract The present study used an observational learning framework to investigate changes in non-native signing deaf children’s narrative renditions before (Time 1) and after (Time 2) a single viewing of a signing adult’s rendition of the same story. The deaf adult model rendered the picture book Goodnight Gorilla in American Sign Language (ASL) with the pages of the book displayed behind her. We analyzed the details children aged 6–13 years included within their narratives and how they rendered those details. Specifically, we compared their use of depicting constructions (DCs), constructed action (CA), simultaneous use of both DCs and CA, and only lexical signs before and after viewing the model. The deaf adult predominantly and equally used CA and constructed actin paired with DCs and rarely used lexical signs alone during her rendition. After watching the adult rendition, children’s renditions were longer and they included more details. Children increased their use of DCs, CA, and to a lesser extent, combinations of DCs and CA. However, half of the children never used DCs paired with CA. Suggestions for pairing ASL content standards with viewings of deaf adult sign language models are discussed.
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Pędzich, Angelika, and Joanna Łukasiewicz-Wieleba. "Forming of children's creative imagination by animated cartoons and fairy tale books." Problemy Opiekuńczo-Wychowawcze 589, no. 4 (April 30, 2020): 45–58. http://dx.doi.org/10.5604/01.3001.0014.0911.
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Currently, there has been a big change in the form of spending free time because a large part of the average person's life is occupied by the Internet. Every day we browse pages, watch programs, movies and series. Activities involving children have also changed. Today, full playgrounds or libraries are a rare picture. The youngest generations absorb visual content much more often - various types of animated cartoons, which they often watch several hours a day. Sometimes cartoons are also used by parents as a form of bribery or as a kind of seizing the child's attention for some time. The purpose of this article is to find the answer to the question of how the form of content (text, movie), inspiring the creation of artistic products, affects the creative imagination of a child. At the beginning we present the scientific position in this matter, and then the results of our own research. As a tool in the research, the Kate Franck Drawing Completion Test was used, which measures the imagination of the examined person, and then the method of product analysis was used, , referring to the category of creative imagination. Two groups of children from the second grade of primary school took part in the study and were asked to create drawings after learning the presented content. For one group a fairy tale was presented in the text form, but for the second group: in the form of the animated cartoon. Students from the group listening to the story read from the book, on the created drawings added a lot of original ideas, variously presented the reality of the fairy tale heard, in contrast to the second group, in which the drawings of all students were very similar to each other. The results of the study indicate that cartoons in a form of the movie much less stimulate children to use their creative imagination, than fairy tales in a text form, which allows them to activate their creative potential.
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Anwar, Sri Tati, Sumardi Sumardi, Yasbiati Yasbiati, and Istikhoroh Nurzaman. "PENGGUNAAN BUKU CERITA GAMBAR BERSERI UNTUK MENINGKATKAN KEMAMPUAN MENYIMAK ANAK KELOMPOK B2 TK ASSALAAM KOTA TASIKMALAYA." JURNAL PAUD AGAPEDIA 2, no. 2 (May 10, 2020): 125–38. http://dx.doi.org/10.17509/jpa.v2i2.24539.
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ABSTRACTThis Classroom Action Research is motivated by the results of observations carried out in IP Assalam B2 Kindergarten group shows that the receptive language skills of children are still not achieved, especially in listening skills, for example there are still many children who have not paid close attention to learning, the researchers decided to conduct research using a serial picture story book. The book can cause great attraction for children and can also facilitate children's understanding. By reading a storybook with a serial image, the ability to listen to children will be well honed, children can interpret and retell what is in the story. This study aims to improve the ability of teachers to plan learning, implement learning and improve children's listening skills. The model used in this study is the Classroom Action Research (PTK) model with Suharsimi Arikunto model consisting of two cycles. Each cycle consists of planning, implementation, observation and reflection. Based on the results of the study showed an increase, this is evidenced by the increase in the ability of teachers in planning learning, the ability of teachers to carry out learning, the ability of teachers in carrying out learning using serial images and children's abilities in listening skills and other child development such as cognitive aspects, social emotional, physical motor, and religion. Obstacles faced by researchers when learning include the conditioning of children, appreciation in conveying stories and the use of descriptions of appropriate language for children. Penelitian Tindakan Kelas ini dilatarbelakangi oleh hasil observasi yang dilaksanakan di kelompok B2 TK IP Assalam menunjukan belum tercapainya keterampilan reseptif anak khususnya pada kemampuan menyimak, contohnya masih banyak anak yang pada pembelajaran belum memerhatikan secara seksama, peneliti memutuskan untuk melakukan penelitian menggunakan buku cerita gambar berseri. Buku tersebut dapat menimbulkan daya tarik yang besar bagi anak juga dapat mempermudah pemahaman anak. Dengan cara membacakan buku cerita gambar berseri kemampuan menyimak anak akan terasah dengan baik, anak dapat menafsirkan dan menceritakan kembali apa yang ada dalam cerita tersebut. Penelitian ini bertujuan untuk meningkatkan kemampuan guru dalam merencanakan pembelajaran, melaksanakan pembelajaran dan meningkatkan kemampuan menyimak anak. Model yang digunakan dalam penelitian ini yaitu model Penelitian Tindakan Kelas (PTK) dengan model Suharsimi Arikunto yang terdiri dari dua siklus. Setiap siklus terdiri dari perencanaan, pelaksanaan, observasi serta refleksi. Berdasarkah hasil penelitian menunjukan adanya peningkatan, hal ini dibuktikan dengan meningkatnya kemampuan guru dalam merencanakan pembelajaran, kemampuan guru dalam melaksanakan pembelajaran, kemampuan guru dalam melaksanakan pembelajaran menggunakan buku cerita gambar berseri serta kemampuan anak dalam keterampilan menyimak serta perkembangan anak yang lain seperti aspek kognitif, sosial emosional, fisik motorik, dan agama. Hambatan yang dihadapi peneliti saat pembelajaran meliputi pengkondisian anak, penghayatan dalam menyampaikan cerita serta penggunaan uraian bahasa yang tepat untuk anak.
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Kuntarto*, Niknik M. "Portrait of indonesian usage in gafabaca's children's story book series; gafabaca series 1 and 2, fish series, and cat series." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, no. 1 (July 25, 2019): 27–40. http://dx.doi.org/10.30998/jh.v1i1.32.
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Talking is one and the four skills in language that is productive and active Because of them that, a lot of foreign speakers have difficulty when first learning to speak in Indonesian one problem often encountered is the limited vocabulary that is owned by a foreign speaker Many instructional media offered to increase the amount of vocabulary for speakers Asung, one of which is the media images media images can increase 400% ability of foreign speakers in remembering vocabulary in the classroom, therefore, the authors developed a media joyful learning in the form of a comic comics is a combination of pictures and words capable of arouse and excite the foreign speakers to continue to learn to speak in a way that is fun this paper will describe a form of learning berbucara who could inspire and stimulate foreign speakers as well as fun in the classroom through the comic making it easier for foreign speakers achieve the goal of learning to speak.
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"Picture in Children's Story Books: Children's Perspective." International Journal of Educational Methodology 4, no. 4 (November 15, 2018). http://dx.doi.org/10.12973/ijem.4.4.205.
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Müller-Brauers, Claudia, Christiane Miosga, Silke Fischer, Alina Maus, and Ines Potthast. "Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study." Frontiers in Psychology 11 (December 2, 2020). http://dx.doi.org/10.3389/fpsyg.2020.593482.
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Digital literature is playing an increasingly important role in children's everyday lives and opening up new paths for family literacy and early childhood education. However, despite positive effects of electronic books and picture-book apps on vocabulary learning, early writing, or phonological awareness, research findings on early narrative skills are ambiguous. Particularly, there still is a research gap regarding how app materiality affects children's story understanding. Thus, based on the ViSAR model for picture-book app analysis and data stemming from 12 digital reading dyads containing German monolingual 2- to 3-year-olds and their caregivers this study assessed the narrative potential of a commercial picture-book app and how this is used in interaction. Results of the media analysis showed that the app provides a high number of narrative animations. These animations could be used interactively to engage the child in the story. However, results of the interaction analysis showed that adult readers do not exploit this potential due to their strong concentration on operative prompts and instructions. Furthermore, an explorative analysis of the relation between adults' utterances and children's story comprehension provided preliminary indicators regarding how the length of reading duration and the number of utterances might relate to children's understanding of the story. Findings and methodological limitations of the study are discussed and combined didactically with practical recommendations on how to use narrative animations in interaction effectively.
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Xiang, Jing, and Ying Yan. "Mutual Promotion of Reading and Expression: Research into Children’s Picture Book Teaching of I Wanna Iguana." International Dialogues on Education Journal 7, no. 2 (December 14, 2020). http://dx.doi.org/10.53308/ide.v7i2.37.
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The narrative function of children’s picture books connects the exquisite, meaningful and colorful paintings with easy and imaginative words. A teaching process, which is called the circulation process, happens when teachers and children are reading the pictures and words repeatedly. This process involves four stages: lead-in, telling the story, retelling the story and utilizing the retold story. Teacher may understand children’s knowledge, cognitive features as well as nature of picture books and paintings effectively. Then the vivid illustration of story line encourages children to think from others’ views and communicate with different people in the world. In such a way, we aim to establish a brand new teaching culture consisted of national memory and traditional Chinese culture elements.
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De Vos, Gail. "News and Announcements." Deakin Review of Children's Literature 5, no. 1 (July 16, 2015). http://dx.doi.org/10.20361/g27g79.
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News and AnnouncementsAs we move into the so-called “summer reading” mode (although reading is obviously not a seasonal thing for many people), here is a “summery” (pardon the pun) of some recent Canadian book awards and shortlists.To see the plethora of Forest of Reading ® tree awards from the Ontario Library Association, go to https://www.accessola.org/WEB/OLAWEB/Forest_of_Reading/About_the_Forest.aspx. IBBY Canada (the Canadian national section of the International Board on Books for Young People) announced that the Claude Aubry Award for distinguished service in the field of children’s literature will be presented to Judith Saltman and Jacques Payette. Both winners will receive their awards in conjunction with a special event for children's literature in the coming year. http://www.ibby-canada.org/ibby-canadas-aubry-award-presented-2015/IBBY Canada also awarded the 2015 Elizabeth Mrazik-Cleaver Picture Book Award to Pierre Pratt, illustrator of Stop, Thief!. http://www.ibby-canada.org/awards/elizabeth-mrazik-cleaver-award/The annual reading programme known as First Nation Communities Read (FNCR) and the Periodical Marketers of Canada (PMC) jointly announced Peace Pipe Dreams: The Truth about Lies about Indians by Darrell Dennis (Douglas & McIntyre) as the FNCR 2015-2016 title as well as winner of PMC’s $5000 Aboriginal Literature Award. A jury of librarians from First Nations public libraries in Ontario, with coordination support from Southern Ontario Library Service, selected Peace Pipe Dreams from more than 19 titles submitted by Canadian publishers. “In arriving at its selection decision, the jury agreed that the book is an important one that dispels myths and untruths about Aboriginal people in Canada today and sets the record straight. The author tackles such complicated issues such as religion, treaties, and residential schools with knowledge, tact and humour, leaving readers with a greater understanding of our complex Canadian history.” http://www.sols.org/index.php/links/fn-communities-readCharis Cotter, author of The Swallow: A Ghost Story, has been awarded The National Chapter of Canada IODE Violet Downey Book Award for 2015. Published by Tundra Books, the novel is suggested for children ages nine to 12. http://www.iode.ca/2015-iode-violet-downey-book-award.htmlThe 2015 winners of the Ruth and Sylvia Schwartz Children’s Book Awards were selected by two juries of young readers from Toronto’s Alexander Muir / Gladstone Avenue Junior and Senior Public School. A jury of grade 3 and 4 students selected the recipient of the Children’s Picture Book Award, and a jury of grade 7 and 8 students selected the recipient of the Young Adult / Middle Reader Award. Each student read the books individually and then worked together with their group to reach consensus and decide on a winner. This process makes it a unique literary award in Canada.The Magician of Auschwitz by Kathy Kacer and illustrated by Gillian Newland (Second Story Press) won the Children’s Picture Book Category.The winner for the Young Adult/Middle Reader Category was The Boundless by Kenneth Oppel (HarperCollins Publishers).http://www.ontarioartsfoundation.on.ca/pages/ruth-sylvia-schwartz-awardsFrom the Canadian Library Association:The Night Gardener by Jonathan Auxier (Penguin Canada) was awarded CLA’s 2015 Book of the Year for Children Award.Any Questions?, written and illustrated by Marie-Louise Gay (Groundwood Books) won the 2015 Amelia Frances Howard-Gibbon Award.This One Summer by Mariko & Jillian Tamaki (Groundwood) was awarded the 2015 Young Adult Book Award.http://www.cla.ca/AM/Template.cfm?Section=Book_Awards&Template=/CM/HTMLDisplay.cfm&ContentID=16132The 2015 Winner of the Crime Writers of Canada’s Arthur Ellis Awards for Best Juvenile/YA Book was Sigmund Brouwer’s Dead Man's Switch (Harvest House). http://crimewriterscanada.com/Regional awards:Alberta’s Ross Annett Award for Children’s Literature 2015:Little You by Richard Van Camp (Orca Book Publishers) http://www.bookcentre.ca/awards/r_ross_annett_award_childrens_literatureRocky Mountain Book Award 2015:Last Train: A Holocaust Story by Rona Arato. (Owl Kids, 2013) http://www.rmba.info/last-train-holocaust-storyAtlantic Book Awards 2015 from the Atlantic Book Awards SocietyAnn Connor Brimer Award for Children’s Literature: The End of the Line by Sharon E. McKay (Annick Press).Lillian Shepherd Award for Excellence in Illustration: Music is for Everyone illustrated by Sydney Smith and written by Jill Barber (Nimbus Publishing) http://atlanticbookawards.ca/awards/Hackmatack Children’s Choice Book Award 2015:English fiction: Scare Scape by Sam Fisher.English non-fiction: WeirdZone: Sports by Maria Birmingham.French fiction: Toxique by Amy Lachapelle.French non-fiction: Au labo, les Débrouillards! by Yannick Bergeron. http://hackmatack.ca/en/index.htmlFrom the 2015 BC Book Prizes for authors and/or illustrators living in British Columbia or the Yukon:The Christie Harris Illustrated Children's Literature Prize was awarded to Dolphin SOS by Roy Miki and Slavia Miki with illustrations by Julie Flett (Tradewind).The Sheila A. Egoff Children's Literature Prize for “novels, including chapter books, and non-fiction books, including biography, aimed at juveniles and young adults, which have not been highly illustrated” went to Maggie de Vries for Rabbit Ears (HarperCollins). http://www.bcbookprizes.ca/winners/2015The 2015 Manitoba Young Readers’ Choice Award (MYRCA) was awarded to Ultra by David Carroll. http://www.myrca.ca/Camp Outlook by Brenda Baker (Second Story Press) was the 2015 winner of the SaskEnergy Young Adult Literature Award. http://www.bookawards.sk.ca/awards/awards-nominees/2015-awards-and-nominees/category/saskenergy-young-adult-literature-awardFor more information on Canadian children’s book awards check out http://www.canadianauthors.net/awards/. Please note that not all regional awards are included in this list; if you are so inclined, perhaps send their webmaster a note regarding an award that you think should be included.Happy reading and exploring.Yours in stories (in all seasons and shapes and sizes)Gail de VosGail de Vos is an adjunct professor who teaches courses on Canadian children's literature, young adult literature, and commic books and graphic novels at the School of Library and Information Studies (SLIS) at the University of Alberta and is the author of nine books on storytelling and folklore. She is a professional storyteller and has taught the storytelling course at SLIS for over two decades.
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Beach, Terri. "I Walk With Vanessa: A Story About a Simple Act of Kindness by Kerascoët." Deakin Review of Children's Literature 8, no. 4 (May 16, 2019). http://dx.doi.org/10.20361/dr29454.
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Kerascoët. I Walk With Vanessa: A Story About a Simple Act of Kindness. Random House Children’s Books, 2018.
This is a wordless picture book from French illustrators, Kerascoët. This husband and wife duo, Marie and Sébastien solely illustrate, without the use of text, the ability to combat bullying in modern society. They accomplish this difficult task by placing emphasis on the characters’ emotions through the use of distinct colour throughout the images, clearly depicting the story’s message. Because there are no words, this amazing resource provides students with the ability to interpret the book individually, creating unique perspectives such as an idea, "who else needs help other than Vanessa?"
This book provides fresh insight into how society can unite together by creating a positive chain reaction when faced with bullying. Throughout the illustrations, this team accomplished this task extremely well, by providing the audience with diverse characters, creating a sense of belonging. This allows the reader to view the characters as if they were looking at their own reflection, seeing into their lives, therefore enabling them to relate to the book. With this, I truly believe that it is essential for children's books to act either as a window or a mirror for children.
Overall, I feel that this book is ideal for a target audience of pre-kindergarten to grade two. The drawings are simplistic, with few details, allowing children to predict the storyline easily, leaving a thorough investigation of the book. I cannot wait for students to "read" this book to me.
Highly recommended: 4 out of 4 starsReviewer: Terri Beach