Academic literature on the topic 'Children´s book'
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Journal articles on the topic "Children´s book"
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Jenkins, Elwyn. "ROY CAMPBELL’S CHILDREN’S NOVEL, THE MAMBA’S PRECIPICE." Mousaion: South African Journal of Information Studies 34, no. 2 (2016): 83–97. http://dx.doi.org/10.25159/0027-2639/895.
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Roy Campbell’s The mamba’s precipice (1953), a novel for children, is his only prose work of fiction. This article examines three aspects of the book, namely its autobigraphical elements; its echoes of Campbell’s friendship with the writers Laurie Lee and Laurens van der Post; and its parallels with other English children’s literature. Campbell based the story on the holidays his family spent on the then Natal South Coast, and he writes evocative descriptions of the sea and the bush. The accounts of feats achieved by the boy protagonist recall Campbell’s self-mythologising memoirs. There are similarities and differences between The mamba’s precipice and the way Van der Post wrote about Natal in The hunter and the whale (1967). Campbell’s novel in some respects resembles nineteenth-century children’s adventure stories set in South Africa, and it also has elements of the humour typical of school stories of the ‘Billy Bunter’ era and the cosy, mundane activities and dialogue common to other mid-century South African and English children’s books.
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Kermauner, Aksinija. "Opismenjevanje otrok s slepoto." Šolsko polje XXXI, no. 1-2 (2020): 191–213. http://dx.doi.org/10.32320/1581-6044.31(1-2)191-213.
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Literacy of children with blindness Literacy and reading for children with blindness is a relatively unknown field, as the topic is not covered in any national research, and due to the specific way of reading Braille, a comparison with sighted peers does not give a clear picture. A child with blindness has less incentive to develop, explores less, and learns less through imitation, so we need to help him/her with certain methods and aids to catch his/hers peers. Literacy for children with blindness due to the use of braille is different from that of sighted peers, so preparations for literacy are very important, where in addition to developing vocabulary, orientation and coordination with planned exercises, we must also develop the child’s tactile skills. With systematic tactile stimuli, the sensitivity of the finger pads increases, which is a prerequisite for successful reading of Braille. A child with blindness does not encounter the graphic image of letters as a sighted peer at every turn, so we offer him/her the opportunity to get to know the letters in Braille in his/hers everyday environment. Adapted materials and planned activities are suitable for this, such as getting to know the wall tactile fairy tale, book in the box, reading tactile pictures, tactile games and tasks, tactile picture books and tactile kamishibai. Only through systematic work and the earliest possible holistic treatment will the child be able to reach his or her sighted peers in the field of literacy as well. Key words: literacy, children with blindness, tactile rebus, tactile picture book, book in the box, tactile kamishibai
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Engalycheva (Bulgakova), E. V. "Children's book: a terminological analysis." Bibliosphere, no. 4 (December 30, 2016): 94–98. http://dx.doi.org/10.20913/1815-3186-2016-4-94-98.
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The article deals with definitions of «children's book», «book for children», «children's literature», «literature for children», «children's reading circle». The mentioned terms are divided into two groups. The first group includes those authors, who consider material and the structural aspects of book, its reader's purpose, printing and design. This issue was studied by S. G. Antonova, N. Z. Ryabinina, I. A. Zharkov, I. F. Pavlova, S. A. Karaichentseva. The second group considers genre and thematic characteristics of book, its effect on children development. Among researchers should be called I. N. Arzamastseva, I. G. Mineralova, S. A. Nikolaev, E. E. Zubareva, T. D. Polozova. All submitted definitions are discussed in details in the context of those tasks that solve children's editions. The author has collected theoretical and practical views of philologists, bibliologists, historians, editors on definitions of children's book and its essential meaning for each field of science. Based on scientific historicism methods and terminological analysis of general components of children edition, its material and structural sides, genre and thematic characteristics have been revealed. Functions of the children's book are determined: communicative, administrative, cognitive, educational, aesthetic ones. The article objective is studying the phenomenon complex, based on which the author has given an independent interpretation of this definition. Additional information on children's literature specific features and its «special» design is presented at National Standard GOST 7.60-90 «Editions. Fundamental types. Terms and definitions», as well as branch standards: OST 29.130-97 «Editions, terms and definitions», OST 29.127-96 «Publishing books for children», OST 29.127-2002 «Quality requirements of book and journal editions for children and adolescents». The resulting terminological analysis will be useful both for professionals of publishing and editorial business, researchers studying the history and formation of children's books, historians, as well as for teachers in the educational course «Children's Literature», «Bibliology». The conclusion is that the children's book will have a stable cover, which content and variety depends on time, professional activity of authors, artists, editors, publishers, and other persons relating to the book publishing system of the country and regions.
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Engalycheva, E. V. "Children's book in Siberia: a historiographic review." Bibliosphere, no. 4 (December 30, 2017): 35–40. http://dx.doi.org/10.20913/1815-3186-2017-4-35-40.
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The article is devoted to the history of Siberian regional children's book publishing. The author has collected theoretic-practical opinions of historians, bibliologists, publishers and booksellers, librarians and bibliographers, psychologists and sociologists, which purpose is to generalize and reveal regularities of books' flow for children. V. G. Belinsky, L. N. Tolstoy, F. G. Tol’, N. V. Chekhov developed the first concepts of children's book. N. K. Krupskaya, V. A. Sukhomlinsky studied the «core» of the children book repertoire. V. G. Sopikov, B. S. Bondarsky reviewed children's literature of the 19th century in their bibliographic works. The author allocated some organizational components using formal-logical, comparative-historical and structural-typological methods. The first block is related to studying such definitions as «children's book», «children's literature», «editions for children», «a circle of childhood reading», «the repertoire of children's books», their typological signs. The presented concepts are investigated according to tasks, which children's editions solve. S. G. Antonova and S. A. Karaichentseva touched issues of children's literature typology in their publications. The second block of literature reveals the children's book development in Russia in various periods of its formation. I. E. Barenbaum, A. A. Grechikhin, A. A. Belovitskaya studied general fundamentals of the book's history, while A. Ivich, L. Kohn, I. Lupanova considered the history of children’s books. The third block is devoted to printing and art features of the children's book design, activity of universal and specialized publishing houses to distribute literature for children. The fourth block explains such category as «reader - library», considers techniques of work with children's book, offers methodical recommendations for teachers and tutors. Readers’ activity is examined as well. The author analyzes interests, factors, incentives and aims influencing childhood reading. Dissertation researches disclose the regional specifics of children's book publishing in 1980-2013, confirm the considered subject relevance. The historical, comparative, formal and logical analysis carried out by the author will be useful both the specialists in publishing and editorial affairs, researchers studying the history and development of the children's book, historians, and teachers in the educational process of such courses as «Publishing and Editing», «Children's Literature», «Book Science». The author concludes that the children's book has been studied in different periods of its development in the context of numerous aspects, directions and components, which makes it possible to reveal the special patterns of its existence.
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Armstrong, Rebecca M., Jessica Paynter, and Marleen F. Westerveld. "Fiction or non-fiction: Parent-reported book preferences of their preschoolers with autism spectrum disorder." Autism & Developmental Language Impairments 4 (January 2019): 239694151989673. http://dx.doi.org/10.1177/2396941519896736.
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Background and aims Children’s early interactions with books are important for fostering development of oral language and emergent literacy skills. It is not known whether children diagnosed with autism spectrum disorder show different preferences for text types in the home environment prior to school entry. The current study aimed to: (i) investigate parent-reports of the favourite books of their children with autism spectrum disorder compared to typically developing children and (ii) identify whether there are differences in the reasons why books were preferred across the two groups. Methods Participants included children (aged 26–70 months) with autism spectrum disorder ( n = 41) and typically developing peers ( n = 164). Parent-reports of their child’s current favourite book/s were coded as fiction versus non-fiction and also category type. Parents also reported why the book was considered a favourite and this was coded. Results There were no differences between groups for fiction versus non-fiction, with both groups preferring fiction (>95% of responses). A strong category preference for animal topics across both groups was present. Significant group differences were found when asked to select specific reasons for favourite book preferences. Conclusions This study provides preliminary evidence of similarities between preschool children with autism spectrum disorder and typically developing peers’ preferences for fiction books during the early years. Implications It should not be assumed that children with autism spectrum disorder have different preferences for book types compared to typically developing children in the early years of development. Providing preschoolers with a range of book types during the preschool years will help to facilitate early language and emergent literacy skills.
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Sekarlintang, Nuriana. "Perancangan Tactile Picture Book untuk Siswa Tunanetra di Sekolah Dasar." INKLUSI 7, no. 1 (2020): 121. http://dx.doi.org/10.14421/ijds.070106.
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According to the Ministry of Social Affairs census in 2012, 338.672 residents in Indonesia live with visual impairment, of which the 11.995 are children. Visually impaired children have the right to proper education facilities. Nevertheless, in Indonesia, the educational media for visually impaired children are still minimal. Children who are just learning to read the braille have difficulty reading braille texts because the system is quite complex, and the media is still conventional. The tactile picture book is a picture book that is read by touch. Children can understand images in a tactile picture book, particularly in terms of illustrations, layouts, colors, and themes adapted to Indonesian children's culture. Tactile picture books can be a medium for introducing braille letters to children in a more effective and fun way as well as media to understand the concepts and environment around them.[Menurut sensus Kementrian Sosial pada tahun 2012, sebanyak 338.672 penduduk Indonesia adalah tunanetra kategori low vision hingga totally blind, dari jumlah tersebut 11.995 diantaranya adalah anak-anak. Anak tunanetra berhak mendapatkan fasilitas pendidikan yang memadai. Namun di Indonesia, media edukasi untuk anak-anak tunanetra masih sangat terbatas. Anak-anak yang baru belajar membaca kesulitan untuk membaca teks braille karena sistemnya yang cukup kompleks dan medianya yang masih konvensional. Tactile picture book merupakan buku bergambar yang dibaca dengan perabaan. Gambar dalam tactile picture book dapat dimengerti oleh anak dengan beberapa ketentuan khusus mengenai ilustrasi, layout, warna, dan tema yang disesuaikan dengan kultur anak Indonesia. Tactile picture book dapat menjadi media pengenalan huruf braille kepada anak dengan cara yang lebih efektif dan menyenangkan sekaligus media untuk memahami konsep dan lingkungan di sekitar mereka.]
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Du Toit, Christine. "TOWARDS A VOCABULARY FOR VISUAL ANALYSIS: USING PICTURE BOOKS TO DEVELOP VISUAL LITERACY WITH PRE-SERVICE TEACHERS." Mousaion: South African Journal of Information Studies 32, no. 2 (2016): 25–47. http://dx.doi.org/10.25159/0027-2639/1688.
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This article brings together the connectedness between words and images. It discusses the increasing impact of semiotics in the field of children’s literature as well as the way children are thinking and living in the 21st century. The present literacy landscape demands that teachers understand multimodal texts and are able to interpret and teach these texts. A central aim of psychology and education is to develop an understanding of how children learn and how to present teaching materials in ways to help children learn. Using visual material does not mean that all visually composed teaching materials will necessarily lead to understanding. Visual literacy skills must be taught, especially in diverse environments where every child brings to the class his/her own cultural experiences. Using picture books with diverse beginner readers needs clear and specific principles to be able to critically interpret the interaction between text and images. The article explores the integration of text and images through Preller’s picture book Babalela (2000), illustrated by Andries and Erica Maritz. To explore visual literacy skills, Lohr’s (2008) principles, actions and tools (PAT) design framework will be used to analyse the picture book in order to understand the visual sign system and how the visual and the written text interact to create meaning. This knowledge will enable pre-service teachers and in-service teachers to build a vocabulary for visual analysis and to develop critical reading skills, ‘which is essential for any sort of critical thinking in the 21st century’ (Burmark 2002:v).
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Dukut, Ekawati Marhaenny, Maya Putri Utami, Adi Nugroho, Novitai Ika Putri, and Probo Y. Nugrahedi. "USING POPULAR CULTURE�S MEDIA OF INDONESIAN - ENGLISH PICTUREBOOKS AS A WAY OF REACHING MORE VEGETABLE CONSUMING CHILDREN." Celt: A Journal of Culture, English Language Teaching & Literature 14, no. 1 (2014): 36. http://dx.doi.org/10.24167/celt.v14i1.55.
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A questionnaire and interview recently given to 5-8 year old children and their parents show that consumption of vegetables is low. One of the factors for the low consumption is due to the lack of creativity in making various menu and creative media to obtain children?s interest in wanting to consume vegetables. In Indonesia, if young children can be taught to actively use the English language, it will be a great advantage for their future?s education. Based on these backgrounds, through the various media available in today?s popular culture, picturebooks that can increase children?s ability to read English language texts in addition to consume vegetables is created. A picturebook project is regarded highly relevant for teachers who specialize in English language, visual communicative design and food technology. This article shares how with a bilingual picturebook, a reader will know how to pronounce the English language well because there is a phonetic transcription guide provided at the back of the book. Also at the back of the book is a menu for the vegetable that becomes the main character of the book. With this strategy, the book is projected to be popular to readers who want to also create attractive vegetable menus for children. The picturebook that is packed with simple yet interesting visual language is also a way to show how creative one can be in designing lovable vegetable characters. This article discusses the reasonings of creating the picture book.
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Sari, Novi Engla, and Dadan Suryana. "Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (2019): 43–57. http://dx.doi.org/10.21009/10.21009/jpud.131.04.
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The challenge for early childhood educators to be able to provide a touch of education that is creative, innovative, smart, and fun to develop children's intelligence optimally. This study aims to develop Thematic Pop-Up Book products as learning media for the development of Early Childhood languages. The research subjects were 15 participants in class B6 of Khaira Ummah Islamic Kindergarten in the City. The research and development used data analysis using descriptive statistical analysis techniques. The results of the validity test and the practicality of the development of Pop-Up Book media at Khaira Ummah Islamic Kindergarten in Padang City were declared valid by media experts with an average score of 95%. Media Thematic Pop-Up Books, about Healthy and Unhealthy Foodstuffs were also declared valid by material experts with an average score of 95%. The results of the trial of thematic Pop-Up book products in Khaira Kindergarten Islamic Ummah were stated as a practical medium for children with a percentage increase in the test reaching 96%. Based on these results indicate that Pop-Up Book media products get a positive response from children and teachers. Media Pop-Up Book for further research can be used as a medium to improve children's cognitive, and interest in reading.
 Key Words: Thematic Pop-up Book, Early Childhood Education, Language Development
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Kulinich, A. A. "SPECIFIC OF THE GLOUCERSTER CANDLESTICK''S EKPHRASIS IN THE NOVEL “THE CHILDREN''S BOOK” BY A.S. BYATT." Juvenis scientia, no. 8 (August 30, 2018): 22–24. http://dx.doi.org/10.32415/jscientia.2018.08.05.
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The article deals with the Gloucerster candlestick's ekphrasis in the novel «The Children's Book» by Antonia Byatt, a famous English writer of the 20th century. Pictorial ekphrasises of the candlestick are analysed in the text through their functions. Ekphrasises of different artefacts have been analysed by modern scholars, the author's works included, but no detailed analysis of the phenomen under study (the Gloucerster candlestick) has been an object of literary research yet, which shows novelty and actual importance of the analysed issue.
Dissertations / Theses on the topic "Children´s book"
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OLIVEIRA, ANA PAULA FONSECA DE. "HYBRIDISM AND THE EXPANSION OF THE NARRATIVE OF THE CHILDREN S CONTEMPORARY OBJECT BOOK." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31157@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Esta dissertação discute o hibridismo presente nos livros-objeto infantis contemporâneos, na tentativa de evidenciar como os fundamentos da natureza híbrida da linguagem do Design e a experiência intersemiótica revelam-se como interações presentes em enredos multissensoriais, expandindo as narrativas encontradas no livro-objeto infantil. O olhar sobre o ato de ler não se restringe à decifração de letras grafadas em qualquer que seja o suporte, mas se expande para a absorção das representatividades
estabelecidas. O design de livros influencia a leitura não apenas em aspectos funcionais, mas também simbólicos e, por isso, pode ser considerado um mediador de leitura, que conduz o leitor em sua jornada. A dissertação apresenta a leitura de dois livros-objeto infantis selecionados nas obras de Kveta Pacovská e Roger Mello, designers/ilustradores/ artistas plásticos reconhecidos internacionalmente com o prêmio Hans Christian Andersen. Buscou-se verificar os processos com os quais são ativadas e ampliadas as suas histórias no hibridismo dos processos narrativos. Para isso, a dissertação se apoiou na concepção do híbrido como categoria analítica proposta por Braida (2012).<br>This thesis discusses the hybridism in the contemporary children s Object Books, in an attempt to elucidate how the hybrid nature of the design language and of the intersemiotic experience, reveal the interactions in the multisensory stories, expanding the narratives found in children s Object Books. A look at the act of reading is not restricted to the deciphering of written letters – in whatever sort of support, but in the absorption of established representativeness. Book design influences that reading, not only in functional aspects, but also in symbolic ones, and that is why it can be considered as a reading-mediator, driving the reader through his journey. The thesis presents the reading of two children s object-books chosen from the works from Kveta Pacovská and Roger Mello, both internationally recognized designers/illustrators and plastic artists awarded with the Hans Christian Andersen prize. In these books, the progress from which the histories were activated and amplified in the hybridism of the narrative process was accounted. The theses is based on the notion of hybrid as an analytical category as proposed by Braida (2012).
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Britto, Lidiane Campos. "A COMUNICAÇÃO E O MERCADO EDITORIAL INFANTIL BRASILEIRO NA DÉCADA DE 1990." Universidade Metodista de São Paulo, 2007. http://tede.metodista.br/jspui/handle/tede/787.
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Previous issue date: 2007-04-17<br>This work is based on the communication and the Brazilian children s editorial market in the nineties , describing and analyzing the country children s editorial view during the mentioned period under the perspective of communication. The question immersed into the political, social and economical conjunction of that period, had the aim to answer if, there was, indeed, a consistent development in the children s editorial market in the nineties or if this development was only obvious. Correlatively, it aimed to apprehend which are the strategies of the market communication used during that period and in which way they contributed to incite that market. To assure the systematic and scientific feature of this work, it was used the qualitative method, although the presence of the quantitative method was necessary too, meanly in the Brazilian Editorial market selling maneuvers in the nineties. The analytical and descriptive study which included a distinctive literature review and a field research in a semi structured question form and interviews fulfilled the goals assigned. Concerned to the results, it was possible to consider the children s editorial market scenery of that period interacting it to its productive chain.(AU)<br>Este trabalho, cujo tema é A comunicação e o mercado editorial infantil brasileiro na década de 1990 , descreveu e analisou o panorama editorial infantil do país no período indicado sob a perspectiva da comunicação. O problema de pesquisa proposto, tendo em vista a conjuntura política, social e econômica da época, tem o intuito de responder se houve, de fato, um desenvolvimento substantivo no mercado editorial infantil na década de 1990 ou, se este desenvolvimento foi apenas aparente. Correlatamente, constatar quais as estratégias de comunicação mercadológicas utilizadas no período e de que maneira elas contribuíram para o fomento desse mercado. Para garantir o caráter sistemático e científico deste trabalho, foi utilizado o método qualitativo. Muito embora, a presença do método quantitativo também tenha sido necessária, sobretudo no que tange ao comportamento de vendas do mercado editorial brasileiro na década de 1990. Como tipo de pesquisa, o estudo descritivo analítico foi o que melhor se enquadrou com os objetivos pretendidos, assim, além de um apurado levantamento bibliográfica, foi realizada uma pesquisa de campo por meio de questionários semi-estruturados e entrevistas. Dessa forma, pôde-se, a partir desses dados, traçar o cenário do mercado editorial infantil da época relacionando-o à sua cadeia produtiva.(AU)
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Berntsson, Anna, and Sofia Thorin. "Räknar vi med barnboken? : Ett tillfälle för läraren att prata matematik med förskolebarn utifrån boken Fia och djuren." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21861.
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Syftet med arbete är att undersöka hur lärare använder sig av barnboken Fia och djuren (Kruusval 2007) för att synliggöra matematik för barn i åldern 5-6 år på förskolan. Vi observerade lärarna i en högläsningssituation, därefter intervjuade vi dem för att få en djupare bild av hur de tänkte kring högläsning och matematik. Resultatet på undersökningen visar att lärarnas kunskaper och erfarenheter kring ämnet matematik har en avgörande betydelse för vilken form av matematik som synliggörs i högläsningen. Resultatet visar också att det är av stor vikt att lärarna utmanar, uppmuntrar, stödjer och samtalar med barnen om den matematik som är både synlig och dold i boken.<br>The purpose with the work is to examine how teachers use the children book Fia och djuren (Kruusval 2007) to make mathematics visible for 5-6 year old children in preschool. We observed the teachers in a reading aloud session and then we interviewed them to get a deeper picture of how they were thinking around the subject of reading aloud and mathematics. The result of the examination shows that the teachers’ knowledge and experiences around the subject of mathematics have a crucial meaning for which form of mathematics that is visible in the reading aloud session. The result also shows that it is of great importance that the teachers’ challenges, encourage, support and discuss with the children about the mathematics which is both visible and hidden in the book.
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S, Fard Ghazal. "Högläsning och boksamtal : Ett pedagogiskt verktyg till språkutveckling." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17931.
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Purpose: Reading aloud to children and having a conversation about a book, which is read to them, has attracted much attention as important factors that influence children's language development. Language development for children is one of the most important tasks that the preschool- teachers have, and according to “Läroplanet”, all children must have the opportunity to develop their language. The aim of this study was to examine how reading aloud, and by letting them speak about a certain book, “boksamtal” impacts preschool-children`s ability to develop their language according to preschool- teachers. Method: I have used a qualitative method by interviewing four preschool- teachers. Moreover, I applied a literature review related to the topic. The information given in the interviews has been analyzed by the use of socio-cultural theories and previous researches. To get a better answer to the main question of the purpose, I have arranged four sub-queries. These are the following questions: How can reading aloud and book discussion influence language development according to preschool- teachers? How does the teachers describe how reading aloud and book discussion can match children`s interests? What prerequisites and obstacles were there when reading aloud and discussing books according to teachers? How the teachers describe the role of the environment, in which reading aloud and book discussion is taken place, for language development? Results: The study shows that reading aloud occurs as a daily activity in the general preschool. Those preschool teachers we spoke to have been reading aloud to children, but not all of them have actually discussed books with children at all. In order to stimulate children for reading books and let them have a conversation and expose them to books, texts and the literature environment, in which the reading takes place to adapt to their interests, age and level of language skills. Groups with many children are perceived by preschool teachers to have a negative impact on book discussion. Conclusion: My study shows that these preschool teachers are conscious about the positive impact, of reading aloud and letting them discuss their books, on children's language development, but due to some negative factors , the time deficiency for instance, they priority reading aloud in front of book discussion. The teachers consider that for development, they must stimulate children`s interest to reading and book discussion, which together with environment around the children must be adapted with children`s age, interest and language skill level.
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Brito, Castilho Wesseling Patricia de [Verfasser], and Thomas [Akademischer Betreuer] Lachmann. "Getting Ready to Read: Promoting Children´s Emergent Literacy Through Shared Book Reading in a German Context / Patricia de Brito Castilho Wesseling. Betreuer: Thomas Lachmann." Kaiserslautern : Technische Universität Kaiserslautern, 2016. http://d-nb.info/1102933139/34.
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Johansson, Frida, and Åsa Grönevik. "Genus i barnlitteratur : En studie med fokus på flickors och pojkars utrymme och egenskaper i barnboken." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12210.
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Syftet med examensarbetet är främst att undersöka hur genus framställs i barnlitteratur samt fokusera på bibliotekariens roll i samband med utlåning av barnböcker till förskolan och vårdnadshavare. Som förskollärare ser vi boken som ett pedagogiskt redskap och som ett stöd i ett genusarbete. Vi har erfarenheter av att boken har ett stort användningsområde och de flesta böcker lånas via biblioteket. Därför ser vi att bibliotekarien har en viktig roll för förskolan i deras bokutbud. LpFö98 tar upp genusarbetet som en del av verksamheten, vi anser att det är vår skyldighet att ha kunskap om genus och dess betydelse för kommande generationer. Vi har valt att analysera barnböcker utifrån ett genusperspektiv för att få en inblick i hur könsrollerna framställs. I studien finns en fördjupad del där bibliotekarierna beskriver sin roll för förskolan och deras syn på genus. Slutsatsen i arbetet är att de stereotypa könsrollerna framhävs till viss del i våra valda barnböcker. Studien tydliggör bibliotekariernas nära samarbete och betydelse för förskolan och vårdnadshavare. Slutligen framkommer bokens betydelse som ett pedagogiskt redskap för barnens identitetsutveckling.
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Dannberg, Marja. "Litteratur och genus i skolan : Hur genus framställs i två bilderböcker samt hur det kan användas i ett didaktiskt syfte." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-54888.
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The purpose of this paper is to examine how gender and equality is represented in children's books and how educators from a didactic perspective can work with children's literature as part of their work with value-based issues. The books used for this paper is Alfons och Milla (1985) written by Gunilla Bergström and Kalle med klänning (2008) written by Anette Skåhlberg. These books were written during different decades and both the gender and ecuality aspect is presented differently. This might be explained by the values and what was normal during the times that they were written. Kalle med klänning (2008) is challenging the normal thoughts about gender. The book Alfons och Milla (1985) presents that boys and girls are different in the sense that they do and act differently. After analyzing both these books the conclusion is that Kalle med klänning (2008) is more suitable from a didactical perspective although Alfons och Milla (1985) can also be used in a didactic purpose. Both books gives us a good ground to discuss what is typically male and what is typically female although they illustrate gender differently. Methods to enlight these questions may be to read out loud and/or have a discussion about the books to get a deeper understanding regarding gender, equality and common principles.<br>Arbetets syfte är att undersöka hur aspekten genus och jämställdhet ter sig i bilderböcker och hur pedagoger ur ett didaktiskt perspektiv kan arbeta med barnlitteratur i arbetet med värdegrundsfrågor. De böcker som har utgjort grunden för denna litteraturanalys heter Alfons och Milla (1985), av Gunilla Bergström samt Kalle med klänning (2008), av Anette Skåhlberg. Böckerna är skriva under olika årtionden och genus och jämställdhetsaspekten synliggörs på olika sätt i de båda böckerna. Vilket kan ha sin förklaring i vilka värden och normer som präglade samhället förtillfället då böckerna skrevs. I Kalle med klänning (2008) är det tydligt vad författaren vill förmedla då det är en modern saga som bryter normer vilket vi både kan se och läsa i boken. I Alfons och Milla (1985) framställs det att det är skillnad mellan pojkar respektive flickor och det finns beteende som förknippas med respektive kön. Båda böckerna kan användas i arbetet med värdegrunden då aspekten genus och jämställdhet präglar böckerna dock framställs det på olika sätt. Metoderna högläsning och boksamtal är två metoder som lämpar sig i arbetet. Dock så har inte detta prövats i praktiken utan endast i teorin.
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Kamienski, Per-Jakob. "Förändringar i synen på bokprat för barn och unga. En diskursiv läsning av artiklar i Biblioteksbladet 1930-2007." Thesis, Uppsala universitet, Institutionen för ABM, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-151674.
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My thesis is a study of how the perception of booktalk aimed at kids and youngsters in the Swedish educational system has changed between 1932 and 2007. A discursive reading of articles in the magazine Biblioteksbladet provides the basis for my investigation. The thesis argues that an older "authoritaritan" and "traditional" discourse has given way for a more modern, "anti-authoritaritan" and "lust"-directed discourse. The older discourse was designed to make sure that young people were provided with a certain well-defined quantity of "approved" literature. The new discourse stresses the importance of fostering kids and youngsters with a positive and enthusiastic attitude towards reading in general. However the new discoruse is not without conflicts of its own, som e of which are addressed in this thesis. In order to provide for a basis of method concerning the making of a discursive reading of the articles of Biblioteksbladet included in the investigation are several discourse analytical perspectives such as amongst others that of Michel Foucault discussed in the thesis.
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Pires, Luisa Gonçalves. "Evocação de termos mentais na leitura de diferentes livros de imagens: um estudo com pré-escolares." Universidade Federal de Juiz de Fora (UFJF), 2010. https://repositorio.ufjf.br/jspui/handle/ufjf/2512.
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Previous issue date: 2010-02-03<br>A teoria da mente envolve a compreensão acerca dos estados mentais (desejos, emoções e crenças) e desempenha um importante papel na adaptação social infantil. Estudos mostram que a linguagem ocupa importante lugar no seu desenvolvimento; definindo-se “linguagem da mente” como o uso explícito de termos semânticos para referir-se aos estados mentais. Pesquisadores da área enfatizam que o uso de termos denotando estados mentais pode refletir um entendimento infantil acerca da mente e, além disso, os livros de histórias infantis, principalmente os que contêm apenas imagens, constituem um recurso útil para explorar e favorecer a linguagem referente a estados mentais. Este estudo objetivou investigar a ocorrência de termos mentais na leitura de crianças de 5 e 6 anos, de duas escolas de educação infantil (rede pública), mediante a utilização de três livros de histórias infantis com diferentes perfis de narrativa por imagem, classificados em função da estrutura narrativa, número de páginas e figuras: Truks (Editora Ática) – perfil simples de narrativa –; O Amigo da Bruxinha (Editora Moderna) – perfil intermediário de narrativa –; A Bruxinha e o Godofredo (Editora Global) – perfil de narrativa mais complexo – . Oitenta crianças realizaram, individualmente, a leitura dos livros; os relatos foram gravados, transcritos e codificados em quatro categorias de termos mentais: termos cognitivos, emocionais, desejo/intenção e perceptivos. Os resultados indicaram que as crianças, de ambas as idades, utilizaram termos referentes a estados mentais na leitura por imagem. Não foi observada diferença significante entre o total de termos evocados pelas crianças de 5 e 6 anos, entretanto, os resultados foram diferentes entre as duas escolas. Também ocorreu diferença entre o total de termos mentais evocados pelas crianças utilizando os diferentes livros, sendo maior na leitura do livro mais complexo e menor na leitura do livro com estrutura de narrativa mais simples. Não houve diferença significante entre o livro intermediário e o mais complexo. Em relação à ocorrência de termos por categorias de estados mentais (cognitivos, emocionais, desejo/intenção e perceptivos), não foi observado um perfil único, variando de acordo com a idade e escola. Os dados sugerem que, tanto o perfil da narrativa dos livros quanto fatores relacionados a experiências individuais e culturais (como linguagem cotidiana, experiências escolares, interações sociais) pode ter influenciado quantitativa e qualitativamente a diversidade referente à atribuição de termos mentais.<br>Theory of mind deals with mental states (desires, emotions and beliefs) and plays an important role in child social adaptation. Studies have shown that language can be very important in its development, and the expression “mental language” refers to the explicit use of semantic terms related to mental states. Researchers in this area emphasize that the use of terms to denote mental states can reflect infant understanding of mind, and that children´s storybooks, specially those that are only comprised of images, constitute a useful resource to explore and facilitate language related to mental states. This study has the purpose of investigating the occurrence of mental terms in 5-6 year-old children´s reading, in two public kindergarten schools, through the use of three children´s storybooks that have different profiles in terms of image narrative, that were classified considering its narrative structure, number of pages and pictures: Truks (Editora Ática) – simple narrative profile –, O Amigo da Bruxinha (Editora Moderna) – intermediate narrative profile –, A Bruxinha e o Godofredo (Editora Global) – a more complex narrative profile. The books were individually read by 80 children; reports were recorded, transcribed and coded into four categories of mental terms: cognitive, emotional, desire/intention and perceptive. Results show that children of both ages used terms related to mental states in image reading. Though no significant difference was observed among 5 and 6-year-olds in terms of the total of terms evoked, differences were perceptible between the two schools. Another difference was related to the total of mental terms evoked and associated with the three different books, with the biggest total corresponding to the most complex book and the smallest one being related to the book that presented a simpler narrative. There was no significant difference between the intermediate and the more complex book. As for the occurrence of terms specified by categories of mental states (cognitive, emotional, desire/intention and perceptive), it was not possible to detect a unique profile, for variations occurred according to age and school. The data suggest that not only the books´ narrative profile but also factors related to individual and cultural experiences (such as quotidian language, school experiences, and social interactions) could have both quantitatively and qualitatively influenced the diversity related to the attribution of mental states.
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Pôla, Solange de Jesus Frescata. "Prática de ensino supervisionada em educação pré-escolar e em 1º ciclo do ensino básico: o trabalho com o livro infantil em contexto educativo." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/12039.
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O Relatório da Prática de Ensino Supervisionada (PES) resulta da observação e intervenção em pré-escolar, numa sala heterogénea (3-6anos) e em 1ºCiclo do Ensino Básico, numa turma de 4ºano.
Foi durante as aulas de Língua Materna que o gosto pelo tema do livro infantil se fez sentir. O livro infantil é um excelente recurso a ser utilizado tanto em pré-escolar como em 1ºCiclo, pois desenvolve o gosto pela leitura e dá a conhecer o código escrito. Autores como Ângela Balça e Fernando Azevedo defendem a importância do trabalho com o livro infantil.
No decorrer das minhas práticas, fui trabalhando este tema e tentando aprender mais acerca da importância que o livro infantil pode ter na prática pedagógica e no desenvolvimento académico das crianças.
Ao longo deste relatório está patente todo o trabalho que desenvolvi bem como as diversas formas que trabalhei e utilizei o livro infantil como recurso para as aprendizagens; Report of Teaching practice in Pre-school and Primary school: work with the children's book in an educational context
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The Report on Supervised Education (RSE) culminates in the observation and intervention on preschool, in a heterogeneous room (3-6 years old) and on a 4th grade class on 1st degree.
It was during the class of Maternal Language that I found my interest on children’s books. The children's book is an excellent resource to be used both in preschool and in 1st degree, because it develops a taste for reading and also gives the written code a change to be known. Authors like Ângela Balça and Fernando Azevedo refer the importance of these kind of books.
During my practices, I worked this theme and tried to learn more about how important children’s books can be in the pedagogical practice and academic development of children.
Throughout this report it’s really evident all the work I developed in both contexts as well as the different ways I worked and used children’s books as a resource of learning.
Books on the topic "Children´s book"
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Godfrey, Neale S. Neale S. Godfrey's ultimate kids' money book. Simon & Schuster Books for Young Readers, 1998.
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Godfrey, Neale S. Neale S. Godfrey's ultimate kids' money book. Simon & Schuster Books for Young Readers, 1998.
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Schulman, Arlene. T.J.'s story: A book about a boy who is blind. Lerner Publications, 1998.
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ill, Laurent Richard, ed. Leading kids to books through crafts. American Library Association, 2000.
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Ashplatov, A. Na vstrechu s chitatelem: Razmyshlenii͡a︡ o sovremennoĭ proze i poėzii. "Sovremennik", 1987.
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Trykova, O. I͡U. Sovremennyĭ detskiĭ folʹklor i ego vzaimodeĭstvie s khudozhestvennoĭ literaturoĭ. Universitet, 1997.
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Polevina, E. V. Sistemnyĭ podkhod v rabote bibliotek s illi︠u︡strat︠s︡ieĭ detskoĭ knigi v t︠s︡eli︠a︡kh ėsteticheskogo razvitii︠a︡ mladshikh shkolʹnikov. Ėlʹf, 2003.
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Brown, Marc Tolon. D.W.'s Library Card (D.W.): An Adventure Book. Little, Brown Young Readers, 2003.
Find full textBook chapters on the topic "Children´s book"
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Brunette, Gary W., and Jeffrey B. Nemhauser. "Family Travel." In CDC Yellow Book 2020. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190928933.003.0007.
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Pregnant Travelers Diane F. Morof, I. Dale Carroll Travel & Breastfeeding Erica H. Anstey, Katherine R. Shealy Traveling Safely with Infants & Children Michelle S. Weinberg, Nicholas Weinberg, Susan A. Maloney Vaccine Recommendations for Infants & Children Michelle S. Weinberg International Adoption Mary Allen Staat...
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"Introduction Includes information on the development of speech sounds, information on the speech sound s, advice on supporting children with speech sound difficulties, and ideas for using the book in nurseries and schools." In Playing with ... S. Routledge, 2017. http://dx.doi.org/10.4324/9781315169248-4.
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Poleg, Eyal. "The First Printed English Bible(s)." In A Material History of the Bible, England 1200-1553. British Academy, 2020. http://dx.doi.org/10.5871/bacad/9780197266717.003.0003.
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This chapter begins with a short exploration into a century when nearly no Bibles were produced in England. It then moves to explore the first Bible printed in England in 1535, against the background of its more famous contemporary, the Coverdale Bible. The first printed Bible is unusual Latin book, whose preface was authored by Henry VIII. It has attracted nearly no scholarly attention, and this first extensive examination traces its creation and early reception as witnesses to the uncertain course of the English Reformation. Its origins reveal a dependency on Continental models, which were then modified to create a book carefully placed between conservatism and reform. Priests, scholars, children and crooks left their marks on the Bible, and advanced digital technology exposes unique evidence for the merging of Latin and English in late Henrician liturgy.
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Gaffney-Rhys, Ruth. "9. The Law Relating to Children: Children’s Rights and Private Law." In Concentrate Questions and Answers Family Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198817482.003.0009.
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The Concentrate Questions and Answers series offers the best preparation for tackling exam and assignment questions. Each book includes key debates, typical questions, diagram answer plans, suggested answers, author commentary, and tips to gain extra marks. This chapter considers children’s rights and private law relating to children. The first essay question focuses on the rights of the child to make his or her own decisions and to participate in private law proceedings, whilst the second examines how the law ensures that children have a relationship with both parents after separation. The third question is a problem scenario that requires discussion of orders under s. 8 of the Children Act 1989, the welfare principle, and the welfare checklist. The final problem question concerns inherent jurisdiction and the right of a child to refuse medical treatment.
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Szücs, Kinga. "Arguing and Proving in Vargas´s German-Language Work." In Komplexer Mathematikunterricht. Die Ideen von Tamás Varga in aktueller Sicht. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871648.0.21.
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Vargas’s work focused on children´s autonomous activities as well as on their intrinsic motivation in mathematics classrooms and was designed in the sense of the so-called genetic method (Ambrus & Vancsó, 2017, p. 7). His goal was to enable learners to discover mathematics in various every-day situations and to find appropriate mathematical models (Ambrus & Vancsó, 2017, p. 10). In a playful way, he wanted to convey methods, models and basic concepts of mathematics and especially the rules of logic. However, a main and basic area of mathematics, which also should be communicated to children from the very beginning, and which is not independent of logics, is the area of arguing and proving in mathematics. The question, how Varga placed and communicated arguments and proofs suitable for 1st-to-4th-grade learners, will be answered by analysing his German-language book Engel, Varga & Walser (1974). In this issue, two of his favourite mathematical areas, namely combinatorics and probability theory are brought to bear. ZDM Subject Classification: E50, K20, K50 Key words and phrases: Reasoning and proving in the mathematics class-room, Combinatorics, Probability concept and probability theory
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Espert, Raúl, and Marien Gadea. "Neuropsychology of Moyamoya Disease." In Moyamoya Disease [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96558.
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Moyamoya disease (MMD) is an occlusive cerebrovascular disease characterized by progressive stenosis or occlusion in the terminal portion of the bilateral internal carotid arteries, and affect both children and adults. In this pathology, which presents itself through ischemia or cerebral hemorrhage, an unusual compensatory vascular network (moyamoya vessels) develops at the brain´s base in the form of collateral channels. MMD can present clinically as hemiparesis, dysarthria, aphasia, headache, seizures, visual deficits, syncope, or personality changes. Neuropsychologically, and even in the absence of obvious stroke, patients often present impaired attention, memory, behavior, and executive functions. This book chapter reviews the current literature regarding the neuropsychological deficits of MMD both in children and adults.
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Nedunchelian, K. "Chapter-33.3 Rights of Children." In Partha�s Fundamentals of Pediatrics. NULL, 2013. http://dx.doi.org/10.5005/jp/books/11899_80.
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Talukdar, B. "Wilsonand#x2019;s Disease." In Movement Disorders in Children and Adolescents. Jaypee Brothers Medical Publishers (P) Ltd., 2003. http://dx.doi.org/10.5005/jp/books/11612_20.
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Thomas, Jayakar. "Chapter-23 Skin Diseases in Children." In Partha�s Fundamentals of Pediatrics. NULL, 2013. http://dx.doi.org/10.5005/jp/books/11899_68.
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Raichur, Devaraj. "Chapter-10.3 Pulmonary Function Tests in Children." In Partha�s Fundamentals of Pediatrics. NULL, 2013. http://dx.doi.org/10.5005/jp/books/11899_49.
Full textConference papers on the topic "Children´s book"
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Tyshchenko, Tetiana. "CHILDREN`S BOOK ILLUSTRATION AND INTERACTIVE TECHNOLOGY." In PROBLEMAS Y PERSPECTIVAS DE LA APLICACIÓN DE LA INVESTIGACIÓN CIENTÍFICA INNOVADORA, chair Kalina Pashkevich, Anastasiia Tereshchenko, and Alina Verzhykivska. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-11.06.2021.v1.68.
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Putriyanti, Ermayani, Desak Putu Kristian P, and Caecilia Titin R. "The Incident of Stunting in A Rural Area." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.30.
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ABSTRACT Background: Stunting contributes to the increasing number of noncommunicable disease in the future and unemployment condition due to the reduced intelligence levels. In rural areas, stunting conditions are not detected properly, and their exact extent is poorly documented. This study aimed to examine the incidence of stunting in a rural area. Samples and Method: This was a descriptive survey study. The total sample used were 84 children under five years in a rural area. The main variable of this study was stunting. Data was collected using questionnaire and medical record of children’s height from maternal and child health (MCH) book in 2015 – December 2019. Data were analysed descriptively. Results: A total of 29 children (34%) were stunted. 65 children had normal weight (77%). 2 mothers were graduated from junior high school (43%). Mothers 2 mothers had a smoking history (2%), 46 mothers did not have a health insurance (55%). The income per month for 66 mothers were less than 2 million rupiah per month. 73 mothers had family member(s) who smoke in household. 55 children had birth spacing with older sibling between 6-17 years (65.5%). 21 mothers had six family members who live together in one house (25%). Conclusion: The incidence of stunting in a rural area is 34%, in which it is higher than the target of National Development Planning Agency in 2024. Keywords: incidence, stunting, children, rural area Correspondence: Ermayani Putriyanti. Ngesti Waluyo Parakan Nursing Academy. Temanggung, Central Java. Email: ermayani.putriyanti@gmail.com. Mobile: 081328054840 DOI: https://doi.org/10.26911/the7thicph.03.30
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de Brito, Walderes Lima, Newton Camelo de Castro, and Carlos Roberto Bortolon. "Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.
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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.
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Park, Sang Hee. "Young Children`s Self-concept Represented in Old Tale Picture Books." In Does Nonprofit Board of Directors Affect the Management of Social Welfare Organization?-Focusing on Social Workers’ Perception of Organizational Ethics. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.131.30.
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Hidalgo-Rodriguez, Carmen. "CHILDREN�S PICTURE BOOKS AS AN EDUCATIONAL TOOL FOR CONVEYING INCLUSIVE VALUES: EXPERIENCES IN INFANT AND PRIMARY EDUCATION." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/61/s15.045.
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