Relevant bibliographies by topics / Illustrated book for children

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Academic literature on the topic 'Illustrated book for children'

Author: Grafiati
Published: 24 April 2022

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Journal articles on the topic "Illustrated book for children"

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Pradini, Indira, Dudung Angkasa, Idrus Jusat, Lintang Purwara Dewanti, and Yulia Wahyuni. "Pemberian Buku Cerita Bergambar Bertema "Superhero" dapat Meningkatkan Pengetahuan Sayur dan Buah Siswa Sekolah Dasar." Jurnal Gizi 10, no. 1 (2021): 23. http://dx.doi.org/10.26714/jg.10.1.2021.23-30.

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The low consumption of vegetables and fruit in school-age children is one of the unresolved nutritional problems in Indonesia. A way to improve vegetable and fruit eating behavior is to increase students' knowledge and attitudes through illustrated story book and heroic tales. The aim of this study is to find out the impact of picture books on students' knowledge and attitude. This is a quasy experimental study with Non equivalent control group with a pre-test and post-test which was followed by 97 fourth gradeelementary school students including 41 students of intervention group and 56 students of control group. The mann-whitney test is used to see whether there are relationships between independent variable (given of illustrated story books) and the dependent variable (knowledge and attitude) between the intervention and control groups.The results showed a significant increase in knowledge and attitudes in the group which given illustrated story book. There were also significant differences in knowledge changes between the intervention and control groups. Illustrated story books can significantly increase students' knowledge about vegetables and fruitKeywords : Knowledge; Attitudes; Vegetable; Fruits; Illustrated Story Book
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Primasanti, Kartika Bayu, and Desi Yoanita. "Rethinking Developmentally Appropriate Concept in Indonesian Picture Bible Story Book." k@ta 20, no. 2 (2019): 68–75. http://dx.doi.org/10.9744/kata.20.2.68-75.

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In Christian education, inheriting faith values to children since a young age was a pivotal responsibility for parents, the church, and Christian education institutions. According to a previous study, inheriting these values was applied through the tradition of reading illustrated Bible together with parents. In this study, illustrated Bible was not the Bible. It was illustrated literature that contained Bible stories. Using the perspective of Developmentally-Appropriate, the researchers elaborated how illustrated Bible in the marketplace had or had not used the developmentally appropriate concept for young children. This research would be a reference to design illustrated Bible for young children, in the form of printed book or application, and a reference for parents and educators to choose an illustrated children Bible which was appropriate for a child’s age, and for publishers to give age label for children Bible products.
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Majdenić, Valentina, and Ivka Saratlija. "Picture Books for Children of Early School Age for the Purpose of Environmental Education." Pannoniana 3, no. 1-2 (2019): 173–213. http://dx.doi.org/10.2478/pannonia-2019-0010.

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Abstract Environmental education is gaining more and more significance, not only because of the wasting of natural sources but also because of the polluting of the environment. The aim of environmental education is not only the knowledge or a line of facts which a child should learn about the environment, but also building proper attitudes and a positive relation towards the environment. It’s important to practice literature to develop an ecological conscience. It’s possible to accomplish a connection of literature and education on three levels: on the basic, on some higher and on the highest one. On the basic level, picture books and illustrated books for children process ecological themes more from the cognitive and less (or almost not at all) from the poetical point of view appeared. Exactly because of that, they are called a cognition type of picture books or illustrated books for children. The aim of this paper is to describe picture books with ecological themes and also to analyse functions of each picture book taken in the account. Six books were selected: Sunčica upoznaje činčilu (eng. Sunčica meets chinchilla), Brdo na kraju grada (eng. Hill at the end of town), Priroda priča... (eng. Nature talks), Nauči poštivati prirodu uz kravicu Šaricu (eng. Learn to respect nature with Šarica the cow), Zatvori vodu! (eng. Shut the water off!) and Zraka trebam, hitno! (eng. I need air, now!).
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Kusumo, Aryo Dwipo, Darmawan Setijanto, Titiek Berniyanti, et al. "Using Illustrated Books with Surabayan Dialect to Promote Regular Child Dental Visits in East Surabaya Public Health Center." Indonesian Journal of Dental Medicine 3, no. 2 (2020): 33. http://dx.doi.org/10.20473/ijdm.v3i2.2020.33-36.

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Background: Previous research involving 100 children in the East Surabaya area reported a caries prevalence data of 89.5% with a Decayed, Missing due to carries, Filled Teeth index (DMFT) value of 5.42 (high category). In January–June 2018, only 373 out of 4,072 school-age children visited the Keputih Public Health Center. The dental visits were motivated out of dental health problems only. Parents, especially mother, should pay attention to their child’s dental and oral health because they are in the primary tooth period, which will significantly affect the growth of their permanent teeth. Purpose: The illustration book in Surabayan dialect was the means to disseminate information on dental and oral health for children and parents, particularly mothers, to motivate regular dental visit and prevent dental caries. Methods: The parents received the illustrated book, and they were given some time to read and answer the questions. After that, the mothers were asked to assist their children in filling out the illustration book. The targets were improved understanding on the subject matter, which is dental and oral health, and to motivate the parents and children to have regular dental visit. Results: There was > 75% increase in understanding of the subject matter before and after the intervention. Conclusion: The intervention successfully improved the parents’ understandings in the subject matter, and it was expected to motivate parents and their children to have regular dental visits in Keputih Public Health Center.
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Halim, Dellya, and Ashiong Parhehean Munthe. "Dampak Pengembangan Buku Cerita Bergambar Untuk Anak Usia Dini." Scholaria: Jurnal Pendidikan dan Kebudayaan 9, no. 3 (2019): 203–16. http://dx.doi.org/10.24246/j.js.2019.v9.i3.p203-216.

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Development in the world of education is very necessary. Innovation and creativity are needed to update and develop existing products or those that want to be developed according to changing times. Picture books that emphasize character values in accordance with the vision and mission of one Kindergarten located in Central Jakarta are very urgent to develop because, at the school , there is no character education book with the value of servite et amate. This was revealed by the 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. Picture storybooks are interrelated books between images and text which are the unity of a story. This study uses the research and development method, with the ADDIE model. The data collection techniques used were instrument validation sheets and feedback tests for children. Through the 4 stages of evaluation from experts, the results of the final validation from design experts, linguists and content experts/material get a value of 100% with a very feasible category. From the results of the trials conducted on 2 different classes of treatment, it was shown that this story book illustrated with Layanilah and Cintailah has benefits for kindergarten children. This is evidenced by the mean obtained from the class without the product, namely four questions that get the highest mean value. The other three questions get a low mean. The illustrated storybooks has a positive impact on the understanding of this school, especially in terms of knowing examples of actions that are consistent with the values of servite et amate.
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Wardani, Kemala Pintaka. "“CINDELARAS” KIDS ILLUSTRATION AS A MORAL LEARNING MEDIA FOR CHILDREN." Arty: Jurnal Seni Rupa 9, no. 2 (2020): 169–80. http://dx.doi.org/10.15294/arty.v9i2.40372.

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Moral learning can be taught through stories, which act as orientations and role models to stimulate understanding which then becomes the habituation and personal character of the child. In this study project moral learning is presented in stories in the form of comic books, with Cindelaras's story as example. The comic book creation process goes through several stages of the creative process namely the pre-production process, the production process and the post-production process. The main work produced was a dummy form from a comic book titled "Cindelaras: A Boy with Rooster" and several merchandise works as supporters such as bookmarks, key chains, art prints and stickers. All the sequences pages of this comic are visual illustrations that tell the story of Cindelaras' journey in fighting for justice. In this comic also illustrated how Cindelaras behaves to parents, people who need even those who are evil to him. This comic has the main message that every good or bad deed will return to the culprit. This work is analyzed from the technical aspects, aesthetic aspects and illustrative aspects. Technically, the entire work is done in digital format and techniques with Adobe Photoshop CS5 applications, while viewed from an aesthetic aspect, it highlights visual elements that are depicted such as colors, lines, drawing styles, and so on. The illustrative aspect explains how illustrations play an important role in communicating stories in this comic book. Through this comic book illustration creation it is hoped that it can add to children's reading recommendations as a medium of moral learning as well as a means of promotion to introduce native Indonesian folklore.
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Ue, Tom. "From Whitman to Hugo: An interview with Brian Selznick." Book 2.0 10, no. 2 (2020): 175–85. http://dx.doi.org/10.1386/btwo_00028_7.

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‘Walt Whitman loved words’. So begins Barbara Kerley’s and Brian Selznick’s Walt Whitman: Words for America (2004), a biography of the American poet for young readers that has been recognized as a Robert F. Sibert Honor Book. Kerley and Selznick trace the poet from his beginnings as a printer’s apprentice to his volunteer work as a nurse during the American Civil War; and from the young Walt poring over the pages of Arabian Nights and Ivanhoe to his own creative output being interpreted as the voice of his nation. Like all of Selznick’s books, Walt Whitman is illustrated with precise, evocative drawings for all ages. The New York Times bestselling author and illustrator returns to the poet with his latest, Live Oak, with Moss (2019). Among Selznick’s many other popular books for children are The Invention of Hugo Cabret (2007) and Wonderstruck (2011) (covers available at https://www.thebrianselznick.com/books.htm). These two works have now been adapted into award-winning films by Martin Scorsese (2011) and Todd Haynes (2017), respectively.
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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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Eichelkraut, Minnie, and Cynthia Szymanski Sunal. "Notable Trade Book The First Drawing Written and Illustrated by Caldecott Medalist Mordicai Gerstein." Social Studies Research and Practice 10, no. 1 (2015): 118–28. http://dx.doi.org/10.1108/ssrp-01-2015-b0008.

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As author and illustrator, Caldecott Medalist Mordicai Gerstein takes readers on a journey to the age of the woolly mammoth in The First Drawing. In this lesson, students explore the book, tracing the footsteps of a young boy who lived so many years ago and realize they are not so different from him. Children today face many of the same communication challenges, as does the main character, and have a need to express personal ideas and beliefs. Students identify their own interests and compare them to those of their classmates. With a partner, children explore communicating through imagery to express an idea or personal interest. Students explore and describe cultural similarities and difference between present day and the characters of the story. To finish the lesson, students work in groups to create a wall mural of Cave Art illustrating key aspects of what they consider important in our culture today.
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Bines, Rosana Kohl. "Playing chess against the military." Childhood 27, no. 3 (2020): 413–26. http://dx.doi.org/10.1177/0907568220924105.

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My contribution engages in close-reading analysis of the award-winning picture book The Composition, written by Chilean author Antonio Skármeta and illustrated by Alfonso Ruano. It explores the political potential of fiction to recast children as creative subjects with political awareness and instruments to resist oppressive discourses and practices in the context of military dictatorships.
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Dissertations / Theses on the topic "Illustrated book for children"

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Eve, Matthew. "A history of illustrated children's books and book production in Britain during the Second World War." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275721.

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Oldenburg, Diana. "Kommunikation med barn: Skapandet av en bilderbok : En litteraturundersökning om bilderboksriktlinjer samt tillverkning av en bilderbok." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19113.

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Many people believe that the analogue picture book is a dying media due to the increase of digital media. Contrary to popular belief, the publishing of children’s book in Sweden is continually increasing, which makes mapping the field quite significant. But to regulate the creation of a children’s picture book is problematic, because one does not want to impede the personal style of the writer or the illustrator of the children’s book. If the children’s book creator has an understanding of how to better communicate with children, the children’s book might have a grater impact on the child. Little research has been performed on what one should think about when creating a children’s book, which makes this study highly relevant. My approach to the problem was to make a literature review over preceding research and to test the different directives, by creating an original children’s picture book and then testing the book, and thereby the directives, on the targeted audience. Consequently the picture book and the associated data gathered, suggest 20 design guidelines for picture books for children between 3 and 6 years. Each subcategory, of the guidelines suggested, should be investigated to confirm validity and reliability.<br>Att digitala medier tar allt större plats i människors liv har lett till att många tror att den analoga barnboken är ett utdöende medium. Dock har utgivningen av analoga barnböcker ökat i Sverige de senaste åren, vilket indikerar motsatsen. Detta gör att en kartläggning av ämnesområdet både blir relevant och angeläget. Däremot är det problematiskt att ta fram riktlinjer för bilderboken då riktlinjerna inte bör hämma barnbokskapares personliga stil, utan snarare underlätta för dem. Min tro är att om barnboksskapare vet hur de på bästa sätt kan kommunicera med barn, kan barnboken göra ett djupare intryck på barnet. Det finns inte mycket forskning om vad man som barnboksförfattare eller illustratör bör tänka på vid skapandet av en barnbok, vilket gör denna studie betydelsefull. Studien genomfördes genom att jag gjorde en litteraturgenomgång av tidigare forskning samt testade de teorier som forskningen föreslår genom att använda mig av dem vid skapandet av en egen bilderbok. Därefter testade jag bilderboken på målgruppen för att se om bilderboken var barnanpassad. Min undersökning resulterade i 20 designriktlinjer för skapandet av en bilderbok för barn mellan 3 och 6 år. Riktlinjerna är indelade i tre underkategorier: format och layout, bilduppbyggnad och text. Den praktiska delen av mitt arbete är en bilderbok som bygger på dessa riktlinjer. Min förhoppning är att genom att följa dessa designriktlinjer blir barnboksskapare mer medvetna om hur deras barnbok bättre kan kommunicera med barn.
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Lebedeva, Maria. "A play of signifiers : absence and presence in the picturebooks of Shaun Tan." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79950.

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Thesis (MA)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: This thesis is an exploratory study into the signification potential of contemporary, postmodern picturebooks, specifically focusing on the way in which a seemingly 'simplistic' medium has the potential to initiate a vastly complex play of meanings. Picturebooks are traditionally considered to be a medium which implies a child reader, and conveys a simple linear narrative for educational and entertainment purposes. Traditional picturebooks thus assume a clear division between an author and reader, whereby the author is a 'knowing' adult, who conveys a moral or message to a passive child reader. These assumptions are arguably unsettled by the appearance of postmodern picturebooks, broadly defined as a medium which, while retaining the traditional picturebook format, opens itself up to multiple interpretations, instead of presenting the reader with an encoded message or 'meaning'. A number of postmodern picturebook authors, such as Shaun Tan, intentionally subvert the traditional dynamic between the author and reader of picturebooks by creating complex texts which display a general absence of clear accessible 'meaning', thereby allowing the reader to actively participate in the meaning-making process. With aid of the theories of signification set out by poststructuralist Jacques Derrida, this study aims to illustrate how a purposeful absence of apparent 'meaning' in picturebooks has the potential to allow for unlimited interpretations of a single text, thus by extension widening the 'implied' audience of such picturebooks. The objective is to set postmodern picturebooks apart from other texts (in particular more traditional picturebooks), and to provide a new outlook on the ways picturebooks are created, and the way they are read.<br>AFRIKAANSE OPSOMMING: Hierdie tesis is 'n ondersoekende studie na die betekenispotensiaal van kontemporêre, post-moderne prenteboeke, met spesiale verwysing na die manier waarop 'n sogenaamde “simplistiese” medium die potensiaal openbaar om 'n hoogs-komplekse verskeidenheid betekenisse te ontlok. Prenteboeke word tradisioneel gesien as 'n medium van eenvoudige, liniêre vertellings gerig op die jong leser met die doel om op te voed of te vermaak. Tradisionele prenteboeke handhaaf dus 'n duidelike afbakening tussen die leser en die outeur, die sogenaamde “alwetende” volwassene, wat 'n morele les/ boodskap aan 'n passiewe, jong leser oordra. Hierdie veronderstelling word egter omvergewerp deur die verskyning van die post-moderne prenteboek wat, alhoewel in die tradisionele formaat van die prenteboek gegiet, die leser die geleentheid bied om veelvoudige interpretasies te maak in plaas van om net die beoogde geënkodeerde betekenis of boodskap van die boek te aanvaar. 'n Aantal post-moderne prenteboekskrywers soos Shaun Tan het die tradisionele dinamiek tussen prenteboekskrywer en -leser bewustelik omver kom werp deur komplekse teks te skep wat gekenmerk word aan die afwesigheid van 'n duidelik waarneembare betekenis en wat die leser dus toelaat om aktief deel te neem aan die interpretasieproses. Die doel van hierdie studie is om met behulp van die betekenispotensiaal-teorie, soos uiteengesit deur post-strukturalis Jacques Derrida, te illustreer hoe die doelbewuste weglating van 'n duidelik waarneembare betekenis of boodskap dit moontlik maak om die teks op veelvoudige maniere te interpreteer en daarmee saam ook die lesersprofiel van prenteboeke te verbreed. Die hoofdoel van hierdie studie is dus om die post-moderne prenteboek te onderskei van die tradisionele prenteboek en ander tekste en om nuwe waarnemings en insigte te verskaf in die wyse waarop prenteboeke geskep en gelees word.
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Gavin, Emma. "Wonder/Wander: An Exploration of Storytelling, Illustrated Children's Literature, and Narrative Simulation Through Hypertext and the Artist Book Form." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/340.

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For my Senior project as a Fine Arts Major at Scripps College, I spent the fall semester exploring the history and possibility of the digital and analog artist book form. After going through a number of foundational changes, my project concept was eventually grounded in the form of a web-based hypertext artist book. Based on my pre-existing interest in storytelling and my previous study of mental immersion in possible worlds, I started the process by compiling an artistic representation of what it means to be a young girl discovering the possibilities for creation and empowerment available to her through storytelling. Wonder/Wander is the culmination of my experimentation with digital art, hypertext, and visual storytelling. It is my contribution to the artist book form as I have considered it and its evolution into the digital age.
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Le, Roux Adrie. "The production and use of wordless picture books in parent-child reading : an exploratory study within a South African context." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20177.

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Thesis (MPhil)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This thesis is an exploratory study into the feasibility of the use of wordless picture books with the aim to develop a culture of and love for reading within the South African context, as approached from my viewpoint as an illustrator. Despite a growing body of literature that advocates the use of wordless picture books in educational and literacy development, not much research exists on their use within the South African context exists. Additionally, there are few locally published wordless picture books available in South Africa, with the market being dominated by American and European imports. Those that do exist locally lack variety and are largely labelled as educational. In addition, South Africa has a very low general reading rate, with reading and books being viewed as synonymous with an academic activity or obligation. Further, children are not encouraged to read for enjoyment at home, as their parents often do not have a reading culture of their own. Although educational books can be used in the home for joint reading, the use of books that are created for ‘strictly educational purposes’ leads to a risk of losing the magic of reading purely for enjoyment. A risk that runs parallel with this is the perpetuation of this negative view of reading in general. The inherent characteristics of wordless picture books serve as motivating factors that could contribute to developing a more positive attitude to books in general, and as such, foster a culture of reading that parents can transfer to their children. Through a semiotic and narratological analysis of wordless picture books, as well as a conceptualisation of the medium in my practical work, I debate the strengths of the medium as applied to the South African context. An empirical study forms part of this research in an effort to understand better how these books would function in joint reading between a child and their parent or primary caregiver. My fundamental argument is that the creation, production and use of this genre of picture books should be considered more favourably, and warrant further investigation within the South African context.<br>AFRIKAANSE OPSOMMING: Hierdie verhandeling is ‘n ondersoekende uitvoerbaarheidstudie oor die gebruik van boeke sonder woorde om ‘n kultuur van en liefde vir lees in die Suid-Afrikaanse konteks te ontwikkel ,soos gesien vanuit my uitgangspunt as illustreerder. Ten spyte van ‘n groter wordende omvang van literatuur wat die gebruik van boeke sonder woorde in opvoedkundige- en geletterdheidsontwikkeling voorstaan, bestaan daar weinig navorsing oor hul gebruik in die Suid-Afrikaanse konteks. Daarbenewens is daar min boeke sonder woorde wat plaaslik uitgegee word en word dié mark deur invoere uit Amerika en Europa oorheers. Dit wat wel plaaslik beskikbaar is, toon ‘n gebrek aan verskeidenheid en word meestal as opvoedkundig beskou. Verder het Suid-Afrika ‘n baie lae algemene leesgeneigtheid waar lees en boeke as sinoniem met ‘n akademiese aktiwiteit of verpligting beskou word. Voorts word kinders tuis nie aangemoedig om vir die genot daarvan te lees nie, omdat hul ouers dikwels self nie ‘n leeskultuur handhaaf nie. Hoewel opvoedkundige boeke tuis vir gesamentlike lees gebruik kan word, skep die benutting van boeke van ‘n ‘suiwer opvoedkundige aard’ die risko dat lees bloot vir die genot daarvan, verlore mag gaan. ‘n Risiko wat gelyktydig hiermee ontstaan, is die voortsetting van ‘n negatiewe siening oor lees. Boeke sonder woorde beskik oor inherente eieskappe wat as motivering vir lees dien en sodoende ‘n positiewer ingesteldheid teenoor boeke in die algemeen ontwikkel. Hierdeur kan ‘n kultuur van lees gekweek word wat ouers weer aan hul kinders kan oordra . Deur middel van semiotieke en narratologiese ontleding van boeke sonder woorde, sowel as ‘n konseptualisering van hierdie medium in my praktiese werk, beredeneer ek die sterkpunte van die medium soos toegepas binne die Suid-Afrikaanse opset. ‘n Empiriese studie vorm deel van die navorsing ten einde ‘n beter begrip te kry oor die benutting van dié boeke in gesamentlike lees tussen die kind en sy/haar ouer of primêre versorger. My grondliggende argument is dat die skepping, produksie en gebruik van hierdie genre van prentboeke sonder woorde gunstiger oorweeg behoort te word en verdere ondersoek binne die Suid-Afrikaanse konteks regverdig.
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Bork, Debora J. "History and criticism of photographically illustrated children's books /." Online version of thesis, 1988. http://hdl.handle.net/1850/11490.

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Ramos, Maristela Pessoa. "Getúlio Damado e Roger Mello: conexões entre o campo da arte e o universo lúdico infantil." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6673.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>A ideia central da pesquisa foi promover uma aproximação das narrativas visuais de Getúlio Damado e Roger Mello e a partir daí evidenciar os processos cognitivos e as estratégias que envolveram a estruturação de suas identidades sociais e linguagens artísticas contemporâneas, bem como destacar o ludismo e o acesso ao universo da infância e a cultura popular que ambos ressignificam em suas obras. Além disso, buscou-se comentar e avaliar momentos específicos de desprestígio e repúdio versus consagração ocorridos com os artistas. Para tal, essas produções foram contextualizadas como produções culturais em constante processo de mutação, do qual participam tanto eventos históricos como de inovação tecnológica, em contínua construção. Essas linguagens estão submetidas a uma grande velocidade e a superposição de influências. Outro ponto destacado nas analises foi o caráter de subjetividade dessas produções, identificadas como práticas estéticas promotoras de transformação política; de mobilização; ou também por sua capacidade de operar com o uso simbólico dos brinquedos e livros infantojuvenis recuperando-lhes o uso original. Os devaneios, o ludismo infantil e a cultura popular presentes nos objetos feitos de sucata e livros ilustrados foram confrontados com práticas consoantes, ou de discursos abrangentes, correntes no mundo da arte ou outras vezes aproximados de enfoques locais. Além da possibilidade de convergência entre as produções foram destacadas também muitas diferenças, e, sobretudo evidenciadas as potencialidades que podem advir da cultura popular como campo exploratório de pesquisa, bem como de sua ressignificação<br>The central idea of the research was to reconcile the visual narratives of Getúlio Damado and Roger Mello and henceforth to highlight the cognitive processes and strategies involved in structuring their social identities and contemporary artistic languages, as well as to emphasize the playfulness, and access to the universe of childhood and popular culture to reframe both their works. Additionally, this paper tried to comment and evaluate specific moments of prestige and repudiation versus consecration occurred with these artists. To this end, these productions were contextualized as cultural productions in a constant process of mutation, which involved both historical events and technological innovation in continuous construction. These languages are subjected to a high speed and overlapping influences. Another point emphasized in the analysis was the character of subjectivity of these productions, aesthetic practices identified as promoters of political transformation, mobilization, or also by its ability to operate with the symbolic use of toys and childrens books recovering their original use.. Daydreams, the childish playfulness and the popular culture present in those objects made of waste and illustrated books were confronted with consonant practices or embracing speeches, currents in the world of art or sometimes familiar to local approaches. Besides the possibility of convergence between the productions of the two artists, the research also spotted many differences, and pointed out particularly the potentiality that can come from popular culture as an exploratory field of research, as well as its redefinition
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Palmer, Rodney. "The illustrated book in Naples, 1670-1734." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363370.

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Papworth, Helen. "Illustrated literature for Ethiopian children." Thesis, Bangor University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548609.

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Austin, Logan. "Shapester's magic alphabet exegesis [thesis] submission to Auckland University of Technology as partial fulfilment of the degree of Master of Art and Design, March 2003." Full thesis. Abstract, 2003.

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Thesis (MA--Art and Design) -- Auckland University of Technology, 2003.<br>On cover : 2004 Also held in print (37 leaves : col. ill. ; 30 cm. + CD-ROM) in Wellesley Theses Collection (T 709.93074 AUS)
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Books on the topic "Illustrated book for children"

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A picture book primer: Understanding and using picture books. Libraries Unlimited, 2008.

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Smyth, Margaret. Picture book index. 2nd ed. AAL Pub., 1991.

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The telling line: Essays on fifteen contemporary book illustrators. Delacorte Press, 1990.

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Martin, Douglas. The telling line: Essays on fifteen contemporary book illustrators. MacRae, 1989.

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Finocchiaro, Mary Bonomo. Children's living Spanish: Illustrated lesson book. Crown Publishers, 1986.

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Children's book covers. Mitchell Beazley, 2003.

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Powers, Alan. Children's book covers: Great book jacket and cover design. Mitchell Beazley, 2003.

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Illustrated children's books. British Library, 1986.

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Chapkina, M. Children's book illustrators of Moscow 1900-1992. Contact-Culture, 2014.

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A, Marantz Kenneth, ed. Artists of the page: Interviews with children's book illustrators. McFarland, 1992.

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Book chapters on the topic "Illustrated book for children"

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Antarasena, Salinee. "Illustrated books in ThailandFrom Mana-Manee to the eighty picture books project." In The Routledge Companion to International Children’s Literature. Routledge, 2017. http://dx.doi.org/10.4324/9781315771663-36.

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Kilpatrick, Helen. "The shôjo (girl) aesthetic in Japanese illustrated and picture books." In The Routledge Companion to International Children’s Literature. Routledge, 2017. http://dx.doi.org/10.4324/9781315771663-34.

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Fry, John, Gerald Sandler, and David Brooks. "Catarrhal Children." In Disease Data Book. Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4149-6_6.

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Al-Salem, Ahmed H. "Priapism in Children." In An Illustrated Guide to Pediatric Urology. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44182-5_23.

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Al-Salem, Ahmed H. "Testicular Tumors in Children." In An Illustrated Guide to Pediatric Urology. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44182-5_27.

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Al-Salem, Ahmed H. "Renal Tumors in Children." In An Illustrated Guide to Pediatric Urology. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44182-5_4.

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Al-Salem, Ahmed H. "Hydronephrosis in Infants and Children." In An Illustrated Guide to Pediatric Urology. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44182-5_2.

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Al-Salem, Ahmed H. "Vesicoureteral Reflux (VUR) in Children." In An Illustrated Guide to Pediatric Urology. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44182-5_8.

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Cheshire, Jim. "Moxon, Tennyson and the Illustrated Book." In Tennyson and Mid-Victorian Publishing. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-33815-0_5.

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Al-Salem, Ahmed H. "Venous Access in Infants and Children." In An Illustrated Guide to Pediatric Surgery. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06665-3_3.

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Conference papers on the topic "Illustrated book for children"

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Egert, T., Y. Egert, R. Vitman, and W. Costello. "PARE0012 Educating young children, parents and doctors through the medium of an illustrated children's book." In Annual European Congress of Rheumatology, 14–17 June, 2017. BMJ Publishing Group Ltd and European League Against Rheumatism, 2017. http://dx.doi.org/10.1136/annrheumdis-2017-eular.1687.

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Mincheva, Kalina. "EDUCATIONAL ROLE OF THE CHILDREN'S ILLUSTRATED BOOK THROUGH THE CHILD'S VIEW: RESULTS OF A STUDY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1092.

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Rocaciuc, Victoria. "Book graphics in the creation of the plastic artist Liudmyla Kozhokar." In Patrimoniul cultural: cercetare, valorificare, promovare. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975351379.11.

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The fine arts artist Liudmyla Kozhokar had professional studies in Ukraine: the Arts Studio in Kherson (1975–1978) and the Ukrainian Polygraphic Institute „I. Fyodorov” in Lvov (1978–1983). Since 1984, Liudmyla Kozhokar participates in fine art exhibitions in Chisinau and abroad. Since then, the artist has collaborated with various Moldovan publishing houses, combining publishing with teaching in the field of fine arts. Since 1999 Liudmyla Kozhokar is a full member of the UAP of the Republic of Moldova, and since 2001 – a member of the A.I.A.P. UNESCO, Paris, France. Liudmyla Kozhokar’s works are in the collections of the National Art Museum of Moldova and in private ones in Romania, the Republic of Moldova, France, USA, Iraq, Italy, Germany, Japan, England, etc. The graphic designer illustrated books of different kinds: ABC books, textbooks, children’s stories, encyclopedic literature, etc. Liudmyla Kozhokar perceives each graphic book separately, finding new plastic formulas and stylistic methods, delving into the text and studying it to the last sentence.
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Figueiredo, Ana Carina, Ana Lúcia Pinto, Pedro Branco, Nelson Zagalo, and Eduarda Coquet. "Bridging book." In IDC '13: Interaction Design and Children 2013. ACM, 2013. http://dx.doi.org/10.1145/2485760.2485867.

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Szasz, Teodora, Emileigh Harrison, Ping-Jung Liu, Ping-Chang Lin, Hakizumwami Birali Runesha, and Anjali Adukia. "Measuring Representation of Race, Gender, and Age in Children’s Books: Face Detection and Feature Classification in Illustrated Images." In 2022 IEEE/CVF Winter Conference on Applications of Computer Vision (WACV). IEEE, 2022. http://dx.doi.org/10.1109/wacv51458.2022.00343.

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Ratri, Dianing, and Yoomi Choi. "Children book app as emotional learning media." In IMCOM '17: The 11th International Conference on Ubiquitous Information Management and Communication. ACM, 2017. http://dx.doi.org/10.1145/3022227.3022298.

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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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Milton, Ashlee, Levesson Batista, Garrett Allen, Siqi Gao, Yiu-Kai D. Ng, and Maria Soledad Pera. "“Don’t Judge a Book by its Cover”: Exploring Book Traits Children Favor." In RecSys '20: Fourteenth ACM Conference on Recommender Systems. ACM, 2020. http://dx.doi.org/10.1145/3383313.3418490.

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Papadaki, Eleni, Xenophon Zabulis, Stavroula Ntoa, et al. "The book of Ellie: An interactive book for teaching the alphabet to children." In 2013 IEEE International Conference on Multimedia and Expo Workshops (ICMEW). IEEE, 2013. http://dx.doi.org/10.1109/icmew.2013.6618341.

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Broe, Rosalind, Janine Reynolds, and Heather Elphick. "P071 Psychological morbidity in children with narcolepsy." In BSS Scientific Conference Abstract Book, Birmingham, England. British Thoracic Society, 2019. http://dx.doi.org/10.1136/bmjresp-2019-bssconf.71.

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Reports on the topic "Illustrated book for children"

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Olivier Nsengimana, Olivier Nsengimana. A conservation comic book: Involving Rwandan children in saving endangered Grey Crowned Cranes. Experiment, 2014. http://dx.doi.org/10.18258/3557.

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Pollock, Wilson. Pivot the Future Makers: Building our People and Places. Edited by Musheer O. Kamau, Sasha Baxter, and Golda Kezia Lee Bruce. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003188.

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Pivot is a movement of radical ideas for the Caribbean of the future. In 2020, the IDB and its partners (Caribbean Climate Smart-Accelerator (CCSA), Destination Experience (DE), and Singularity University) launched The Pivot Movement and asked the people of the Caribbean to think of big ideas to transform the region. A small group came together at The Pivot Event to design 9 moonshots for electric vehicles, digital transformation and tourism. Pivot: The Future Makers is a comic book produced by the Pivot partners and illustrated by Caribbean artists. In it, the 9 moonshots have been developed into fictional stories as a simple and powerful means of conveying possible, probable futures, to help us visualize the Caribbean in 2040.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Zinenko, Olena. THE SPECIFICITY OF INTERACTION OF JOURNALISTS WITH THE PUBLIC IN COVERAGE OF PUBLIC EVENTS ON SOCIAL TOPICS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11056.

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Consideration of aspects of the functioning of mass media in society requires a comprehensive approach based on universal media theory. The article presents an attempt to consider public events in terms of a functional approach to understanding the media, proposed by media theorist Dennis McQuayl in the theory of mass communication. Public events are analyzed, on the one hand, as a complex object of journalistic reflection and, on the other hand, as a situational media that examines the relationship of agents of the social and media fields in the space of communication interaction. Taking into account philosophical approaches to the interpretation of the concept of event, considering its semantic spectrum, specificity of use and synonyms in the Ukrainian language, a working definition of the concept of public event is given. Based on case-analysis of public events, In accordance with the functions of the media the functions of public events are outlined. This is is promising for the development of study on typology of public events in the context of mass communication theory. The realization of the functions of public events as situational media is illustrated with such vivid examples of cultural events as «Gogolfest» and «Book Forum in Lviv». The author shows that a functional approach to understanding public events in society and their place in the space of mass communication, opens prospects for studying the role of media in reflecting the phenomena of social reality, clarifying the presence and quality of communication between media producers and media consumers.
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