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Journal articles on the topic 'Illustrated children's books'
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1
Neupane, Ravindra. "The Use of Children’s Picture Books to Promote Environmental Awareness." Humanities and Social Sciences Journal 15, no. 1-2 (December 31, 2023): 30–41. http://dx.doi.org/10.3126/hssj.v15i1-2.63736.
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Environmental catastrophe is one of the biggest problems of the current century. As one of the living things on the planet, humans must start to understand the environmental problems in their immediate surroundings. To increase the future generation's understanding of the current situation of the environment, children must receive a high-quality education. This study highlights how children’s exposure to green literature can help them become more aware of their surroundings. This study uses a qualitative research approach based on an interpretative model. In this investigation, several children's books are utilized as the study's subject material to demonstrate that young readers' literature may be a very effective instrument for fostering environmental awareness. Picture books are the type of children's books used in this study. These books are The Secret Garden and The Giving Tree. An ecocriticism analysis has been used in children's picture books to illustrate how to raise children’s environmental consciousness. This study reveals that the authors truly have demonstrated their enthusiasm for promoting environmental awareness and they illustrated the interconnectedness of nature and humanity. In conclusion, it is hoped that this study will boost children’s desire to safeguard, conserve, and care for the environment soon.
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Vindaswari, Rera Fenika, and Amaliyah Ulfah. "PENGEMBANGAN BUKU CERITA ANAK BERGAMBAR BERBASIS NILAI-NILAI KEPEDULIAN BAGI PESERTA DIDIK KELAS 2 SEKOLAH DASAR." Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 1, no. 3 (November 30, 2018): 148. http://dx.doi.org/10.12928/fundadikdas.v1i3.661.
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This study aims to develop pictorial children's storybooks based on caring values and specifically aims to know, (1) steps for developing child-based pictorial children's storybooks, (2) the feasibility of caring-based children's storybooks, and (3) participant responses students of story books developed.This type of research is development research. This study uses the Borg and Gall development model which consists of five stages, namely research and information collecting, planning, developing preliminary form a product, preliminary field testing, and main product revision. The subjects of this research were 10 second grade students of Banguntapan State Elementary School with 10 childrens. Data Collecting techniques use descriptive. The data analysis technique used is descriptive.The development of pictorial children's storybooks consists of six steps, namely determining themes, making storylines/storyboards, determining characters/figures, making illustrated images, combining storybook elements, and expert validation. The results of the study showed that illustrated children's storybooks were based on values of concern for second grade students of elementary school worthy of use. Assessment according to media experts got a score of 104 (good), material expert 101 (good), and expert learning 56 (very good). The response results of students get a score of 100 (very good). Students respond that the contents of illustrated story books are interesting, stories are easy to understand, and can be used as models in attitude.Keywords: Picture Children's Story Book, Concern Values
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Da Silva Martins, Marisa. "Sail away, save a whale: ocean awareness in children’s books and picture books." Child Studies, no. 3 (December 31, 2023): 63–74. http://dx.doi.org/10.21814/childstudies.5239.
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This article discusses two children's books, The Whale Watchers (2022), written by Dougie Poynter and illustrated by Amberin Huq, and Calling the Whales (2023), written by Jasbinder Bilan and illustrated by Skylar White, as well as one picture book, The Tale of the Whale (2022), written by Karen Swann and illustrated by Padmacandra. Highlighting the relationship between children and whales, the article draws upon ecocriticism and ecology in the context of children’s literature. Arguing that these narratives present both species as climate activists, the article also explores the significance of the text, not only for the purpose of exposing environmental issues, but by also contributing to environmental literacy and pedagogy. This article aims to conclude that whales’ representation throughout the narratives bestows ocean awareness, leading the children to experience and engage with the sea.
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Budi, Hutomo Setia. "Product Development Of Illustrated Children's Storybook Entitled "Senja" Into Children's Animated Video Stories." VCD 4, no. 1 (June 30, 2019): 24–31. http://dx.doi.org/10.37715/vcd.v4i1.1387.
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Product of illustrated story book for children are very commonly found. In the illustrated story books, there are 2 elements, namely image and text. The image content keeps the child interested with the book as well as helps to tell the event that happened. Existing text describes events and stories. This research discusses the product development of an illustrated story book entitled “Senja” into children's animated video stories. This research uses the research and development methodology. This research was limited to discuss on how to process existing data and images into animation and then merged with narration, background music, and put together to form animated videos. This study also discusses whether additional scenes are needed to improve the storytelling quality in animation. The results obtained from this study that the existing image assets in the illustrated children's storybook can be processed and developed into decent children's animated video stories by adding scenes to support storytelling. Background music that suitable with the scene was also needed to build the atmosphere in the animated video. Narration was also needed to strengthen the scene and storytelling.
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Peters, Chelsea N. "Children's books for research-based outreach and science communication pedagogy." Geoscience Communication 7, no. 2 (April 3, 2024): 81–90. http://dx.doi.org/10.5194/gc-7-81-2024.
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Abstract. Academics are encouraged to integrate scientific research with the public, but methods of doing so are often transient and insubstantial. Students and future scientists also require training and exposure to the importance of public outreach and science communication within STEM fields. Here, I describe two projects that provide a template for using children's books as an efficient and impactful means of science communication. The first part describes an international research project that culminates in the writing, illustration, and distribution of a children's book. Farzana’s Journey is a children's book based on multidisciplinary research on the pairing of the physical and human systems in coastal Bangladesh. Written, illustrated, and freely distributed in the Bengali language, the book is a place-based tool to teach rural Bangladesh communities about the natural world and our scientific findings. Through the development and distribution of the book, we encouraged collaboration and public outreach with scientists, artists, and students concerned with enhancing educational and social opportunities in rural communities. We also ensure a physical tie to the community after the project's culmination. The book sparks children’s curiosity in the local environment while also demonstrating a means for sustainable educational outreach with impoverished, remote communities. The second part of the paper provides an overview of how this type of science communication can be taught to early-career scientists. Students in an intensive learning undergraduate course produce children's books about a scientific concept or process. I describe the curricular context and layout of the course, the assessment of deliverables, and the impacts of the science storytelling process as a model for teaching communication literacy. Together, these efforts demonstrate the potential impact of children's books on science communication efforts among students, early-career scientists, and local communities.
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Tanju Aslışen, Ebru Hasibe, and Sakine Hakkoymaz. "Examining the Criteria for Preferring Illustrated Children's Books by Parents with 0-3 Years-old Children." Theory and Practice in Child Development 3, no. 2 (November 11, 2023): 71–97. http://dx.doi.org/10.46303/tpicd.2023.13.
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In this study, it is aimed to examine the knowledge levels of parents with children aged 0-3 regarding the criteria they consider when choosing a children's picture book. The study was carried out with a qualitative research approach. The study group consists of 69 parents with children aged 0-3, and the data of the study were collected through a semi-structured interview form developed by the researchers. After the data were subjected to content analysis, they were presented in tables. As a result of the research, it has been revealed that parents with 0-3 year old children should have quality children's books and the features they pay attention to when choosing children's books, the child's interest, internal structure and external structure. It has been found that when choosing a children's picture book, parents pay particular attention to its suitability for the age and development of the child, its plain language, the presence of vivid colors and its non-violence. The content of the images is thick cardboard and the book is neatly bound with the appropriate font and image size. By looking at the outer coating and quality of quality paper, they think about whether it is educational, entertaining, creative and contains a concept of value.
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Brugeilles, Carole, Isabelle Cromer, and Sylvie Cromer. "Male and Female Characters in Illustrated Children's Books or." Population (english edition) 57, no. 2 (2002): 237. http://dx.doi.org/10.3917/pope.202.0237.
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Števková, Mária. "Co‐publishing illustrated children's books in the Socialist countries." Early Child Development and Care 48, no. 1 (January 1989): 75–77. http://dx.doi.org/10.1080/0300443890480110.
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GÜZELYURT, Tuğçe. "An Investigation of the Concept of War and Peace in Illustrated Children's Books." Cukurova University Faculty of Education Journal 51, no. 1 (April 27, 2022): 273–92. http://dx.doi.org/10.14812/cuefd.1020036.
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The phenomenon of war and peace has existed since the beginning of humanity. While the Turkish Language Association defines "war" as struggling, struggling to eliminate something, struggling to destroy something and fight, the Association defines "peace" as an environment of tolerance, harmony and mutual understanding. In the process of transforming war into peace, individuals must first acquire knowledge, develop skills and attitudes. The most important concepts to be acquired regarding this process are tolerance, justice, human rights, democracy and equality. These concepts are abstract and difficult for the preschool child to comprehend. Researches reveal that starting from the preschool period, quality education, educational environment, methods and materials are required for the comprehension of the concept of war and peace, which are among the abstract and difficult subjects for children. In this respect, the study was carried out in order to examine the suitability of the illustrated children's books, which cover the subject of war and peace, for the preschool period. Qualitative research method was preferred in the study. Reviewed books group consists of 22 illustrated children's books determined by the criterion sampling method that is one of the purposive sampling methods. Illustrated children's books were examined by document analysis method. The data related to the study were analyzed through descriptive analysis and content analysis techniques. As a result of the research, it can be said that in the illustrated children's books examined, there is not enough attention to the developmental characteristics of the child in the process of explaining the cause of the war, including positive emotions as well as negative ones, and resolving the war.
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Cabral, Gisele de Assis Carvalho, and Érika Christina Kohle. "CONTRIBUIÇÕES PARA A FORMAÇÃO DO LEITOR LITERÁRIO POR MEIO DO LIVRO DE IMAGEM." COLLOQUIUM HUMANARUM 20, no. 1 (November 27, 2023): 443–60. http://dx.doi.org/10.5747/ch.2023.v20.h570.
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This article is an excerpt from a Master's degree research, whose main objective was to understand the contribution of picture books to the formation of young readers of Children's Literature. Thus, its content contains some lines from one of the Dialogical Meetings held between the researcher and an illustrator about the gestation process of one of her works – Max Emiliano – with the intention of reading the illustrations towards a more in-depth understanding of the narrative present in the image book. To achieve this purpose, the methodology used was the analysis of a work based on dialogue with the illustrator and comparison with the theoretical framework of the philosophy of language with the thoughts of some researchers of Literature and illustrated books. As a result, teaching how to read images/illustrations at school, through Children's Literature books, contributes to the formation of readers from a young age, as it sensitively and aesthetically broadens their perspective. This process of attributing meanings to the image tends to expand throughout life as a result of each person's reading and imagery experiences and favors a more complete formation and development of the literary reader's understanding.
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Carioli, Stefania. "Influenze digitali sull’albo illustrato: metamorfosi artistiche e sfide di “iper-lettura”." Journal of Literary Education, no. 6 (December 31, 2022): 91. http://dx.doi.org/10.7203/jle.6.25365.
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The influence of electronic and digital codes on children's literature represents one of the most interesting aspects of the artistic and literary productions of the last decades. Signs of the profound and irrevocable change that has taken place in children’s literature and in the ecosystem to be read of the electronic age are particular picturebooks, which reflect how even the printed book has drawn from the multilinear structures of the digital and from the expressive codes of the screens. In the context of this cultural mutation, the present contribution explores two illustrated books representative of the media technology mutation and integration, which, on the one hand, maintain the stability of reading on a traditional printed book, on the other, they contain the challenges of a "hyper-reading" experience.
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Pitenina, V. "Artistic and stylistic peculiarities of the graphic work of Petro Lapyn, illustrator of the children's books in the first third of the 20th century." Research and methodological works of the National Academy of Visual Arts and Architecture, no. 27 (February 27, 2019): 193–99. http://dx.doi.org/10.33838/naoma.27.2018.193-199.
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The beginning of the 20th century is a period of creative and printing experiments in the Ukrainian art. New generation of Ukrainian books was born in this period. The illustration of the children's books was a significant part of this process. Famous Ukrainian graphic artists, such as H. Narbut, M. Zhuk, O. Sudomora, V. Kononchuk, took part in the creation of a new Ukrainian children's book. Some little-known artists also worked with them, and their creativity was an important part of the artistic process. Petro Lapyn was one of those artists. From 1917 to 1929, he worked with the famous publishing houses, such as Vernyhora, Derzhavne Vydavnytstvo, Proliski, Knyhospilka and Rukh. Children's books, illustrated by P. Lapyn, are kept in the funds of the Pedagogical Museum of Ukraine, the National Library of Ukraine for Children, Ivan Fedorov Book Chamber of Ukraine and private collections. We have found about 30 of his projects. But the information about the artist himself and his life is quite limited. One of the first books he illustrated was the poem of S. Rudanskyi «Vovk, Sobaka ta Kit» («The Wolf, the Dog, and the Cat»), published in black and white in 1918. This early Petro Lapyn's work revealed his artistic outstanding peculiarities: vibrant linear drawing, harmonious combination of text and illustrations, variety of graphic techniques and skills in the representation of characteristic features. The high point of the artist's career is the illustration of «Crows and Owls», I. Franko’s fairy tale, printed in 1926 (Kharkiv, Rukh). It demonstrates the animalistic works of the artist. There are typical structural elements in fairy tale books: vignettes, drop caps. P. Lapyn uses decorative handwritten fonts and silhouette drawings for them. His graphic creations are full of emotions. Specific features of his work are: humour, emotionality, anthropomorphism, careful attitude towards literary material, and consistently high level of drawing.
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Tabernero Sala, Rosa, Iris Orosia Campos Bandrés, María Jesús Colón Castillo, and Daniel Laliena Cantero. "Learning how to read children's books in the digital society: Book trailers as an educational tool in higher education." Journal of Technology and Science Education 14, no. 1 (February 22, 2024): 224. http://dx.doi.org/10.3926/jotse.2530.
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The new multimodal reading ecosystem currently contributes to the proposal of forms of mediation that take into account the hybridization of digital and analog paradigms. In this context, illustrated books intended for children can constitute an area of interest, since their discursive and aesthetic codes contribute to the development of multimodal reading strategies and to the positioning of the child reader before the information, at the same time that they generate pleasant reading and knowledge-building experiences. Accordingly, today’s publishing market requires a learning process from the mediator in order to develop the corresponding strategies with which to approach children’s books. Previous research has focused on the book trailer as a virtual epitext for the promotion of publications, and it has analyzed the identity of this tool to demonstrate its effectiveness in the promotion of reading. Along these lines, and with the purpose of verifying how this tool behaves in the introduction of future teachers to children’s books, an intervention is proposed that is based on the creation of book trailers. A total of 860 students from the Early Childhood and Primary Education teaching degree programs participated in the intervention. It included qualitative research that analyzed the documents/epitexts created by the students, written reflections within the framework of this project and the discourse collected a posteriori in interviews and discussion groups on the experience. The results reveal the potential that creating book trailers has for introducing teacher trainees to illustrated children’s books within the framework of the digital society.
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GÜZELYURT, Tuğçe, and Ömer NAYCİ. "Technology Addiction in Preschool Perıod: An Analysis on Illustrated Children's Books." Kastamonu Eğitim Dergisi 29, no. 2 (May 25, 2021): 326–33. http://dx.doi.org/10.24106/kefdergi.722745.
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Butković, Matea, and Ester Vidović. "Hidden Meanings: Researching Student-Teacher Intercultural Competency Using Multicultural Children's Literature." Društvene i humanističke studije (Online) 8, no. 1(22) (April 30, 2023): 375–98. http://dx.doi.org/10.51558/2490-3647.2023.8.1.375.
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In modern society, future teachers need to be able to recognize the potential offered by multicultural children's literature in promoting intercultural values in children as well as to feel confident in their ability to choose authentic teaching materials. Three picture books (The Rabbits' Wedding, Morris Micklewhite, and the Tangerine Dress and And Tango Makes Three) and one illustrated story (The Story of Little Black Sambo) were selected for research of students’ intercultural competence. The general research aim was to research the intercultural competence of Teacher Education students using authentic works of multicultural children's literature, whereby the specific aims sought to explore: a) students’ attitudes about the appropriateness of the selected topics for lower elementary school teaching; b) students’ ability to recognize whether the text and illustrations of the selected picture books/illustrated story promote intercultural values (e.g., acceptance of diversity, equality, empathy); c) whether students are trained to recognize the controversial content in the selected picture books/illustrated story, d) student’ self-assessed readiness to address the selected topics in their future teaching; e) student’ self-assessed difficulty in recognizing the representation of intercultural values in the content of the selected picture books/illustrated story. The sample of participants included fifty-six fourth-year Teacher Education students (40 students from the University of Rijeka and 16 students from the University of Pula) during two consecutive academic years (2020/2021 and 2011/2022). The participants filled out a questionnaire that examined the concordance between the content of the selected titles and the promotion of intercultural values, the existence of controversial topics, and the appropriateness of addressing the selected topics in lower elementary school teaching as well as the students’ self-assessed abilities to implement the topics of the selected works in their future teaching and the difficulty of recognizing intercultural values in the selected works were explored. The majority of students recognized the controversial nature of the three selected picture books – the implicit advocacy of the rights and equality of marginalized groups (same-sex adoption, depiction of transgender people, marriage of people of different skin color). Almost two-thirds of the participants encountered difficulties in assessing the presence of intercultural values in the selected literary works.
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Cheetham, Dominic. "Translating Direction: Illustrations in Native and Translated Japanese Children's Literature." International Research in Children's Literature 3, no. 1 (July 2010): 44–60. http://dx.doi.org/10.3366/ircl.2010.0005.
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This paper examines the interaction of the visual and verbal texts for picture books and illustrated chapter books published in Japan. Japanese picture books are produced in both left-to-right and right-to-left gross textual directions. Visual-verbal interactions are examined for both directions, and the same kinds of interaction are found as for picture books produced in mono-directional languages such as English. Chapter books, however, are conventionally published in a right-to-left format. This means that unless some kind of action is taken by publishers, there is likely to be a conflict of direction between the visual and verbal texts. The publishing choices made for chapter books are discussed in terms of Even-Zohar's literary polysystem theory, and the reading effects of these choices are discussed in terms of Venuti's concepts of domestication and foreignization in translation.
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Abdul Aziz, Rafidah, Wan Satirah Wan Mohd Saman, Norshila Shaifuddin, Sharifah Muzlia Syed Mustafa, and Wan Norhaliza Wan Mokhtar. "Exploring Affective Bibliotherapy Features in Children’s Literature for Emotional Healing and Growth." Environment-Behaviour Proceedings Journal 8, SI12 (August 31, 2023): 3–8. http://dx.doi.org/10.21834/e-bpj.v8isi12.5001.
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Recent developments in psychology have rekindled interest in the therapeutic potential of literature. Amid the COVID-19 pandemic, wherein many children lack access to conventional psychological assistance, bibliotherapy emerges as a viable aid for addressing personal issues. However, not all children's books are suitable for this purpose, necessitating meticulous scrutiny to ascertain suitable therapeutic reading materials. Through qualitative examination, this study scrutinized the affective bibliotherapy approach within fiction and illustrated books, unveiling three essential bibliotherapy attributes in children's literature. Comprehensive examples are offered for each feature, aiming to enrich future bibliotherapy research and application.
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Pinheiro, Marta Passos, and Sabrina Ramos Gomes. "Os "novos" contos de fadas: tradição e inovação em A Bela e a Adormecida, de Gaiman e Riddell." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 71, no. 2 (June 5, 2018): 35–56. http://dx.doi.org/10.5007/2175-8026.2018v71n2p35.
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In this article, we investigate tradition and innovation in the work Beauty and the Sleeping by analyzing the construction of the narrative, considering the important role of graphic design and illustrations. In this way, we approach the collaborations between two important British authors: the writer Neil Gaiman and the illustrator ChrisRiddell. As a theoretical reference we give priority to studies on illustration and graphic design of children's books - Nikolajeva and Scott. Moraes, Linden and Ramos -, dialoguing with studies on fairy tales - Betelheim, Corso and Corso, Coelho and Propp. We could observe that even if it is not an illustrated book, according to the English conception of picturebook, the narrative is told not only by the written text, but also by illustrations and graphic design. The dialogue between writer and illustrator and the freedom he had to present his point of view were fundamental for the success of the work.
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Indah Nurmahanani. "Analisis Literasi Multimodal Buku Cerita Anak Bergambar Sebagai Upaya Pemilihan Bahan Ajar Membaca Permulaan Siswa Sekolah Dasar." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 4, no. 1 (May 24, 2023): 541–46. http://dx.doi.org/10.62775/edukasia.v4i1.298.
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Illustrated children's story books are a construction of the world, a perspective that is the result of processing and reading by the creator of the book on other texts he consumes. Picture story books are a medium to offer a view of how the world should be seen and understood. In relation to picture story books, children who are the readers of the stories conveyed in this book will very likely have views of the world around them as views offered by picture story books. Therefore, children and parents should be equipped with the ability to read critically the message conveyed by this picture story book. They must have abilities that allow them not only to be able to critically read narrative texts but also understand how to read pictures, as a mode that appears with verbal texts in storybooks. Multimodal literacy is defined as the knowledge and skills that children must possess, especially, in critically reading verbal texts and especially visual texts. Through this multimodal literacy analysis, it is hoped that we can interpret the messages conveyed by picture story books for elementary school students
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SAY, Serkan. "EXAMINATION OF ILLUSTRATED CHILDREN'S BOOKS PUBLISHED IN TURKEY FOR AGES 5-8 IN." International Journal Of Eurasia Social Sciences 11, no. 40 (January 1, 2020): 746–72. http://dx.doi.org/10.35826/ijoess.2746.
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Korvatskaya, Elena Sergeevna. "The objective world of Soviet everydaylife in illustrated books for children of the 1950s and 1960s." Культура и искусство, no. 12 (December 2023): 12–33. http://dx.doi.org/10.7256/2454-0625.2023.12.69124.
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The topic of Soviet everyday life is quite popular in the scientific community. The children's publications themselves are still outside the scope of research practices in the field of studying the culture of everyday life. The article analyzes the subject world in the domestic book illustration of the late 1940s-1960s. The aim is to identify markers of the everyday culture of the Soviet city, in particular Leningrad. The boundaries of the study are publications issued during the specified time period and addressed to children and adolescents. The attention was given to books about the life of a Soviet child of the Leningrad branch of Detgiz publishing house. It is established that in the children's illustrated book of the 1940s-1960s, large objects that visually defined the boundaries of everyday life, as well as elementary things for the organization of everyday life, became objects of everyday culture more often. Small interior items that have a decorative function will appear to a greater extent by the 1960s, that is, the conditions and priorities in the formation of the life of a Soviet citizen will change, and a tendency to detail the world of everyday life is formed in the book illustration. In the course of the study, a group of artists was identified who paid great attention to the depiction of everyday objects, but the illustrators did not separately show the belonging of the plot and the created space to a certain locality. They created a collective image of the everyday life of the Soviet country. Therefore, in the book illustration of the late 1940s-1960s in the subject world of Leningrad, it is not yet possible to clearly distinguish the features of the «Leningrad style», but it is possible to reconstruct the daily life of a Soviet citizen
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Brugeilles, Carole, Isabelle Cromer, Sylvie Cromer, and Zoe Andreyev. "Male and Female Characters in Illustrated Children's Books or How Children's Literature Contributes to the Construction of Gender." Population (English Edition, 2002-) 57, no. 2 (March 2002): 237. http://dx.doi.org/10.2307/3246609.
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Aini, Nur, Meri Hartati, and Ichsan Maulana Azhari. "Improving Storytelling Ability Using Implications of The Read-Aloud Method in Early Childhood." JOYCED: Journal of Early Childhood Education 3, no. 1 (June 30, 2023): 66–73. http://dx.doi.org/10.14421/joyced.2023.31-07.
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Basically, a school for early childhood takes work. Many factors influence this, including the shy factor that makes you afraid to speak or tell stories. If the problem is not resolved immediately, it will be difficult for the child to express his feelings. The Read-Aloud method trains children to be able to retell the contents of fairy tales and stories to increase children's vocabulary. Packaging the Read Aloud method uses the media of illustrated children's story books and fairy tale books that can make young children interested in following them. In this study, the authors used a qualitative descriptive method. Data collection techniques used are observation, interviews, and documentation. The results of this study indicate that the implications of the Read Aloud method can stimulate early childhood development by increasing vocabulary so children's language skills can develop properly. Obstacles in this study were limited by changes in the behavior of research subjects which made researchers increase research time.
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L. Dalmaso, Renata, and Thayse Madella. "The many graveyard books: artistic collaborations and possible multiple readings in illustrated works." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 71, no. 2 (June 5, 2018): 57–74. http://dx.doi.org/10.5007/2175-8026.2018v71n2p57.
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This article investigates how diverse layers of meanings can be seen in different iterations of the same work, as it is illustrated or adapted by different artists. Departing from a single source material, Neil Gaiman’s The Graveyard Book (2008), we analyze two versions and one adaptation of the text: one novel illustrated by Dave Mckean (2008) and another by Chris Riddell (2009); and a graphic novel (2014), adapted by P. Craig Russell. We draw our analysis from authors in the fields of Children's Literature and Comics Studies to dicuss the construction of meanings between the interplay of written and visual texts. Such interactions have a range of variation taking into consideration both the format of the work (novel or graphic novel), the choice of a scene to be illustrated, and stylistic approaches.
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Gerson, Carole. "Picturing Canada: A History of Canadian Children's Illustrated Books and Publishing (review)." Canadian Historical Review 92, no. 2 (2011): 380–82. http://dx.doi.org/10.1353/can.2011.0022.
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Claudia Söffner. "Picturing Canada: A history of Canadian children's illustrated books and publishing (review)." Bookbird: A Journal of International Children's Literature 49, no. 1 (2011): 69. http://dx.doi.org/10.1353/bkb.2011.0017.
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Latifa, Gusti, Nina Suzanne, and Zulhendri Zulhendri. "Development of Illustrated Storybooks as a Learning Medium to Enhance Students' Reading Interest." Journal of Islamic Education Students (JIES) 3, no. 1 (July 9, 2023): 1. http://dx.doi.org/10.31958/jies.v3i1.5623.
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An important component of elementary school students' academic growth is their enthusiasm for reading, especially in the lower grades. The purpose of this study is to examine students' demands for illustrated storybooks, confirm the accuracy of the created books, gauge how useful they are for piqueing children's interest in reading, and measure the effects of utilizing these books in the classroom. This study uses a research and development methodology to gather both quantitative and qualitative data. The four steps of the research process define, design, develop, and disseminate are guided by the 4D model. The results of this study support the usefulness of employing illustrated storybooks to increase pupils' enthusiasm for reading. The storybooks are suitable to satisfy the demands of the pupils thanks to the creation and validation procedures. The storybooks' ability to encourage reading engagement among primary school pupils is shown by the favorable response from instructors and students regarding the usefulness of the books. This study makes a contribution to the field of education by offering instructors insightful information and a useful tool to raise their students' motivation for reading and general literacy ability.
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Söffner, Claudia. "Bottersnikes and Other Lost Things: A Celebration of Australian Illustrated Children's Books (review)." Bookbird: A Journal of International Children's Literature 49, no. 3 (2011): 70. http://dx.doi.org/10.1353/bkb.2011.0053.
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Stone, Albert E. "Children, Literature, and the Bomb." Prospects 19 (October 1994): 189–223. http://dx.doi.org/10.1017/s036123330000510x.
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If hiroshima as fact and metaphor marks a turning point of modern secular and spiritual history, what has this fact meant to American children and youth? The thinkable event with the unthinkable implications has, for four decades and more, offered unique challenges and opportunities to all sorts of writers working in popular and esoteric forms with adult audiences. One of the least esoteric but most neglected of these literary forms is children's books, written and illustrated, for the very young and for adolescents. As with works for adults, writings for children are rich sources of cultural information on and attitudes about the nuclear age. They create, vicariously but affectively, informative and imaginative encounters with earthshaking events and their aftershocks long antedating young consciousnesses but present in children's lives as adult conversations, media messsages, and significant silences. Such books often build early imaginal memories on which adult thought and feeling about the Bomb are deeply based.
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Lakizenko, Elizaveta D., and Tatyana L. Makarova. "Children`s Illustrated Book as a Source of Reality Perception: Themes, Images, Color Solution." Vestnik slavianskikh kul’tur [Bulletin of Slavic Cultures] 66 (2022): 368–78. http://dx.doi.org/10.37816/2073-9567-2022-66-368-378.
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Traditionally, children copy the family and professional relationships of adults in their games. In the literature for children, the topic of studying the world around is important: both nature (in particular, the animal world) and social interaction — relations in the family and the children's team. A separate topic of children's literature is the study of the child's inner world: the formation of understanding and directions for the development of his emotions and feelings. In children of this age, a logical-conceptual connection is just beginning to develop, therefore illustrations in books for preschoolers are directly dependent on the text. Game motivation in a younger student is slowly giving way to a learning one, where actions are performed for the sake of certain knowledge and skills. This is a sure way to gain approval and recognition from both adults and peers, which determines the future status of the child (an important stage in the formation of self-esteem). There is no unequivocal opinion on the issue of the extent to which illustrations should be included in children's educational literature. Data on the influence of illustrations on the understanding of the text read by the child is ambiguous. Many researchers pay attention to the fact that the complete removal of illustrations may lead to a natural decrease in motivation to learn, and for this reason, “the motivational and attractive aspects of illustrations should not be ignored: it is well known that children love pictures”.
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Agah, Masoud Mojaveri. "The Structure of Discourse: Visual Semiotic in Picture book of "Creation" by Wolf Erlbruch." European Journal of Interdisciplinary Studies 4, no. 1 (March 2, 2018): 43. http://dx.doi.org/10.26417/ejis.v4i1.p43-48.
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Illustration of children's books, such as the concept of childhood, has been shaped by a wide range of different choices, and each Illustrator finds a way to link and communicate with the text through the discourse device. Discourse means applying the language through individual action, illustration, also depicts the discourse of the work in the type of function and language manifestation; A language that in expression has a function different from that of a particular language which leads to a kind of active search in collective cultural visual memory. Although both the writing material and the image due to the use of the form of expression are text (a system of signifier relationships), their relationship complicates this point of view. Now the Illustrative Objective turn to make choice with a high responsibility. So the major questions are: 1. what is the process of illustrative discourse? 2. What is the design and process of semantic-signs of illustrated books? 3. Is there any certainty in imaging discourse for making meaning? This article sought to understand the shape and process of sign-semantics in illustrating children's books, and found that the relationship between text and image creates a semantic play that does not have semantic certainty, instead, an expert illustrator is trying to effectively shape this relationship to become dynamic. The main purpose of the article is to find the important semantic-sign features in the latent process of making meaning in the illustration, so the formation of semantics is more important as a result of the relationship between text and image. In this article, the spiritual theme of creation in illustrating has been studied in a work of Wolf Erlbruch as a sample of semantic study.
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Bezrogov, Vitaly, Kirill Levinson, Ekaterina Romashina, and Ivan Teterin. "“Look, This Is a City!” Regarding the Urban Space with John Amos Comenius, Carl Friedrich Lauckhard and Konstantin Ushinsky." Odysseus. Man in History 28, no. 1 (October 28, 2022): 320–43. http://dx.doi.org/10.32608/1607-6184-2022-28-1-320-343.
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The article compares Сarl Friedrich Lauckhardt's Illustrated Book for Observation and Instruction (Leipzig 1857–1860) with John Amos Comenius’s Orbis sensualium pictus (Nuremberg 1658) and Konstantin Ushinsky’s Children's World and Reader (St. Petersburg 1861). The main line of comparison regards the ways one phenomenon – the city – was presented in the three books. The authors inquire into the ways Lauckhard, Comenius and Ushinsky viewed and demonstrated to children the city and the urban in general as opposed to the village and the countryside. The comparison comprises practices presented as constituting the urban life; points of view the textbook authors chose to see and to show the city "from within" and "from without", and whether the concepts of the urban changed over time and space like the contents of educational literature did.
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Evans, Heather A. "KITTENS AND KITCHENS: FOOD, GENDER, ANDTHE TALE OF SAMUEL WHISKERS." Victorian Literature and Culture 36, no. 2 (September 2008): 603–23. http://dx.doi.org/10.1017/s1060150308080364.
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With the publication ofThe Tale of Mr. Tod(1912), Beatrix Potter articulated her impatience with “goody goody books about nice people” (Linder 210) and declared her intention “to make a story about two disagreeable people” (Potter,Tale of Mr. Tod7). Yet although the subjects of the story, Tommy Brock and Mr. Tod, might be the most viciously disagreeable protagonists in Potter's children's stories, her readers were already acquainted with characters who challenged the boundaries of propriety, graciousness, and respectful deference to authority. Throughout her oeuvre, many such characters are not entirely punished for their trespasses, a pattern which often surprises modern readers who blithely assume that the daintily-illustrated books about woodland critters and barnyard creatures affirm conservative Edwardian conventions of behavior and standards of decorum.
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Magalhães Naves, Ludmila, and Ilsa do Carmo Vieira Goulart. "PHOTOGRAPHY: THE POTENTIAL OF IMAGE AS ILLUSTRATION TOOL IN CHILDREN'S LITERATURE BOOKS." Revista Interdisciplinar Internacional de Artes Visuais 9, no. 1 (June 28, 2022): 19–33. http://dx.doi.org/10.33871/23580437.2022.9.1.19-33.
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From the conception of photographic art as a visual text, which narrates, informs and promotes interactions, this article aims to reflect on the potential of photography as an illustrative tool. Thus, it is understood that a literary work illustrated from photographic images allows the expansion of interpretative and dialogical limits between the reader and the work. Adele Enersen's work When my baby dreams was chosen for the investigation, a narrative composed of scenarios created manually using homemade artifacts and captured through the photographic record. Under a qualitative approach, the bibliographic research methodology was chosen, which took place through an interpretative analysis that allowed us to observe the means and instruments used in the composition of the work. As a theoretical basis, it relies on the studies of Santaella (2012), Flusser (2000) and Manguel (2001) on materiality, photography and literature as well as other authors that contemplate the themes. In this perspective, we seek to expand the principles of photographic materiality and identify the potential of its use as a literary illustration. It is concluded that storytelling combined with photographic illustrations contributes significantly to the reading comprehension and involvement of the reader, highlighting the materiality of the photographic image as an important characteristic of the literary illustration technique.
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Tavares, Márcia. "ESTRATÉGIA INFERENCIAL PARA LER O LIVRO ILUSTRADO." Revista Graphos 21, no. 1 (July 4, 2019): 176–96. http://dx.doi.org/10.22478/ufpb.1516-1536.2019v21n1.46554.
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De maneira geral a leitura de imagens no livro ilustrado ainda está relacionada à primazia da palavra e aos modos de ler em um conjunto de interdependências entre o texto escrito e as imagens. Para verificar a construção de sentidos advinda dessa relação, apresentamos a análise do livro Lá e aqui (2015), de Carolyna Moreyra, ilustrado por Odilon Moraes. Destacamos, a partir do espaço gráfico e narrativo, uma proposta de leitura permeada pelo uso das estratégias centradas em inferências, e ainda verificamos quais elementos plásticos estão dispostos no projeto gráfico e na composição do diálogo entre texto e imagem. Esses aspectos foram explorados seguindo as diretrizes de Oliveira (2008), que delimita uma primeira leitura estrutural como porta de entrada metodológica para a leitura de imagens. Para o estudo da aplicação das estratégias de inferência, tomamos Girotto e Souza (2011) e utilizamos os pressupostos inseridos na prática de leitura das palavras e na transposição de conceitos para a leitura das ilustrações do livro infantil.
Palavras-chave: Livro ilustrado. Estratégias de leitura. Inferência. Odilon Moraes.
INFERENTIAL STRATEGY TO READ ILLUSTRATED BOOKS
Abstract: Generally, reading images in illustrated books is still related to the primacy of the word and to the ways of reading in a set of interdependencies between the written text and the images. To verify the construction of meanings derived from this relation, an analysis of Carolyna Moreyra's book, Lá e aqui (2015), illustrated by Odilon Moraes, was carried out. From the graphic and narrative spaces, a reading proposal, which includes the use of strategies focused on inferences, was made. Plastic elements which are arranged in the graphic design and the composition of the dialogue between text and image were also checked. These aspects were considered through the guidelines of Oliveira (2008), which sets a first structural reading as the methodological starting point to read images. Girotto and Souza (2011) was the basis for the study of the application of inference; assumptions inserted in the practice of reading words and in the transposition of concepts to read children's book illustrations were also used.
Keywords: Illustrated book. Reading strategies. Inference. Odilon Moraes.
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Sciurba, Katie. "Depicting Hate: Picture Books and the Realities of White Supremacist Crime and Violence." Teachers College Record: The Voice of Scholarship in Education 122, no. 8 (August 2020): 1–44. http://dx.doi.org/10.1177/016146812012200813.
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Background/Context Since the 2016 presidential election, hate-based speech, crime, and violence have been on the rise in the United States, (re)creating a need for adults to engage children in dialogue related to white supremacy as it exists today, instead of framing it as a problem that ended with the civil rights movement. Following an incident of racist vandalism at her home, the author of this article (a White mother) conducted a search for picture books that could serve as vehicles to discuss race-based hate and whiteness with children like her young Black son. Purpose/Objective/Research Question/Focus of Study This study draws upon Critical Race Theory, Critical Whiteness Studies, and Critical Multicultural Analysis to explore the emancipatory possibilities of literacy education. Given that children's literature has the potential to engage young readers in transactions that promote critical literacy, this study focuses on the following research questions: 1) To what extent do picture books set in a post-civil-rights era United States address explicit and physical acts of white supremacy or hate directed against Black people's bodies, families, or properties? 2) How might such picture books aid parents, educators, and other adults in their attempts to raise children's awareness about white supremacy/hate? Research Design The first part of this article, which documents the author's search for children's picture books about explicit and physical acts of white supremacy/hate, utilizes first person narrative. The second part of this article consists of a multimodal content analysis of five texts, all meeting the following criteria: 1) written and illustrated in picture book format, 2) include child characters, 3) set in the United States, 4) set in a post-civil-rights era, 5) include an incident of white supremacist crime or violence (a physical act directed toward a person or property), 6) depict/address an incident directed against a Black individual or group. Conclusions/Recommendations Findings of this study point to the need for more picture books that challenge whiteness in its overt and covert forms, particularly in contemporary contexts, in order to provide children with opportunities to engage critically with current issues that have emerged in this heightened era of white supremacy and hate-based crime and violence. The picture books that do address white supremacy, in its current manifestation, tend to include stories about White police killing and shooting Black individuals and the protests that follow such incidents. Yet these stories, as well as one about an incident in which a group of White gang members physically attack two Black children (Ntozake Shange's Whitewash), are not equal in their level of explicitness about what occurs, their identifications of the White perpetrators involved in what happens, or their demonstrations of how the incidents are rooted in white supremacy. Accordingly, educators and other adults will often need to fill in significant “truth gaps” in order to raise children's social consciousness related to whiteness and racism. One of the primary recommendations presented in this piece is to accompany these picture books and picture books like them with discussion questions related to the stories that are and are not told in the texts, as well as to facilitate conversation with children related to power and agency as exhibited by the Black characters. Most important, educators and other adults should remain cognizant of the fact that, while books like the ones in this examination may help to address traumas and help facilitate testimony related to race-based hate, children should have opportunities to construct and express their own understandings of textual relevance on this topic.
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Ateş, Seyit, and Gül Şebnem Altuner Çoban. "A Validity and Reliability Study on Developing a Scale for Assessing Classroom Teachers' Attitudes Towards Illustrated Children's Books." Educational Policy Analysis and Strategic Research 17, no. 3 (September 1, 2022): 222–37. http://dx.doi.org/10.29329/epasr.2022.461.11.
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Lykova, Irina, Viktoria Kozhevnikova, and Evgeniy Kovalev. "Model for Training Teachers to Create an Upbringing Cultural Environment for Young Children." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 240–46. http://dx.doi.org/10.9756/int-jecse/v14i1.221029.
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The article substantiates the relevance of the problem of familiarizing young children with various arts in the education environment for expanding the cultural experience of each child. The appropriateness of training teachers to create an upbringing cultural environment focused on the harmonized development of children through art is proven. The authors identify the “deficits” in the modern education environment, reveal the social demand for the training of teachers for educating young children by means of art in a specially organized cultural environment, and outline the relevant tasks. This provides for a clear definition of the goal-setting, methodology, and the stages of an applied scientific study and developing a model for training teachers to organize an upbringing cultural environment incorporating the following arts: children’s literature, music book illustration (children’s illustrated books), folk toys, children's theater, animation, art photography, etc. As a result, the authors present a model of training teachers to organize an upbringing cultural environment focused on familiarizing young children with various arts. The empirical materials of the study include: 1) analytical documents; 2) the program for the additional training of preschool teachers “Organizing the education of young children in an upbringing cultural environment: from an innovative program to variative practice” (72 academic hours); 3) methodological recommendations for teachers on creating an upbringing cultural environment; 4) the technology for designing an upbringing cultural environment; 5) the approximate repertoire of artworks understandable for young children; 6) digital content for teachers and parents “First steps into the world of art”.
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Chang, Margaret. "The Dawn of Wisdom: Selections from the Japanese Collection of the Cotsen Children's Library, and: Virtue by Design: Illustrated Chinese Children's Books from the Cotsen Children's Library (review)." Children's Literature Association Quarterly 27, no. 2 (2002): 102–3. http://dx.doi.org/10.1353/chq.0.1364.
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Hewson, Claire, and Karen Faux. "Picture booksPeek and SeekDorling Kindersley Written by Violet Peto, illustrated by Charlotte Milner £9.92Migration By Mike Unwin and Jenni Desmond Bloomsbury Children's Books £8.48The Little Pioneer By Adam Hancher Frances Lincoln Children's Books £6.99." Practical Pre-School 2018, no. 212 (September 2, 2018): 24. http://dx.doi.org/10.12968/prps.2018.212.24.
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Indrayati, Refita Ika. "Portrayal of Difficult Topics in Indonesian Crossover Picturebook's Illustrations." International Journal of Creative and Arts Studies 10, no. 2 (December 5, 2023): 70–81. http://dx.doi.org/10.24821/ijcas.v10i2.11254.
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Over the past decade, Indonesian picturebook industry has experienced rapid growth, offering an increasingly diverse range of topics for young readers. This diversity has given rise to a new genre of children’s books known as crossover picturebook, which are inclusive narrative form that transcends age limits. This reasearch sought to understand how difficult topics for children are portrayed in this new genre of picturebook. Forty-eight samples of picturebook which contains cross-generational aspects were taken from different categories, including government, non-profit organizations involved in children's education in Indonesia, and award-winning commercial books. All of these samples covered challenging subjects such as cultural differences, disabilities, environmental changes, physical and mental health, death, and social issues. The findings revealed that difficult topics are illustrated using Metaphors and layout compositions such as characters, settings, and activities that divert readers from challenging subjects are strategies employed by illustrator to soften images.Penggambaran Topik Sulit dalam Ilustrasi Buku Anak Lintas-Generasi di Indonesia Abstrak Industri buku cerita anak Indonesia terus mengalami perkembangan yang pesat dalam satu dekade terakhir. Topik-topik yang ditawarkan juga semakin beragam, mulai dari yang cukup mudah hingga yang kompleks. Keberagaman topik ini memunculkan satu genre buku anak baru yaitu buku anak lintas generasi yang merupakan media anak inklusif yang menembus batas umur pembacanya. Penelitian ini berusaha untuk mengungkap bagaimana topik sulit untuk anak diilustrasikan dalam media buku cerita lintas generasi di Indonesia. Sampel ilustrasi diambil dari 48 buku cerita anak dari tiga kategori penerbit; pemerintah, organisasi nirlaba yang bergerak dalam edukasi anak, dan buku komersial yang memenangkan penghargaan. Seluruh sampel buku mengandung muatan topik sulit spesifik seperti perbedaan kultur, disabilitas, perubahan lingkungan hidup, kesehatan jasmani dan rohani, kematian serta isu sosial. Temuan dari analisis mengindikasikan ilustrator Indonesia masih menggunakan pendekatan tidak langsung ketika menggambarkan adegan dengan topik sulit. Adanya penghalusan ilustrasi dengan cara metafora dan komposisi objek seperti penempatan karakter, aktivitas, dan setting membantu mendistraksi pembaca saat menjabarkan topik sulit.
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Girsang, Holly Natalyn Esahita Br, and Ivan Kurniawan. "Perancangan Buku Ilustrasi Pengaruh Positif Hewan Peliharaan Pada Psikologi Anak." DIVAGATRA - Jurnal Penelitian Mahasiswa Desain 2, no. 2 (October 30, 2022): 160–73. http://dx.doi.org/10.34010/divagatra.v2i2.8315.
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Humans have various views about pets. Pets are animals that have been tamed and live side by side with humans. Information about the influence of pets on the psychology of children is not widely disseminated. Psychology is an important thing in human life. However, people do not understand psychology. Pets have an influence on a child's psychology which includes social, mental, mental, and physical. Pets can help children practice various positive things through activities that are done together. Pets have no breed limit to keep. The types of pets in this design are dogs, cats, rabbits, hamsters, and fish. The number of people who do not care and understand about psychology is the basis of the problem. Illustrated books become media in the design that provide information about children's activities with pets and their effects on children.
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Sumantri, Eline Kusuma, Hesti Rahayu, and M. Faizal Rochman. "PERANCANGAN BUKU ILUSTRASI INTERAKTIF "BELAJAR KOSAKATA ARAB" UNTUK ANAK USIA 6-8 TAHUN." Fenomen: Jurnal Fenomena Seni 1, no. 1 (February 18, 2023): 40–54. http://dx.doi.org/10.24821/fenomen.v1i1.8983.
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ABSTRAKSebagai negara yang mempunyai mayoritas penduduk beragama Islam, penguasaan bahasa Arab penduduk Indonesia masih rendah. Pendidikan bahasa Arab ini sangat penting dimulai sejak anak-anak karena erat hubungannya dengan menjalankan syariat agama sejak dini. Anggapan bahwa bahasa Arab susah karena orang tua juga tidak menguasainya. Karena itu perlu dibuat strategi pembelajaran melalui perancangan buku ilustrasi interaktif yang tepat untuk membantu orang tua dalam mengenalkan kosakata bahasa Arab kepada anak usia 6-8 tahun. Tujuan kreatif perancangan adalah mengenalkan kosakata Arab dengan membuat buku ilustrasi interaktif sehingga mempermudah orang tua mengajarkannya dan menarik minat anak untuk mempelajarinya. Interaktifitas dalam buku berupa pop up, lift a flap, dan participation. Buku ilustrasi interaktif dibuat berdasarkan hasil analisis data dengan metode 5W+1H yang didapat melalui kuisioner, studi pustaka, dan wawancara untuk menjawab rumusan masalah. Hasil perancangan berupa dua buku berisi empat cerita dengan 44 kata benda dalam bahasa Arab. Warna pastel dan gaya ilustrasi kartun digunakan dalam perancangan. Gaya penulisan naskah menggunakan gaya naratif dan deskriptif. Sedangkan, jenis huruf sans serif diaplikasikan pada naskah berdasarkan penilaian anak bahwa jenis huruf tersebut mudah dibaca.Kata kunci : Ilustrasi, Buku Ilustrasi, Interaktif, Kosakata Bahasa Arab, Anak ABSTRACTAs a country with a majority Muslim population, the Indonesian population's mastery of Arabic is still low. Arabic language education is very important starting from childhood because it is closely related to practicing religious law from an early age. The assumption is that Arabic is difficult because parents also do not master it. Because of this, it is necessary to develop a learning strategy by designing appropriate interactive illustrated books to help parents introduce Arabic vocabulary to children aged 6-8 years. The creative design objective is to introduce Arabic vocabulary by creating interactive illustrated books so that it is easier for parents to teach and attract children's interest in learning it. Interactivity in the book is in the form of pop-ups, lift a flap, and participation. The interactive illustration book was created based on the results of data analysis using the 5W+1H method obtained through questionnaires, literature studies, and interviews to answer the problem formulation. The results of the design are two books containing four stories with 44 nouns in Arabic. Pastel colors and cartoon illustration style are used in the design. The scriptwriting style uses narrative and descriptive styles. Meanwhile, the sans serif typeface is applied to the script based on the child's assessment that the typeface is easy to read.Keywords : Illustration, Illustrattion Book, Interactive, Vocabulary Arabic, Children
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Hewson, Claire. "Picture booksSharks and Other Sea Creatures Dorling Kindersley Cost: £7.99 (hardcover)My New Room By Lisa Stickley Pavilion Children's Books Cost: £6.99Grandad's Secret Giant By David Litchfield Frances Lincoln Children's Books Cost: £5.99King of the Sky By Nicola Davies Illustrated by Laura Carlin Walker Books £7.99Ready, Set, Build! By Meg Fleming Illustrated by Jarvis Templar PublishingLittle People, Big Dreams: Marie Curie Written by Ma Isabel Sanchez Vegara, Illustrated by Frau Isa, translated by Emma Martinez Frances Lincoln Children's Books Cost: £6.75 (hardcover)." Practical Pre-School 2018, no. 210 (July 2, 2018): 24–25. http://dx.doi.org/10.12968/prps.2018.210.24.
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Fitriyah, Lailatul, Zaini Gunawan, and Tristan Rokhmawan. "Booklets as a Community Based Education Related To Child Development for Kotaanyar Community, Probolinggo." EDUTEC : Journal of Education And Technology 4, no. 1 (September 30, 2020): 15–27. http://dx.doi.org/10.29062/edu.v4i1.75.
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In the context of the availability of literacy sources about early childhood development, the people of Kotaanyar District, Probolinggo Regency are constrained by limited access and understanding. The limited access in this case is the limitation in finding main literacy sources such as books and online literacy content. The limitation of understanding in this case is the difficulty of them (parents of early childhood) to understand content that contains scientific and technical concepts regarding information on children's development. This is due to the low participation rate in taking education in this area. With this problem, researchers conducted research & development of booklets with stimulus content for early childhood growth and development which were made in such a way as to be completed with pictures and by using simple exposures, direct practice, and local language. The content developed is divided according to the stages of developmental age and children's growth, ages 0-12 months, 12-24 months, 24-36 months, 36-48 months, pre-school age 48-60 months. The development of stimulation content is divided based on general information on growth and developmental aspects including aspects of motoric physical development, aspects of cognitive development, aspects of language development, aspects of social emotional development. As a basis for development, we use some references related to children's accumulation strategies from several books, the rest we add stimulus content on the basis of child development problems that were found in a typical and contextual manner in the Kotaanyar District community. Presentation in bilingual form is needed so that it can be understood by the local community, who mostly speak the Madura Pendalungan area (slightly different from the language of the island Madurese / origin Madurese). Therefore, after the content and illustration development stage, the researcher translated the booklet into the Madurese Pendalungan language. This is solely done to facilitate understanding of the local community, and also to facilitate early childhood education coaches / socializers to explain in the local language. Finally, we need to package a booklet with an attractive and illustrated layout to serve as an illustration of the child's stimulation activity.
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Wardani, Kemala Pintaka. "“CINDELARAS” KIDS ILLUSTRATION AS A MORAL LEARNING MEDIA FOR CHILDREN." Arty: Jurnal Seni Rupa 9, no. 2 (August 18, 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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YILMAZ GENC, Melek Merve, Aysegul AKINCI COSGUN, and Sengul PALA. "A Study of Mathematical Content Provided in Illustrated Children’s Books." Eurasian Journal of Educational Research 17, no. 69 (May 20, 2017): 159–75. http://dx.doi.org/10.14689/ejer.2017.69.9.
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Heny Sulistyowati. "LANGUAGE SKILLS OF DEAF CHILDREN AT JOMBANG STATE EXCEPTIONAL SCHOOL." Jurnal Disastri (Jurnal Pendidikan Bahasa dan Sastra Indonesia) 3, no. 2 (August 17, 2021): 90–96. http://dx.doi.org/10.33752/disastri.v3i2.1780.
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Deaf children show hearing difficulties from mild to severe categories, classified into hearing loss and deafness. Deaf people are people who have lost the ability to hear so that it hinders the process of language information through hearing, either using or not using hearing aids where the hearing limit they have is sufficient to allow the success of the process of language information through hearing. Deaf children need learning media in the form of teaching aids to enrich their language vocabulary. The props include miniature animals, human miniatures, relevant pictures, illustrated library books, and children's play tools. The method used in this study is a qualitative descriptive method through an observation. Observations are carried out in stages over several days starting from making an approach to making direct observations of objects. The results of observations made to Agus are guided by 4 language skills. Based on the four language skills, the object is able to master in writing skills. Listening skills are not mastered because the object has problems in hearing but can be overcome by the lip motion method. Object reading skills can understand but difficult to convey as well as speaking skills.
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McNair, Jonda C. "The Representation of Authors and Illustrators of Color in School-Based Book Clubs." Language Arts 85, no. 3 (January 1, 2008): 193–201. http://dx.doi.org/10.58680/la20086182.
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The purpose of this study was to examine Firefly (Preschool) and Seesaw (K–1) Scholastic book club order forms for a period of one year”from September of 2004 through June of 2005”in order to determine which authors and illustrators of children’s literature, particularly those of color, were routinely included and excluded. This study was undergirded by the theory of the selective tradition and the work of children’s literature experts who advocate for the inclusion of books written by people of color. The results indicated that books written and illustrated by European Americans dominated both book clubs to an extreme degree while books written and illustrated by people of color were often excluded. For example, this study found that no books written or illustrated by Native American were made available for purchase during this one-year period.
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Shcherbakova, Anna E. "TO CHILDREN ABOUT ART: DOMESTIC ILLUSTRATED EDITIONS OF THE 1800–1820S." Arts education and science 1, no. 38 (2024): 140–52. http://dx.doi.org/10.36871/hon.202401140.
Full textAbstract:
This article is devoted to the visual language of children’s books and magazines of the first third of the XIXth century on the theme of art. The cultural and historical context of the development of illustrated literature on this topic is considered. The most popular plots and the artistic features of the published images are identified. A comparison is made of illustrations in Russian-language versions of books and foreign originals. The relationship between the publication format and graphic content is determined, as well as the options for interaction between text and picture. The most striking examples of domestic early printed books reflecting the trends of the era under consideration were selected for this work. These are children’s encyclopedias, alphabet books, biographical and game editions. The result of the research is the reconstruction of the situation of illustrating children’s art literature in Russia in the 1800– 1820s. It has been established that children’s book publishing of this period hardly sought to talk about art as such. It often appeared in the content of publications with other goals. Nevertheless, the authors of the books managed to cover certain aspects of art. These include types of art, artistic images, famous artists, as well as technical features of creating works of art.