Academic literature on the topic 'Pestalozzi International Children's Village'

The study investigated children’s performances during homeschool journey in a rural environment through their actualized affordances at a village in Johor, Malaysia. The study was conducted with fifty-four middle childhood children through drawings, interviews and participant observation. The data were analyzed using qualitative content analysis. Children engaged more with natural elements rather than manmade elements and positively perceived, utilized and shaped the affordances. Therefore there is evidence to suggest that children recognized homeschool journey as their play spaces allowing them to interact with nature and developed their physical, social and cognitive skills, especially for children with high independent mobility.Keywords: Children performances; natural environment; independent mobility; homeschool journeyeISSN 2398-4295 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

Through a CyberServe Grant, a WWW Home Page and student/community listserve were established as core communication tools for a special study taught Spring 1997, Hort 4984, Horticulture and the Community: Professional Growth through Volunteering. It incorporated the Blacksburg Electronic Village to easily put student volunteers and the community programs they worked with in direct contact with each other, allowing an exchange of ideas that made them equal partners in their endeavors. It provided direct access to valuable information to understand the principles and philosophy behind programming efforts for both students and community sites where they volunteered. It also was a recruiting tool to involve other students and the Horticulture Club in service-learning projects because students in the class could post “help” notices to entice classmates to participate in defined projects. It provided students with knowledge and experience in the role of the Internet in enhancing the quality of life in their communities. Information installed on the site included reading materials on Horticultural Therapy, children's gardening, community gardening, science education through gardening, and volunteering in these areas; community site descriptions and slides, program activities, goals of program participants, and materials from the program (i.e., selected first-grade drawings of their garden); students participating in the class and information about them; goals, objectives, and management information on the course; and links to relevant information from around the world to put the activities of the students in an international framework.

Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). The Use of Pictures Story in Improving Students’ Ability to Write Narrative Composition. International Journal of Language and Linguistics, 3(4), 244. https://doi.org/10.11648/j.ijll.20150304.18 August, Diane Shanahan, T. (2006). Developing Literacy in Second-Language Learners : Report of the National Literacy Panel on Language-Minority Children and Youth Edited by. Center for Applied Linguistics, 1–9. Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., & Grigorenko, E. L. (2013). From perception to creative writing: A multi-method pilot study of a visual literacy instructional approach. Learning and Individual Differences, 28, 167–176. https://doi.org/10.1016/j.lindif.2012.09.003 Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20(3), 821–843. https://doi.org/10.1017/S0954579408000394 Blanden, J. (2006). ‘Bucking the trend’: What enables those who are disadvantaged in childhood to succeed later in life? Pensions, (31), 36. Cabell, S. Q., Justice, L. M., Piasta, S. B., Curenton, S. M., Wiggins, A., Turnbull, K. P., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20(4), 315–330. https://doi.org/10.1044/1058-0360(2011/10-0104) Clark, R. C., & Lyons, C. (2011). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials (2nd ed.). San Francisco: CA: Pfiffer. Davoudi, A. H. M., & Mahinpo, B. (2013). Kagan Cooperative Learning Model: The Bridge to Foreign Language Learning in the Third Millennium. Theory and Practice in Language Studies, 2(6), 1134–1140. Dockrell, J. E., Stuart, M., & King, D. (2010). Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology, V ol. 80, pp. 497–515. https://doi.org/10.1348/000709910X493080 Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266 Gilles, G. (2015). Language Skills in Children: Development, Definition & Types. Retrieved from © copyright 2003-2020 Study.com. website: https://study.com/academy/lesson/language-skills-in-children-development- definition-types.html#transcriptHeader Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., ... Thompson, P. M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences of the United States of America, 101(21), 8174–8179. https://doi.org/10.1073/pnas.0402680101 Gutiérrez, K. G. C., Puello, M. N., & Galvis, L. A. P. (2015). Using pictures series technique to enhance narrative writing among ninth grade students at institución educativa simón araujo. English Language Teaching, 8(5), 45–71. https://doi.org/10.5539/elt.v8n5p45 Hadfield, J., & Hadfield, C. (2002). Simple Speaking Activities. Oxford: Oxford University Press. Haley, A., Hulme, C., Bowyer-Crane, C., Snowling, M. J., & Fricke, S. (2017). Oral language skills intervention in pre-school—a cautionary tale. International Journal of Language and Communication Disorders, 52(1), 71–79. https://doi.org/10.1111/1460-6984.12257 Hoff, E. (2013). Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037/a0027238.Interpreting Jin, S. H., & Boling, E. (2010). Instructional Designer’s Intentions and Learners’ Perceptions of the Instructional Functions of Visuals in an e-Learning Context. Journal of Visual Literacy, 29(2), 143–166. https://doi.org/10.1080/23796529.2010.11674678 Johanson, M., & Arthur, A. M. (2016). Improving the Language Skills of Pre- kindergarten Students: Preliminary Impacts of the Let’s Know! Experimental Curriculum. Child and Youth Care Forum, 45(3), 367–392. https://doi.org/10.1007/s10566-015-9332-z Justice, L. M., & Pence, K. L. (2004). Addressing the Language and Literacy Needs of Vulnerable Children: Innovative Strategies in the Context of Evidence-Based Practice. Communication Disorders Quarterly, 25(4), 173–178. https://doi.org/10.1177/15257401040250040201 Kagan, J., Reznick, J. S., & Snidman, N. (1987). The physiology and psychology of behavioral inhibition in children. Child Development, 1459–1473. Kamaliah, N. (2018). Applying The Inside-Outside Circle (IOC) Towards Students’ Speaking Abilityat The Second Grade of SMA Inshafuddin. Getsempena English Education Journal (GEEJ), 5(2), 106–115. Kleeman, D. (2017). Media exposure during infancy and early childhood: the effects of content and context on learning and development. Journal of Children and Media, 11(4), 504–506. https://doi.org/10.1080/17482798.2017.1375219 Krčelić, P., & Matijević, A. S. (2015). A Picture and a Thousand Words: Visual Tools in ELT. The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures 2015, 53(3/4), 110–114. Croatia. Lavalle, P., & Briesmaster, M. (2017). The Study of the Use of Picture Descriptions in Enhancing Communication Skills among the 8th- Grade Students--Learners of English as a Foreign Language. I.E.: Inquiry in Education, 9(1). Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling Developmental Language Difficulties From School Entry Into Adulthood: Literacy, Mental Health, and Employment Outcomes. Journal of Speech, Language, and Hearing Research, 52(December), 1401–1416. Mayer, R. E. (2009). Multi-Media Learning : Prinsip-Prinsip dan Aplikasi. Yogyakarta: Pustaka Pelajar. NICHD. (2000). The relation of child care to cognitive and language development. National Institute of Child Health and Human Development Early Child Care Research Network. Child Development, 71(4), 960–980. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/11016559 Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children’s language skills: A meta-analysis. Educational Research Review, https://doi.org/10.1016/j.edurev.2019.100290 28(September), 100290. Oades-Sese, G. V., & Li, Y. (2011). Attachment Relationships As Predictors Of Language Skills For At-Risk Bilingual Preschool Children. Psychology in the Schools, 48(7), 274–283. https://doi.org/10.1002/pits Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112– 125. https://doi.org/10.1016/j.ecresq.2018.04.001 Pelli, D. G., Burns, C. W., Farell, B., & Moore-Page, D. C. (2006). Feature detection and letter identification. Vision Research, 46(28), 4646–4674. https://doi.org/10.1016/j.visres.2006.04.023 Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on chinese for general theories of reading. Psychological Review, 112(1), 43–59. https://doi.org/10.1037/0033-295X.112.1.43 Puriniawati, N. K., Putra, M., & Putra, D. K. N. S. (2014). Penerapan Model Pembelajaran Inside Outside Circle Berbantuan Media Balok Untuk Meningkatkan. E-Journal PG-PAUD Universitas Pendidikan Ganesha, 3(1), 10. Purnamawanti, R., Hartati, S., & Sa’adah, S. (2015). Pengaruh Model Pembelajaran Kooperatif Tipe Inside Outside Circle Terhadap Kemampuan Berkomunikasi Siswa pada Materi Organisasi Kehidupan. Jurnal Program Studi Pendidikan Biologi ISSN, 5(11–22), 1689–1699. https://doi.org/https://doi.org/10.15575/bioeduin.v5i1.2459 Sadiman, A. S. (2002). Media Pembelajaran dan Proses Belajar Mengajar, Pengertian Pengembangan dan Pemanfaatannya. Jakarta: Raja Grafindo Persada. Segers, E., Perfetti, C. A., & Verhoeven, L. (2014). Foundations of Language, Literacy, and Numeracy Learning. International Journal of Disability, Development and Education, 61(3), 189–193. https://doi.org/10.1080/1034912X.2014.932555 Singh, C. K. S., Mei, T. P., Abdullah, M. S., Othman, W. M., Othman, W. M., & Mostafa, N. A. (2017). ESL LearnersâPerspectives on the Use of Picture Series in Teaching Guided Writing. International Journal of Academic Research in Progressive Education and Development, 6(4), 74–89. https://doi.org/10.6007/ijarped/v6-i4/3463 Singh, Y. K. (2005). Instructional Technology in Education. New Delhi: APH Publishing Corporation. Sumantri, M. S. (2015). Strategi Pembelajaran. Jakarta: Raja Grafindo Persada. Verhoeven, L., & Perfetti, C. A. (2011). Introduction to this special issue: Vocabulary growth and reading skill. Scientific Studies of Reading, 15(1), 1–7. https://doi.org/10.1080/10888438.2011.536124 Vitulli, P., Santoli, S. P., & Fresne, J. (2013). Arts in education: Professional development integrating the arts and collaborating with schools and community. International Journal of Pedagogies and Learning, 8(1), 45–52. https://doi.org/10.5172/ijpl.2013.8.1.45 Wahyuni, D. S., Mukhaiyar, & Kusni. (2013). Improving Student’s Speaking Skill by Using Inside-outside Circle Technique (At English For Teen Level 5, LBPP LIA, Pekanbaru). Jurnal English Language Teaching (ELT), 1(2), 17–29. Walter, O., Gil-Glazer, Y., & Eilam, B. (2019). ‘Photo-words’: promoting language skills using photographs. Curriculum Journal, 30(3), 298–321. https://doi.org/10.1080/09585176.2019.1568270 Zenkov, K., Ewaida, M., Bell, A., & Lynch, M. (2012). Seeing How to Ask First: Photo Elicitation Motivates English Language Learners to Write: Photos Prompt Middle Grades English Language Learners to Reflect upon and Write about Their Lives. Middle School Journal, 44(2), 6–13. https://doi.org/10.1080/00940771.2012.11461842 Zulminiati, & Hartati, S. (2019). Significant Sensory Stimulation Program Through the Use of Flash Card as Media of Toddler Language Development at Pre-Kindergarten. Advances in Social Science, Education and Humanities Research, 293(Nfeic 2018), 168–171. https://doi.org/10.2991/nfeic-18.2019.35

Lai, Thanhha. Listen, Slowly. New York: HarperCollins Children’s Books, 2015. Print.Twelve year-old Mai wants nothing more for her summer vacation than to spend her days on the beach hanging out with her best friend, getting to know her first romantic crush. Instead, her parents expect Mai to chaperone her grandmother (Bà) on a return trip to Vietnam to uncover the secrets of her grandfather’s disappearance and death in “THE WAR” over 40 years ago. Despite being raised in a home that carried on some Vietnamese traditions, Mai’s parents could not have prepared her for the heat, mosquitoes or infrequent Internet access in her grandfather’s rural northern village. In a display of her preteen angst, Mai immediately starts counting down the days until she can return to the known comforts of life back home in California.With time, however, her language skills improve and she begins to form relationships in the community, particularly with Ut, a girl her age with a serious interest in frogs, and Minh, the local teenage translator with a Texan drawl he acquired through his international studies in the United States. In Mai’s ensuing journey she travels across Vietnam, from the rural rhythms of her ancestral village to the colonial splendour of Hanoi and the humid chaos of Ho Chi Minh City. The nation’s contrasts provide her with an unforgettable summer that far surpasses anything she could have imagined with her initial Laguna Beach plans.After receiving a 2011 National Book Award and 2012 Newbery Medal Honor for Inside Out and Back Again, Thanhha Lai’s second novel continues to explore Vietnamese-American experiences. In contrast to her first book’s focus on a refugee family’s journey, Listen, Slowly examines the frustrations of a second-generation American attempting to reconcile her Vietnamese cultural deficits. Mai’s path to settle within her bicultural identity is an experience familiar to thousands of children her age, who are raised in part with traditions from their parents’ country yet never fully feel immersed in that culture. In her protagonist, Lai has created a relatable character who eventually, and maybe reluctantly, shows capacity for adaptation and resilience in the face of adversity.Lai depicts a vibrant Vietnam with verdant landscapes and mouth-watering descriptions of the nation’s notoriously fresh cuisine. The novel’s humour generally hits the mark, including a hilarious passage of cultural colonialism in which Mai convinces young Vietnamese girls to transform their comfortable underwear to thongs. While the disruption of the story’s pace during philosophical Vietnamese translations might test the patience of young readers, this challenge will be welcomed by many. Overall, this story of adventure, family history and bicultural identity is one that should have a home in all school and public libraries.Recommended: 3 out of 4 StarsReviewer: Kyle MarshallKyle Marshall is the School-Aged Services Intern Librarian for Edmonton Public Library. He graduated with his MLIS from the University of Alberta in June 2015, and is passionate about diversity in children's and youth literature.

Michaels, Anne. The Adventures of Miss Petitfour, illustrated by Emma Block. Tundra Books, 2015. The winner of numerous awards, Anne Michaels has earned her place among Canada’s most talented wordsmiths. Long a respected Canadian poet, her brilliant debut novel—Fugitive Pieces (1996)—brought her international acclaim. The Adventures of Miss Petitfour is Michaels’ first book for children. Emma Block is a young freelance illustrator who has already established a reputation for delicately feminine and delightfully quirky illustrations. Her work can be seen in children’s books, Hallmark products, and in tableware. This book represents a nearly perfect partnership between the author and the illustrator.Among other things, this is a book about the stories we like to tell and read. The books in the village bookshop near Miss Petitfour’s house are divided into two sections: ho-hum and hum. The former are books in which nothing ever happens, but are “full of interesting facts that would never come in useful” and the latter are adventure books.This charming little book is certainly not ho-hum, but neither does it offer grand adventures. The adventures of the unconventional Miss Petitfour and her sixteen fun-loving cats—all of whom go everywhere with her, quite literally wherever the wind takes them—are adventures of "just the right size—fitting into a single, magical day." These little adventures demonstrate that sometimes “the best things happen” when “things work out differently than you expect.”Young bookworms and aspiring writers will be delighted to find that Michaels offers them a peak behind the curtain, one that reveals some of the key elements in the construction of a story, and explains how these elements function with clarity and wit. For example, in the midst of a major digression in a story about a trip to buy marmalade, we are told that a digression is “when the story wanders off the point and gets lost” and that it can be the best part of a story. Several digressions follow naturally and are clearly marked as such. In another story, we are told that a coincidence “is something that happens at just the right moment,” and that stories use them “to fix up tricky tangles”, following which, coincidentally, the story—about a confetti factory explosion—cleverly and humorously demonstrates the technique several times in rapid succession.The name of the main character—Miss Petitfour—is somewhat unexpected, but the delicate and ornate nature of the French pastry known as a petitfour makes it a suitable metaphor at the heart of a little book that celebrates little everyday adventures, decorative language, and fanciful illustrations in a way that is light and sweet and fun. This book is very highly recommended for children of all ages and is well suited for reading aloud.Highly recommended: four stars out of fourReviewer: Linda QuirkLinda taught courses in Canadian Literature, Women's Writing, and Children's Literature at Queen's University (Kingston) and at Seneca College (Toronto) before moving to Edmonton to become a teaching librarian at University of Alberta’s Bruce Peel Special Collections. Her favourite children's book to teach is Hana's Suitcase, not only because Hana's story is so compelling, but because the format of this non-fiction book teaches students of all ages about historical investigation and reveals that it is possible to recover the stories of those who have long been forgotten by history.

AWARDSSome major international children’s literature awards have just been announced as I compile the news for this issue. Several of these have Canadian connections.2016 ALSC (Association for Library Service to Children) Book & Media Award WinnersJohn Newbery Medal"Last Stop on Market Street,” written by Matt de la Peña, illustrated by Christian Robinson and published by G. P. Putnam’s Sons, an imprint of Penguin Books (USA) LLC Newbery Honor Books"The War that Saved My Life," written by Kimberly Brubaker Bradley and published by Dial Books for Young Readers, an imprint of Penguin Books (USA) LLC“Roller Girl,” written and illustrated by Victoria Jamieson and published by Dial Books for Young Readers, an imprint of Penguin Books (USA) LLC“Echo,” written by Pam Muñoz Ryan and published by Scholastic Press, an imprint of Scholastic Inc.Randolph Caldecott Medal"Finding Winnie: The True Story of the World’s Most Famous Bear," illustrated by Sophie Blackall, written by Lindsay Mattick and published by Little, Brown and Company, a division of Hachette Book Group, Inc.Caldecott Honor Books"Trombone Shorty," illustrated by Bryan Collier, written by Troy Andrews and published by Abrams Books for Young Readers, an imprint of ABRAMS“Waiting,” illustrated and written by Kevin Henkes, published by Greenwillow Books, an imprint of HarperCollins Publishers“Voice of Freedom Fannie Lou Hamer Spirit of the Civil Rights Movement,” illustrated by Ekua Holmes, written by Carole Boston Weatherford and published by Candlewick Press“Last Stop on Market Street,” illustrated by Christian Robinson, written by Matt de le Peña and published by G. P. Putnam’s Sons, an imprint of Penguin Books (USA) LLC Laura Ingalls Wilder AwardJerry Pinkney -- His award-winning works include “The Lion and the Mouse,” recipient of the Caldecott Award in 2010. In addition, Pinkney has received five Caldecott Honor Awards, five Coretta Scott King Illustrator Awards, and four Coretta Scott King Illustrator Honors. 2017 May Hill Arbuthnot Honor Lecture AwardJacqueline Woodson will deliver the 2017 May Hill Arbuthnot Honor Lecture. Woodson is the 2014 National Book Award winner for her New York Times bestselling memoir, “Brown Girl Dreaming.” Mildred L. Batchelder Award“The Wonderful Fluffy Little Squishy,” published by Enchanted Lion Books, written and illustrated by Beatrice Alemagna, and translated from the French by Claudia Zoe BedrickBatchelder Honor Books“Adam and Thomas,” published by Seven Stories Press, written by Aharon Appelfeld, iIllustrated by Philippe Dumas and translated from the Hebrew by Jeffrey M. Green“Grandma Lives in a Perfume Village,” published by NorthSouth Books, an imprint of Nordsüd Verlag AG, written by Fang Suzhen, iIllustrated by Sonja Danowski and translated from the Chinese by Huang Xiumin“Written and Drawn by Henrietta,” published by TOON Books, an imprint of RAW Junior, LLC and written, illustrated, and translated from the Spanish by Liniers.Pura Belpre (Author) Award“Enchanted Air: Two Cultures, Two Wings: A Memoir," written by Margarita Engle and published by Atheneum Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing DivisionBelpre (Author) Honor Books"The Smoking Mirror," written by David Bowles and published by IFWG Publishing, Inc."Mango, Abuela, and Me," written by Meg Medina, illustrated by Angela Dominguez and published by Candlewick PressPura Belpre (Illustrator) Award"The Drum Dream Girl," illustrated by Rafael López, written by Margarita Engle and published by Houghton Mifflin HarcourtBelpre (Illustrator) Honor Books"My Tata’s Remedies = Los remedios de mi tata,” iIllustrated by Antonio Castro L., written by Roni Capin Rivera-Ashford and published by Cinco Puntos Press“Mango, Abuela, and Me,” illustrated by Angela Dominguez, written by Meg Medina and published by Candlewick Press“Funny Bones: Posada and His Day of the Dead Calaveras,” illustrated and written by Duncan Tonatiuh and published by Abrams Books for Young Readers, an imprint of ABRAMSAndrew Carnegie Medal "That Is NOT a Good Idea," produced by Weston Woods Studios, Inc.Theodor Seuss Geisel Award"Don’t Throw It to Mo!" written by David A. Adler, illustrated by Sam Ricks and published by Penguin Young Readers, and imprint of Penguin Group (USA), LLCGeisel Honor Books "A Pig, a Fox, and a Box," written and illustrated by Jonathan Fenske and published by Penguin Young Readers, an Imprint of Penguin Group (USA) LLC"Supertruck," written and illustrated by Stephen Savage and published by A Neal Porter Book published by Roaring Brook Press, a division of Holtzbrinck Publishing Holdings Limited Partnership"Waiting," written and illustrated by Kevin Henkes and published by Greenwillow Books, an imprint of HarperCollins Publishers.Odyssey Award"The War that Saved My Life," produced by Listening Library, an imprint of the Penguin Random House Audio Publishing Group, written by Kimberly Brubaker Bradley and narrated by Jayne EntwistleOdyssey Honor Audiobook"Echo," produced by Scholastic Audio / Paul R. Gagne, written by Pam Munoz Ryan and narrated by Mark Bramhall, David De Vries, MacLeod Andrews and Rebecca SolerRobert F. Sibert Informational Book Medal"Funny Bones: Posada and His Day of the Dead Calaveras,” written and illustrated by Duncan Tonatiuh and published by Abrams Books for Young Readers, an imprint of ABRAMSSibert Honor Books"Drowned City: Hurricane Katrina and New Orleans," written and illustrated by Don Brown and published by Houghton Mifflin Harcourt"The Boys Who Challenged Hitler: Knud Pedersen and the Churchill Club," by Phillip Hoose and published by Farrar Straus Giroux Books for Young Readers"Turning 15 on the Road to Freedom: My Story of the 1965 Selma Voting Rights March," written by Lynda Blackmon Lowery as told to Elspeth Leacock and Susan Buckley, illustrated by PJ Loughran and published by Dial Books, an imprint of Penguin Group (USA) LLC"Voice of Freedom: Fannie Lou Hamer, Spirit of the Civil Rights Movement," written by Carole Boston Weatherford, illustrated by Ekua Holmes and published by Candlewick PressCONFERENCES & EVENTSThis 2016 is shaping up to be a busy year for those of us involved with Canadian children’s literature. To tantalize your appetite (and encourage you to get involved) here are some highlights:January:Vancouver Children’s Literature Roundtable event: A Celebration of BC’s Award Children’s Authors and Illustrators with special guests Rachel Hartman and the Children’s Literature Roundtables of Canada 2015 Information Book Award winners Margriet Ruurs & Katherine Gibson, January 27, 2016, 7 – 9 pm. Creekside Community Centre, 1 Athletes Way, Vancouver. Free to members and students.April:Wordpower programs from the Young Alberta Book Society feature teams of Albertan children’s literary artists touring to schools in rural areas. Thanks to the generous sponsorship of Cenovus Energy, schools unable to book artist visits due to prohibitive travel costs are able to participate.April 4-8: Wordpower South will send 8 artist teams to communities roughly between Drumheller and Medicine Hat. Artists include Karen Bass, Lorna Shultz-Nicholson, Bethany Ellis, Marty Chan, Mary Hays, Sigmund Brouwer, Carolyn Fisher, Natasha DeenApril 25-29: Wordpower North will have a team of 8 artists traveling among communities in north-eastern Alberta such as Fort MacKay, Conklin, Wabasca, Lac La Biche, Cold Lake, and Bonnyville. The artists include Kathy Jessup, Lois Donovan, Deborah Miller, David Poulsen, Gail de Vos, Karen Spafford-Fitz, Hazel Hutchins, Georgia Graham May: COMICS AND CONTEMPORARY LITERACY: May 2, 2016; 8:30am - 4:30pm at the Rozsa Centre, University of Calgary. This is a one day conference featuring presentations and a workshop by leading authors, scholars, and illustrators from the world of comics and graphic novels. This conference is the 5th in the annual 'Linguistic Diversity and Language Policy' series sponsored by the Chair, English as an Additional Language, Werklund School of Education, University of Calgary. Tom Ricento is the current Chair-holder. The conference is free and lunch is provided. Seating is limited, so register early. The four presenters are:Jillian Tamaki, illustrator for This One Summer, and winner of the Governor General's Award for children's illustration.Richard van Camp, best-selling author of The Lesser Blessed and Three Feathers, and member of the Dogrib Nation.Dr. Nick Sousanis, post-doctoral scholar, teacher and creator of the philosophical comic Unflattening.Dr. Bart Beaty, University of Calgary professor, acclaimed comics scholar and author of Comics vs. Art TD Canadian Children’s Book Week 2016. In 2016, the Canadian Children's Book Centre celebrates 40 years of bringing great Canadian children's books to young readers across the country and the annual TD Canadian Children’s Book Week will be occurring this May across Canada. The theme this year is the celebration of these 40 years of great books written, illustrated and published in Canada as well as stories that have been told over the years. The 2016 tour of storytellers, authors and illustrators and their area of travel are as follows:Alberta: Bob Graham, storyteller; Kate Jaimet, authorBritish Columbia (Interior region) Lisa Dalrymple, author; (Lower Mainland region) Graham Ross, illustrator; (Vancouver Island region) Wesley King, author; (Northern region, Rebecca Bender, author & illustrator.Manitoba: Angela Misri, author; Allison Van Diepen, authorNew Brunswick: Mary Ann Lippiatt, storytellerNewfoundland: Maureen Fergus, authorLabrador: Sharon Jennings, authorNorthwest Territories: Geneviève Després, illustratorNova Scotia: Judith Graves, authorNunavut: Gabrielle Grimard, illustratorOntario: Karen Autio, author; Marty Chan, author; Danika Dinsmore, author; Kallie George, author; Doretta Groenendyk, author & illustrator; Alison Hughes, author; Margriet Ruurs, author.Prince Edward Island: Wallace Edwards, author & illustratorQuebec (English-language tour): LM Falcone, author; Simon Rose, author; Kean Soo, author & illustrator; Robin Stevenson, author; and Tiffany Stone, author/poet.Saskatchewan: (Saskatoon and northern area) Donna Dudinsky, storyteller; (Moose Jaw/Regina and southern area) Sarah Ellis, authorYukon: Vicki Grant, author-----Gail de Vos is an adjunct professor who teaches courses on Canadian children's literature, young adult literature, and comic books & graphic novels at the School of Library and Information Studies (SLIS) at the University of Alberta. She is the author of nine books on storytelling and folklore. Gail is also a professional storyteller who has taught the storytelling course at SLIS for over two decades.

ABSTRACT Background: Most of the neonatal deaths that occur after 6-48 hours postpartum can be prevented with appropriate newborn care and initiated immediately after delivery through adequate and standardized first neonatal visit. In Indonesia, it is still not in accordance with the expected target. This study aimed to analyze the factors that influence the first neonatal visit from various levels through a multilevel analysis approach. Subjects and Method: This was a cross sectional study with samples of individual level (level 1) was 1014 mother babies, village Level (level 2) as many as 95 village managers, public health center (level 3) was 51 manager of child health programs, and district level (level 4) was 13 managers of health programs in eight provinces Indonesia. The dependent variable was first neonatal visits. The independent variables were birth attendant and pregnancy counselling (level 1), number of village midwives and community control in development (level 2), partnership and resources (level 3), and policy strategy (level 4). Data analysis was performed through univariate, bivariate, multivariate analysis with logistic regression and multilevel modeling using multilevel regression logistic random intercept analysis run on Stata 14.0. Results: At level 1, birth attendants increased first neonatal visits (OR = 3.21; 95% CI 95% = 1,984 to 5,182; p <0.001), pregnancy counselling (OR = 1,705; 95% CI 95% = 1,162 to 2,503; p = 0.007) significantly. At level 2 modelling, the number of village midwives increased the risk of the first neonatal visit (OR = 1,815; 95% CI = 0.950 to 3,467; p = 0.049), community control (OR = 2,659; 95% CI = 1.396 to 5.066; p = 0.009) significantly. At level 3 modelling, partnerships and resources significantly increased the first neonatal visit (OR = 2,131; 95% CI = 1,114 to 4,078; p = 0.012) significantly. At level 4 modelling, birth attendants significantly increased the first neonatal visits (OR = 3.056; 95% CI = 1.901 to 4,914; p = 0.029) significantly. Conclusion: Birth attendants, pregnancy counselling, the number of village midwives, community control, partnerships and resources, birth attendants increase the risk of first neonatal visit. Contextual village areas, public health center, and district health offices have contextual effects on the first neonatal visit. Keywords: first neonatal visit, multilevel analysis Correspondence: Triseu Setianingsih. Drg. Suherman Medical Institut. Jl. Industri Pasirgombong Jababeka Cikarang, Bekasi, West Java. Email: triseu.pantyarso@imds.ac.id. Mobile: +6281299192199. DOI: https://doi.org/10.26911/the7thicph.03.85