Relevant bibliographies by topics / Picture books and Preschool

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Picture books and Preschool'

Author: Grafiati
Published: 1 July 2021
Last updated: 17 February 2022

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Journal articles on the topic "Picture books and Preschool"

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Huang, Chiu-Hua, Fin-Land Cheng, and Ching-Yueh Teng. "TEACHING PRACTICES: INTEGRATING POSITIVE THINKING IN PICTURE BOOK CREATION FOR ECONOMICALLY DISADVANTAGED CHILDREN." Problems of Education in the 21st Century 78, no. 6A (December 25, 2020): 1081–95. http://dx.doi.org/10.33225/pec/20.78.1081.

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The present study created picture books featuring elements of hope theory and conducted a practical teaching program to explore the application of hopeful thinking picture books for economically disadvantaged children, specifically, to understand the teachers’ teaching practices of picture book creation. On the basis of hope theory, the current study employed economic disadvantage as the creative background for designing picture books that incorporate elements of hopeful thinking and developed a teaching plan based on the picture books. The results indicated that the picture books had a solid theoretical foundation of hope, and were relevant to preschool children’s real experiences and development. Through teachers’ storytelling and discussion of the story content, children could express ideas based on their own experiences, set specific goals, and devised feasible methods for handling adversity to achieve goals. Therefore, the picture books were considered suitable for classroom teaching. In addition, expert teachers serving as coaches conducted classroom observations and teaching evaluations to explore how effectively positive thinking was integrated into the picture books and teaching activities, and to assess the guidance of children in using positive thinking strategies during story discussion. Through professional assessment, feedback, and teacher self-reflection, hope theory can be effectively applied for picture book creation. The picture book The Piggy’s Home created in this study can help teachers guide economically disadvantaged children in thinking positively, and teachers can refine the guidance process. Keywords: case study, economically disadvantaged children, hope theory, picture books, preschool children
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Garashchenko, L., and S. Kondratyuk. "DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF CHILDREN OF SENIOR PRESCHOOL AGE BY MEANS OF MODERN PICTURE BOOKS." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 35 (2021): 63–70. http://dx.doi.org/10.28925/2311-2409.2021.359.

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The article analyses the features of modern picture books (wimmelbooks, storybooks, sketchbooks, etc.). An integrated approach to working with a children picture book is demonstrated in order to develop the communicative competence of a senior preschool child, which takes into account two vectors (psychological and speech) and is based on the system of work on creating an independent story by a senior preschool child and includes three types of classes: comprehending the content of the picture book; creating a story based on the plot of the book (based on the model of the educator); creating a story based on the illustrative material of the picture book. A modified methodology for teaching the perception and comprehension of the material of the picture book by children is proposed, which assumes the presence of two structural parts in each of the three types of activities: encouraging children in perception, examining illustrations by children and teaching the story based on the illustration content. It is indicated that the effectiveness of the second part of the lesson is directly proportional to the effectiveness of the first. The article discusses the formation of the dialogical component of communicative competence, which is based on the ability to put questions correctly. The types of question systems are considered: Bloom’s Taxonomy Questions, Quintilian questions, “reflexive questions”, Larry King’s Soft Questions. A lesson with the use of picture books should begin with the formation of thematic book sets by the teacher, considering illustrations and the teacher’s emotional story. It has been proved that a picture book is an effective means of the the development of a preschool child’d desire to communicate, and the age period of preschool childhood is sensitive for the development of communicative competence
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Smith, Mikki. "Is “E” really for everybody? Picture books for older readers in public libraries." Education Libraries 31, no. 3 (September 5, 2017): 5. http://dx.doi.org/10.26443/el.v31i3.256.

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Picture books for older readers present challenges for libraries in terms of how best to provide access to them. These books often have an “E” on the spine to indicate that they are “easy” or for “everybody,” and share lower shelves with a far greater number of picture books geared for the preschool and primary grade audience. However, this classification by format might encourage older readers to pass over these materials. At the same time, questions remain about the effectiveness of housing these picture books with juvenile fiction, or of creating separate collections. This article looks at how the picture book as a format and picture book collections are defined, as well as the variety of ways in which a small sample of picture books for older readers are currently being managed in public libraries.
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Hsiao, Ching-Yuan, and Yang-Mei Chang. "A Study of the Use of Picture Books by Preschool Educators in Outlying Islands of Taiwan." International Education Studies 9, no. 1 (December 28, 2015): 1. http://dx.doi.org/10.5539/ies.v9n1p1.

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<p class="apa">The objectives of the study were to investigate the current status of applying picture books when teaching children and to also compare the differences in picture book teaching between teachers with different background variables and who are from Taiwan’s outlying islands. The researcher distributed 179 questionnaires, and after eliminating invalid questionnaires, 177 valid questionnaires were obtained, achieving a questionnaire efficiency of 98.88%. The quantitative data were analyzed by a t-test, ANOVA, Pearson Product Moment Correlation and Multiple Regression. The results were: 1. The overall status for picture book selection by early childhood educators was considered moderate to high. 2. The primary considerations for picture book selection were ‘theme’ and ‘adopting a child’s viewpoint’. 3. The overall status for the application of picture book teaching strategies among early childhood educators was considered moderate to high. 4. The application of picture book teaching strategies was centered on ‘strategies for the promotion of thinking and activities’ and ‘developing diverse abilities in children’. 5. There is a positive correlation and predictive power between selecting and using picture books by preschool educators.</p>
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FURUYA, Kimiyo, and Yasuko TASIRO. "WAYS PRESCHOOL CHILDREN RELATE TO CHARACTERS IN PICTURE BOOKS." Japanese Journal of Educational Psychology 37, no. 3 (1989): 252–58. http://dx.doi.org/10.5926/jjep1953.37.3_252.

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ÇELEBİ ÖNCÜ, Elif. "USING PICTURE BOOKS FOR SOCIAL DEVELOPMENT IN PRESCHOOL PERIOD." INTERNATIONAL JOURNAL OF FAMILY CHILD AND EDUCATION, no. 10 (December 30, 2016): 58. http://dx.doi.org/10.17359/aced.20161024264.

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Adak Özdemir, Atiye, Filiz Hıdır, and Burcu Özdemir Beceren. "Examining the use of picture books in preschool education institutions." Dil ve Dilbilimi Çalışmaları Dergisi 15, no. 2 (July 3, 2019): 535–59. http://dx.doi.org/10.17263/jlls.586235.

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E. Bingham, Gary, Nicole Venuto, Mary Carey, and Christi Moore. "Making it REAL: Using Informational Picture Books in Preschool Classrooms." Early Childhood Education Journal 46, no. 5 (November 1, 2017): 467–75. http://dx.doi.org/10.1007/s10643-017-0881-7.

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Breit-Smith, Allison, Arnold Olszewski, Christopher Swoboda, Ying Guo, and Jo-Anne Prendeville. "Sequence text structure intervention during interactive book reading of expository picture books with preschool children with language impairment." Child Language Teaching and Therapy 33, no. 3 (April 25, 2017): 287–304. http://dx.doi.org/10.1177/0265659017702206.

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This study explores the outcomes of an interactive book reading intervention featuring expository picture books. This small-group intervention was delivered by four practitioners (two early childhood special education teachers and two speech-language pathologists) three times per week for 8 weeks to 6 preschool-age children (3 years 1 month to 4 years 9 months) identified with language impairment. The intervention included use of language facilitation strategies during interactive book reading and extension activities after reading for promoting children’s understanding of signal words related to the sequence text structure (e.g. first, next, then, finally), academic vocabulary, and science topic knowledge related to plants (how plants grow, plant parts, plant needs). Outcomes indicated that practitioners increased their use of language facilitation strategies over the course of the intervention in both contexts of interactive book reading and extension activities. Children with language impairment made significant improvements in their receptive understanding of sequence signal words, vocabulary, and science topic knowledge from pre-test to post-test. These findings suggest the promise of a sequence text structure intervention implemented in the contexts of interactive book reading of expository picture books and extension activities for supporting the syntax, vocabulary, and content knowledge of preschool children with language impairment.
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Ginsburg, Herbert P., and Kyoung-Hye Seo. "Early Childhood Corner: Preschoolers' Mathematical Reading." Teaching Children Mathematics 7, no. 4 (December 2000): 226–29. http://dx.doi.org/10.5951/tcm.7.4.0226.

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Preschool children sometimes like to read books. They go to the reading area; select a book, perhaps one that the teacher has recently read to the group; and proceed to read it. Of course, they can almost never sound out or recognize individual words. Instead, they try to construct a story that more or less resembles their recollection of the teacher's reading or depicts their interpretation of the picture on the page.
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Dissertations / Theses on the topic "Picture books and Preschool"

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Ellefsen, Karen Lynn. "Content Analysis of Archetypal Portrayal of Females in Picture Books Read in Preschool Classrooms." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706496.

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Literature that depicts females in restrictive roles may limit girls’ aspirations and success. Previous studies of award-winning books for young children have found gender-stereotypical role portrayal to be common. The purpose of this qualitative content analysis was to identify the archetypal roles assigned to female characters in picture books read aloud by teachers in the preschool classroom. The conceptual framework for this study was derived from feminist theory and Jungian archetypes. Data were collected in the form of teachers’ logs of books they read aloud over a 2-week period. Data were analyzed by employing the 3-read method developed by Madsen, which was revised to assign Jungian archetypes to each female character in a sample of 20 books. According to study results, female characters were portrayed as passive and often silent. Most of the female characters in these books were assigned archetypes typified by low personal agency, passivity, and service to others (orphan, innocent, and caretaker) and none were assigned archetypes associated with innovation (magician, jester, and creator). Of the 106 female characters portrayed in this sample, only 26% were verbal, and of those who spoke, 46% were limited to the one or two words needed to ask for assistance or to offer to serve. Female characters who did advance the plot through dialogue were often in animal form. Gender stereotypes still exist in children’s picture books, as evidenced by objectification of females, female servitude, and lack of positive agentic female roles. This study has potential to elicit positive social change, benefiting both boys and girls, through increased awareness of archetypal role portrayal of female characters in picture books and teachers’ increased care in selecting read-aloud books with regard to the gender-based messages they send.

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Bjurén, Helena, Louise Ottosson, and Sara Svanberg. "Bildsamtalets betydelse för barns tidiga språkutveckling : med fokus på barnböcker." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-9421.

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Inledning Bildsamtal i samspel mellan vuxna och barn i förskolan kan skapa möjligheter för barns tidiga språkutveckling. Bilden kan utgöra en utgångspunkt för samtal där barnet i sociala sammanhang kan få möjlighet att kommunicera sina tankar, idéer, erfarenheter och känslor. Förskollärares medvetna förhållningssätt i arbetet med bilderböcker och bildsamtal kan uppmuntra och stimulera barns nyfikenhet för bilder och berättelser i barnlitteratur.Syfte I vårt examensarbete ville vi undersöka förskollärares upplevelser och erfarenheter av bildsamtalets betydelse och möjligheter för barns tidiga språkutveckling. Vårt fokus var bilder i bilderböcker.Metod Studien bygger på en kvalitativ undersökning med self report som metod för datainsamling. Den metodansats som valts är den hermaneutiska.Resultat Resultatet visar att samtliga förskollärare i undersökningen använder bilder i bilderböcker som utgångspunkt för samtal och kommunikation med barn redan i tidig ålder. Undersökningen visar att förskollärarna är medvetna om vikten av bildsamtal som de upplever påverkar barns tidiga språkutveckling. Förskollärarna beskriver några betydelsefulla faktorer som påverkar barns möjligheter att utveckla sitt språk. De belyser förskollärares förhållningssätt, arbetssätt samt att barn får möjlighet att ingå i sociala sammanhang i samband med att de möter bilder i bilderböcker.
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Björk, Cecilia, and Martina Hagerwald. "En värld full av möjligheter eller en redogörelse för hans och hennes? – en studie om hur genus framställs i förskolors bilderböcker." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34244.

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The purpose of this study was to examine gender depiction in picture books in preschools. Our experience is that many picture books contain old-fashioned gender stereotypes. During the analysing process, we used the following theories: Yvonne Hirdman’s theory about the stereotypic gender contract and Lev Vygotskij’s theory about experiences increasing our ability to fantasize. We read through 154 picture books in two preschools and categorized them into two categories: normative and non-normative books. Later we chose ten of these books for further analysis. Furthermore, we interviewed five preschool teachers about their views and experiences in the subject, gender in children’s picture books. We used a qualitative method when analysing both the picture books and the interviews. Noticeably, none of the ten books we analysed thoroughly were completely normative or completely non-normative; they all contained more or less content from each category. Despite this, most of the 154 books were more normative than not. Also, all of the preschool teachers said in the interviews that they thought it important in what way gender is depicted in the book collection they have in the preschool. However, most of them also said that they don’t think that the books have much influence over children’s apprehension of gender. The preschool teachers also described different ways in which they made compensations for the normativity in the books.
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Fries-Dias, Caroline Marie. "Picture book reading to enhance vocabulary acquisition." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2778.

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Twenty-seven 4- and 5-year-old children from two daycare programs participated in a study designed to assess the effect of picture book reading on children's vocabulary acquisition. All children were pre- and post-tested on the Reading Recognition subtest of the Peabody Individual Achievement Test, the Expressive One Word Picture Vocabulary Test (EOWPVT), and the Peabody Picture Vocabulary Test-Revised (PPVT-R). Following Whitehurst et al.'s (1988) approach, children in the experimental group were read picture books utilizing the hear-say method (asking children questions) for 4 weeks. Those in the control group were read picture-books without being questioned. Three 2 x 8 x 2 Split-Plot Hierarchical ANOVAs were conducted to evaluate group and squad effects and to control for reader effects. They revealed no significant differences between the experimental and control groups. Possible reasons for the absence of experimental effects were discussed.
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Yu, Xinyu Hastings Samantha K. "Visual perception in relation to levels of meaning for children an exploratory study /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3896.

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Jessica, Karlsson. "Gestaltningar av genus i förskolemiljö : En kvalitativ text- och bildanalys av hur genus gestaltas i ett bestämt urval av bilderböcker." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66371.

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The study is a qualitative literature analysis with the purpose of examining how children and preschool pedagogues were portrayed in picture books that take place in the preschool environment, based on gender perspectives. To define the material, books that take place in the preschool environment had been selected. The purpose of the study was also to examine how relationships between children and preschool pedagogues were portrayed, from a gender perspective. And whether there was a difference between the gender portrayals depending on the year when the book was published. The picture book analysis has created an understanding of how preschool pedagogues can work gender pedagogically with literature as a tool, together with the children. The analysis and the results have shown that there are variations in how gender and gender roles were portrayed in the picture books. It also showed that there are picture books that are gender conscious and that some maintain and enhance gender roles.
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Welin, Jesper. "Pojkar och flickor i bilderböcker : En feministisk poststrukturalistisk textanalys av bilderböcker." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33578.

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Syftet med detta examensarbete är att utifrån ett genusperspektiv visa hur pojkar och flickor beskrivs i bilderböcker för barn. För att få syn på detta har karaktärernas grad av aktivitet i handlande situationer analyserats. För att vidare fördjupa resonemanget och problematisera könsstereotyper så har ett feministiskt poststrukturalistiskt perspektiv använts som har applicerats på hur bokens karaktärer presenteras.   Metoden som använts är feministisk poststrukturalistisk textanalys där fokus legat på texternas samverkan med bilderna. Elva böcker har analyserats med hjälp av Maria Nikolajevas teorier rörande barnlitteratur och Hillevi Lenz Taguchis forskning om feministisk poststrukturalism.   Resultatet visar att även om teman och historier vid första anblick verkar vara könsneutrala så visar en noggrannare analys att mer dolda könsroller förekommer. Slutsatsen i detta arbete är att vissa könsroller ligger så djupt rotade i vårt samhälle att de kan vara svåra att se. Böckerna som barn kommer i kontakt med i sin vardag är väldigt viktiga när det handlar om hur de lär sig se på genusfrågor och därför är det viktigt att vuxna har en djupare förståelse kring hur de pratar om sådana frågor.   Aspekter på kön och genus är med det feministiska poststrukturalistiska synsättet något som ligger mer eller mindre dolt i hur människor förhåller sig till varandra. Strukturer och handlingsmönster tas för givna och risken finns att de återupprepas och normaliseras om man inte närmare studerar dem. Med en textanalys som den som gjorts i denna text kan man kritiskt granska företeelser som förekommer i böckerna. Genom att se på hur och varför saker presenteras som de gör kan man lättare få diskussionen till ytan.
The purpose of this thesis is to study how boys and girls are described regarding actions in children’s literature through a gender perspective, in order to observe whether the characters are passive or active when it comes to actions. To further deepen the reasoning and to problematize gender stereotypes a feministic poststructuralistic perspective has been applied to observe how the characters are being presented.   The method being used is a feministic poststructuralistic text analysis where focus has been on how text cooperates with pictures. Eleven books has been analyzed based on Maria Nikolajeva’s theories on children’s literature and Hillevi Lenz Taguchi’s research on feministic poststructuralism   The result shows that even though themes and stories seems to be gender neutral at first glance a deeper analysis shows that hidden gender roles are present. The conclusion in this thesis is that some gender roles are so deeply rooted in our society that they might be hard to perceive. Books that children come in contact with during a day are very important when it comes to how they learn about gender issues and therefor it is important that adults have a deeper understanding on how to talk about such issues.   Aspects on sexuality and gender are with the feministic poststructuralistic point of view something that lies more or less hidden when it comes to how people interact. Structures and action patterns are being taken for granted and there is therefore a risk that they are being repeated and normalized if not being studied. With a text analysis such as the one being done in this thesis one can critically study phenomena being present in books. By studying how and why things are presented the way they are one can easier move the discussion to the surface.
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Borg, Jonna. "Matematik i Lilla nollan och dom andra." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17841.

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Syftet med denna studie är att undesöka vilket matematiskt innehåll förskollärare synliggör vid användning av bilderboken Lilla nollan och dom andra. För att besvara studiens frågeställningar har både observationer och kvalitativa intervjuer använts. Två förskollärare från en förskola valdes ut. Barnen som deltog vid observationerna var 4-5 år gamla. Resultatet visar att förskollärarna synliggör ett brett matematiskt innehåll i den ovannämnda bilderboken. De fokuserar på siffror, räkneramsan, räknar antal och jämför form och storlek. Samtal om siffran 0 och dess betydelse förs med barnen. De reflekterar och resonerar tillsammans med barnen över olika matematiska företeelser som de möter i bilderboken med stöd av dess bilder. Förskollärarna ger också flera exempel på hur barnen har utvecklat matematiska begrepp. De tar även tillvara på den mångfald och den variation av matematik som bilderboken erbjuder.
The purpose of this study is to investigate which mathematical contents preeschool teachers visible when using the picture book Little O and all the others. In order to answer the study questions, both observations and qualitative interviews have been used. Two preeschool teachers from one preeschool were selected. The children who participated in the observations were  4-5 years old. The results show that preeschool teachers reveal a broad mathematical content in the above mentioned picture book. They focus on numbers, countingchants, counting numbers and compare the shape and size. Conversations about the number 0 and the importance of it takes place. They reflect and resonate with the children of different mathematical phenomena they encounter in the picture book by virtue of its images. Preeschool teachers also give several examples of how the children have developed mathematical concepts. They also utilize both the diversity and the variety of mathematics that the picture book offers.
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Yu, Xinyu. "Visual perception in relation to levels of meaning for children: An exploratory study." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3896/.

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This study explores distinct levels of meaning from images of picture books perceived by 3- to 5-year-old children and investigates how the certain visual perception factors influence children's meaning making and if these factors are correlated. The literature review supports associations among visual perception, information, picture books, meaning, and children. Visual perception serves as the first channel that filters and interprets visual information, and picture books provide visual and verbal experience for children, who constantly search for meaning. Children age 3 to 5 years are potential users of picture books because pictorial information is considered useful to children's learning tasks. Previous research reveals that various factors influence visual perception, and meaning has been mostly associated with its semantic significance in information retrieval. In information science, little research has focused on young children's own way of categorizing information, especially visual information. In order to investigate the distinct levels of meaning perceived by children, the investigation employed both qualitative and quantitative methods including unobtrusive and participant observation, factor analysis, content analysis, and case study. The result of this study contributes to understanding the cognitive process of children related to visual literacy and their interpreting visual information in a digital environment.
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Johansson, Camilla. "Den meningsfulla bilderboken : En studie om förskollärares syn på bilderbokens betydelse i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36539.

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Denna studie syftar till att undersöka hur förskollärare tänker kring och arbetar med bilderböcker i barngruppen i den dagliga verksamheten. Studien undersöker förskollärares attityd till lässtunden och bilderbokens vidare användningsområden. Datainsamlingen gjordes genom kvalitativa intervjuer med fem förskollärare från fem olika förskolor. Materialet har bearbetats genom analys och resultatet är en förståelse för professionens möjligheter och begränsningar inom det berörda området. Denna studie utgår från en hypotes om att den planerade lässtunden i förskolan ofta är kort och utan bakomliggande tanke vad gäller språkutveckling. Resultatet visar på en tydlig språklig medvetenhet bland förskollärare i deras arbete med bilderböcker. Studien visar utifrån min hypotes andra resultat vad gäller bilderbokens vidare användningsområden samt barnens delaktighet i både lässtunder och annan användning av bilderboken. I resultatet av studien framkommer också förskollärarnas önskan om utökat arbete kring flerspråkighet, vilket vissa tror att en vidare användning av bilderboken kan ligga till grund för.
The purpose of this study was to explore preschool teachers’ attitudes and work with picture books as an active component of daily activities. The purpose was also to investigate in what other ways picture books are used apart from reading them out loud to the children. In order to examine this, qualitative interviews with five preschool teachers were used as a method of investigation. An analysis of the interviews indicates the possibilities and limitations of the profession in this area. This study is based on the hypothesis that the planned reading sessions with children in preschools are often short and without purpose in terms of language development. The result shows that the preschool teachers are well aware of the possibilities and applications offered by picture books. The result of the study shows a different view compared to the hypothesis, of how the preschool teachers use picture books in several different ways in their projects with the children. It also shows that the participation of the children while reading, and in other preschool activities, is a constant factor. The result also shows how preschool teachers wish to work more with multilingual development and that preschool teachers believe that picture books can provide the foundation for that kind of work.
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Books on the topic "Picture books and Preschool"

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Beaty, Janice J. Building bridges with multicultural picture books: For children 3-5. Upper Saddle River, N.J: Merrill, 1997.

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ill, Rader Laura, ed. What to expect at preschool. [New York?]: HarperFestival, 2003.

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Young children and picture books. 2nd ed. Washington, DC: National Association for the Education of Young Children, 2004.

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Jones, Candy. Showkits: Whole language activities : patterns for masks, puppets, costumes to use with picture books. Palo Alto, Calif: Monday Morning Books, 1991.

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Gretz, Susanna. Teddybears in trouble. London: Hippo Books, 1991.

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Hui ben you yi si: Xing fu gong du fa bao. Taibei Xian Zhonghe Shi: Da shu lin chu ban she, 2008.

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Jalongo, Mary Renck. Young children and picture books: Literature from infancy to six. Washington, D.C: National Association for the Education of Young Children, 1993.

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illustrator, Smith Jan, ed. Opposites. Kettering Northamptonshire, UK: Book Studio, 2008.

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Hug machine. New York: Simon & Schuster, 2014.

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Biro, Val. Jack and the robbers. Oxford: Oxford University Press, 1996.

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Book chapters on the topic "Picture books and Preschool"

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Jiang, Bin, and Yuqiu Zhao. "Cognitive-Psychology-Based Study on Interactive Design of Preschool Children’s Picture Books." In HCI International 2018 – Posters' Extended Abstracts, 59–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92285-0_9.

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Wang, Liying. "The Influence of Picture Book Interaction Design on Preschool Children’s Reading Experience." In HCI International 2020 – Late Breaking Papers: Cognition, Learning and Games, 485–503. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60128-7_37.

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Cao, Qi, Jing-Hua Han, Yu-Yi Ding, Shi Huang, and Chao Liu. "Song of Red Pine Woods - Design and Study of Digital Picture Books for Preschool Children on iPad." In Design, User Experience, and Usability: Users, Contexts and Case Studies, 158–69. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91806-8_13.

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Friedes, Harriet. "Books." In The Preschool Resource Guide, 175–82. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-6315-4_10.

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Friedes, Harriet. "Books." In The Preschool Resource Guide, 43–92. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-6315-4_4.

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Steemers, Jeanette. "The Bigger Picture: Preschool Television in its Critical and Aesthetic contexts." In Creating Preschool Television, 191–211. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230274600_11.

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Li, Linhui, Jing Zhou, Baogen Liu, and Xiaomei Gao. "Chinese preschool children’s comprehension of a picture storybook." In Development of Pragmatic and Discourse Skills in Chinese-Speaking Children, 111–29. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/bct.60.06li.

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Kaur, Kulvinder. "Introduction." In Short Wordless Picture Books, 1–2. Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351104364-1.

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Kaur, Kulvinder. "In the Bakery." In Short Wordless Picture Books, 75–80. Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351104364-10.

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Kaur, Kulvinder. "In the Park." In Short Wordless Picture Books, 81–86. Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351104364-11.

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Conference papers on the topic "Picture books and Preschool"

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Dong, Lili. "Research and Enlightenment of Japanese Preschool Education based on Picture Books." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.284.

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Ratnasari, Eka Mei, and Enny Zubaidah. "The Influence of Picture Book on Emergent Literacy of Preschool Children." In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.11.

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Rizqiyani, Revina, and Nur Azizah. "The Influence of Wordless Picture Book to Improve the Ability of Storytelling among Preschool Students." In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.74.

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Baba, Mizuho, Hiroshi Uehara, and Takehito Utsuro. "Clustering picture books based on an infant's developmental reactions in reviews on picture books." In IMCOM '17: The 11th International Conference on Ubiquitous Information Management and Communication. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3022227.3022271.

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Ban, Hiromi, and Takashi Oyabu. "Text Mining of English Picture Books." In ICVISP 2018: The 2nd International Conference on Vision, Image and Signal Processing. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3271553.3271616.

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Ishita, Emi, Shinji Mine, Chihiro Kunimoto, Junko Shiozaki, Keiko Kurata, and Shuichi Ueda. "Analyzing viewing patterns while reading picture books." In the 10th annual joint conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1816123.1816190.

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Ariyama, Daichi, Daichi Ando, and Kumiko Kushiyama. "The Incidental Music Effector for Picture Books." In 2021 Nicograph International (NicoInt). IEEE, 2021. http://dx.doi.org/10.1109/nicoint52941.2021.00028.

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Gal Drzewiecka, Iveta. "EXPERIENCE OF (UN)SEEING IN THE PICTURE BOOKS." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/62/s27.059.

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Stoyanova Ilieva, Zhivka. "Picture Books IN Early Childhood Foreign Language Education." In World Conference on Social Sciences and Humanities. Acavent, 2019. http://dx.doi.org/10.33422/shconf.2019.12.912.

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Lei, Yu, Gang Hong, and Lu Liu. "On the Artistic Expression of Children’s Picture Books." In 2nd International Conference on Language, Art and Cultural Exchange (ICLACE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210609.052.

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Reports on the topic "Picture books and Preschool"

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Moya-Guijarro, Arsenio Jesús. The representation of male characters in three challenging picture books: A multimodal study. Edicions i Publicacions de la Universitat de Lleida, 2021. http://dx.doi.org/10.21001/sintagma.2021.33.06.

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Budgeon, Machaila. References to Gendered Grief in Children's Media: A Content Analysis of Grief Picture Books. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.147.

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