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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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Lindberg, Lina. "”Lejonet var en lätt match för Blorpen” : Görandet av könsnormer i bilderböcker." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik, konst och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85709.
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I dagens samhälle får pojkar och flickor olika möjligheter beroende på kön. Även fast Sverige förstås vara ett av världens mest jämställda länder återfinns ojämställdhet inom en rad områden där flickor och pojkar begränsas p.g.a. den rådande könsordningen. Pojkar uppmuntras till att vara aktiva, ta plats och prestera medan flickor uppmuntras till att vara passiva, omvårdande och fokusera på relationer vilket avspeglas i uppdelningen mellan könen på individnivå, men även på samhällsnivå i olika yrkeskategorier och i olika positioner. Barnlitteraturen som barn exponeras för säger något om nutiden, samtidigt som den förmedlar referensramar som barnet förhåller sig till i sitt eget identitetsskapande. Litteraturen kan utmana eller befästa rådande könsnormer gällande manligt och kvinnligt, där förskolan kan förstås ha en viktig position i att aktivt arbeta för att främja jämställdhet mellan könen. Syftet med uppsatsen att få en fördjupad förståelse för hur könsnormer görs och förmedlas i de bilderböcker som når väldigt många barn i Sverige oavsett deras sociala förutsättningar. West och Zimmermans teori ”doing gender” har varit den teoretiska utgångspunkten för studien i kombination med det normkritiskt perspektiv samt Nikolajevas schema för manliga och kvinnliga egenskaper. Empirin består av de sju mest lästa bilderböckerna på det nätbaserade biblioteket Ugglo i ålderskategorin 3–6 år under år 2020. Dessa har analyserats genom kvalitativ textanalys och semiotisk bildanalys där analysprocessen gjorts genom att först finna denotationer i text och bild och sedan konnoterat denotationer som framträtt. Resultatet visar att det är en manlig dominans i bilderböckerna och att karaktärerna gör kön genom kläder, utseende, attribut och handlingar. De manliga karaktärerna utmanar ibland de stereotypiska maskulinitetsnormer men framställs då ofta som komiska. De kvinnliga karaktärerna förkroppsligar både femininitet och maskulinitet men är förpassade till familjesfären. Dock befäster de manliga karaktärerna stereotypiska maskulinitetsnormer mer än de överskrids genom att vara aktiva, handlingskraftiga, oberoende och våldsamma. Bilderböckerna förstärker heterosexualitet som norm då den tas för given. De manliga och kvinnliga karaktärerna uppvisar känslor men de manliga karaktärerna fokuserar på att dölja känslor som ses som feminina. Resultatet ger en indikation på att bilderböckerna som många barn kommer i kontakt med i många fall befäster stereotypiska könsnormer och de utmaningar som görs av stereotypiska könsnormer är relativt små. Vilket kan gå i konflikt med förskolans styrdokument att aktivt jobba för jämställdhet och motverka att barnen begränsas av könsterotypiska föreställningar.
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Hogmalm, Paulina. "Toddlaren och bilderboken : En studie om de yngsta barnens användande av bilderböcker i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71137.
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Syftet med den här studien är att undersöka vilka möjligheter de yngsta barnen i förskolan har att ta del av bilderböcker. Genom observationer har jag studerat barn på två olika avdelningar i spontana och planerade situationer. Resultatet visar att det är vanligast med spontana situationer när det gäller de yngsta barnen i förskolan och detta sker varje dag. I de spontana situationerna utforskar barnen böcker själva och också tillsammans med pedagoger. Planerade situationer där barnen kommer i kontakt med böcker sker inte lika ofta i de yngre åldrarna, men förekommer vid några tillfällen i studien. I planerade situationer förekom till exempel dockteater tillsammans med hela barngruppen.The purpose of this study is to examine which possibilities the youngest children in the preschool have, to take part of picture books. Through observations I have studied children in two different departments in spontaneous and planned situations. The results show that the most common situation is spontaneous reading when it comes to the youngest children in preschool, and this occurs every day. In the spontaneous situations the children discover books both by themselves and together with the pedagogues. Planned situations when the children get in contact with books doesn’t happen as often in the youngest ages but occurs in some occasions in the study. In planned situations, for example puppetry occur with the hole group of children at the same time.
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Jensen, Elin, and Erika Ljungberg. ""Men det är ju bara tjejer som kan vara Lucia!" : - Förskolans värld i bilderböcker utifrån ett genusperspektiv." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71226.
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The starting point for this study is to analyze and explore representations of gender in picturebooks depicting preschool. The Swedish preschool works after the curriculum, where workwith gender is included, and with values that should reflect the practice. This work should bemediated by those who are active in the preschool. Literature, and the interpretation thereof, plays an important role in the preschool which this study will raise the importance of. Literature affects its receiver and the preschool in today’s society in Sweden is a commonplace for children, therefore this study will focus on picture books that portray the everydaydepictions that take place in the preschool environment. Seven picture books released between 1976 and 2016 have been subjected to qualitative image and text analysis where the iconotexthas a large place in the analysis of the study. The gender analysis is done with focus on whichnorms that are represented in literature, with gender markers and gender system connected tostereotypical behaviour with boys and girls in mind. This is also set in the relation to thecurrent curriculum in the Swedish preschool. The investigation of these issues shows that thebehaviour of the characters in the picture books both affirm and reject the norms that areconnected to gender. This is shown in picture books from different eras.Utgångspunkt för denna studie är att analysera och utforska hur bilderböcker skildrarförskoleverksamhet med ett genusperspektiv. Arbete med genus och värdegrund ingår iläroplanen och ska genomsyra förskolans verksamhet. Verksamma i förskolan ska förmedladetta i sitt arbete. I förskolan har litteratur en viktig roll och vad som i den kan tolkas lyfts idenna studie upp. Litteratur påverkar dess mottagare och då förskolan idag är en vanligtförekommande plats för barn idag i Sverige har också valet av material i studien kommit atthandla om vardagsskildringar som utspelar sig i förskolans miljö. Sju bilderböcker utgivnamellan 1976 – 2016 har analyserats med hjälp av kvalitativ bild- och textanalys därikonotexten har fått stort utrymme i studiens analyser. Genusanalysen är gjord med fokus påvilka normer som representeras i litteratur, med könsmarkörer och genusframställningarkopplat till stereotypa beteenden hos pojkar och flickor i åtanke. Detta ställs också i relationtill de rådande styrdokumenten. Studiens analyser visar på beteenden hos karaktärer ibilderböckerna som både bekräftar och bryter normer kopplat till kön. Detta visar sig också ibilderböcker från olika tidsepoker.
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Rudolfsson, Anna-Lena, and Annethe Gustavsson. "Naturens kretslopp i bilderböcker : Hur bilderböcker kan åskådliggöra kolets och vattnets kretslopp." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85191.
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Preschool shall offer children instructions in biology and this includes teaching about nature's different cycles. In this study, we want to highlight how biology teaching and the use of picture books can be linked. The purpose of our study is to highlight how picture books can illustrate cycles of nature in preschool teaching. The cycles of nature have been limited to the cycle of carbon and water. The method that has been used is a content analysis of text and pictures. 16 picture books published between the year 2000-2021 have been analysed. The analysis shows that the carbon cycle could be illustrated by different categories. The water cycle emerged through the category of water movements. The results showed that the cycles of carbon and water can be made visible in both text and pictures. The images were able to expand the content beyond what the text said and make the cycle of carbon and water visible. When the cycles were illustrated in the text, this was often reinforced by a picture. The results also show that concepts are not common in picture books. It is also shown that the cycle of carbon and water can be illustrated in picture books with both anthropomorphic content and those without. The conclusions drawn from the result are that picture books can be used to illustrate the cycle of carbon and water. It is however necessary that the preschool teacher has subject knowledge in biology in order to make this content visible in teaching.
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Bjurström, Emma. "Bilderboken- En väg till kunskap : En kvalitativ studie om pedagogers arbete med bilderböcker inom en traditionell förskola respektive en Reggio Emilia - inspirerad förskola." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-40760.
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The purpose of this study is to compare differences and similarities that can be found when working with picture books in a preschool inspired by Reggio Emilia versus a traditional preschool. The purpose also includes studying these different preschools views of the picture book as a tool for stimulating children’s language development and other skills the children may gain from using picture books. Qualitative interviews were conducted with four different preschool teachers as a method to obtain the teachers own opinions and approach of working with picture books. The result shows that the picture book played a central role in both kinds of preschools. The picture book is considered to stimulate the children’s language development, fantasy, subject knowledge and giving the children an opportunity to rest for a moment. The result also yielded that the preschools pedagogical orientation is affected by the individual teachers’ attitude. The teachers’ attitude and way of working with the picture book differs depending on how they think children obtains knowledge. Because of this it has been proved difficult to demonstrate any general differences in how the preschools work with the picture book since the individual teacher’s attitude is so important for the children’s meeting with pictures and text.Studiens syfte är att undersöka vilka likheter och skillnader som visar sig i arbetet med bilderboken inom en Reggio Emilia- inspirerad förskoleverksamhet och en traditionell förskoleverksamhet. I syftet ingår också att studera hur dessa olika förskoleverksamheter ser på bilderboken som ett verktyg i att stimulera barns språkutveckling och vilka andra kunskaper bilderboken anses bidra med till barnen. Kvalitativ intervju användes som metod för att studera fyra förskollärares uppfattningar och synsätt kring sitt arbete med bilderboken. I resultatet framgick att bilderboken har en central roll i båda de studerade förskoleverksamheterna. Bilderboken anses stimulera barnens språkutveckling, fantasi, ämneskunskaper och ge barn möjlighet till en avslappnande stund. I resultatet framgick även att förskolornas pedagogiska inriktning påverkas av den enskilda pedagogens förhållningssätt. Pedagogers syn och arbete med bilderboken skiljer sig beroende på hur de själva anser att barnen erövrar kunskap. Det har därför visat sig svårt att påvisa generella skillnader mellan hur den Reggio Emilia- inspirerade förskolan arbetar med bilderboken gentemot den traditionella då den enskilda pedagogen förhållningssätt är så viktig för barnets möte med bild och text.
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Andersson, Caroline. "Genus i bilderboken : Manliga och kvinnliga karaktärsskildringar i förskolans bilderböcker." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30051.
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Syftet med min studie är att undersöka hur flickor/kvinnor och pojkar/män framställs i den barnlitteratur som presenteras för barn genom högläsning i förskolan. Detta för att bidra med kunskap om genus i barnlitteraturen, vilket bidrar till att jag som pedagog utvecklar ett kritiskt förhållningssätt till de böcker jag väljer att erbjuda barnen. Genom analys av tre olika bilderböcker har jag sökt svar på hur manliga och kvinnliga karaktärer skildras, hur man kan urskilja könsstereotypa markörer och om litteraturen bekräftar eller överskrider och utmanar könsstereotyper. Jag har närmat mig mitt material utifrån en kvalitativ forskningsansats. Jag har även använt mig av analysmetoder, vilka har hjälpt mig att hålla mig inom ramen för det jag ville undersöka. Två olika teorier, Hirdmans teori om genussystemet (2001; 2007) och Connells maskulinitetsteori (2008), har gett mig möjlighet att förstå de resultat som mitt material visat. Min studie visade två olika sätt att skildra karaktärer, antingen genom ombytta egenskaper eller genom en stor variation av egenskaper och handlingar, oberoende av kön. Vidare visade den ett stort gränsöverskridande och utmanande av könstereotyper och därmed av den normen för hur kvinnor/flickor och män/pojkar bör vara.The purpose of my study is to investigate how girls/women and boys/men are being portrayed in the children's literature presented to children by reading out loud in preschool. This is to contribute with knowledge about gender in children's literature, which helps me as a teacher to develop a critical approach to the books I choose to introduce to the children. By analyzing three different picture books, I have sought answers to how male and female characters are being portrayed, how one can see gender stereotyped markers and if the literature confirms or exceeds and challenges gender stereotypes. The process is based on a qualitative research approach. I have also used analytical methods, which have helped me to stay within the framework of what I wanted to investigate. Two different theories, Hirdmans theory of the gender system (2001; 2007) and Connell's theory of masculinity (2008) has given me the opportunity to understand my results. My study showed two different ways to portray characters, either by reversed characteristics or by a great variety of characteristics, regardless of gender. Furthermore, it showed a large cross and challenging of gender stereotypes and with that the standard of how women/girls and men/boys should be.
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Hasselbeck, Emily E. "Children's Story Retell Under Three Cuing Conditions." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377870860.
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Johannesson, Sandra. "Den fysiska boken – vilken betydelse har den? : En undersökning för att se hur arbetet med böcker sker i förskolan bland de äldre barnen." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71220.
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Technology increase in preschool and initiate become a ordinarly event for the children, this while as the books space possibly reduces and gets taken over by the digital. The intention with this investigation is to find out preschool teacher´s view on the physical book, in this case the picture book in a physics form. Then how they work with it among the older children at the preschool, it means children in the ages of 3–6. It is because that informations and communication technics (ICT) together with it´s digital tools The method that I has applied to figure out the preschool teacher´s views and working methods is a questionnaire on 11 questions. On that questionnaire 50 preschool teacher´s answered in the ages between 20–62. In the outcome result of the questionnaire it has emerged that all preschool teacher thinks the physical book is very important to the children. Why it is so important for the children, the preschool teachers has different opinions but the answers premeated by the language development in all forms. It has also emerged that althrough the digtal tools take their place at the preschool, the teachers choose to work with the physical book because the children themselves must be able to browse in the book, determine the tempo and discover peace in the tales.Teknologin ökar inom förskolan och börjar bli en vanlig upplevelse för barnen, detta medan böckernas utrymme eventuellt/kanske minskar och övertas av det digitala. Avsikten med den här undersökningen är att ta reda på förskollärarnas syn på den fysiska boken, det vill säga detta fall bilderboken i fysisk form. Sedan hur de arbetar med boken bland de äldre barnen i förskolan, det menas barn som är 3-6 år gamla. Det för att Informations- och kommunikationsteknik (IKT) samt dess digitala verktyg gör sin framfart på förskolan. Den metod som har använts för att tagit reda på förskollärarnas syn och arbetssätt är en enkät på 11 frågor. På enkäten svarade 50 stycken förskollärare i åldrarna 20–62. I resultatet av enkäten har det framkommit att alla förskollärarna tycker att den fysiska boken är väldigt viktig för barnen. Varför den är viktig för barnen, har förskollärarna olika anledningar på men svaren genomsyras av språkutvecklingen i alla dess former. Det har även framkommit att även om de digitala verktygen tar plats i verksamheten, väljer pedagogerna att arbeta med den fysiska boken, detta för att barnen ska kunna bläddra själv, bestämma tempot och finna ro i sagorna.
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Kristiansen, Pernilla, and Anna Allebert. "Barns övergång från förskola till förskoleklass : En undersökning av bilderböcker." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85018.
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The aim of the study is to investigate a selection of picture books about the start of school to see how children's transitions from preschool to preschool class are depicted. This is to further investigate whether picture books can be used as a complement to transition activities. Through this study, we aim to gain more knowledge about whether the books in the study could serve as a complement to transition activities. In total, six picture books have been processed using close-up reading as a method and the developmental ecological niche theory. Previous research shows that the transition between preschool and preschool class is a problem area where there are major shortcomings in the interaction between these different activities. Therefore, the study aims to investigate a transitional activity without collaboration requirements for the activities. The results show that the characters in the picture books place the greatest emphasis on the community rather than the teaching and education in school. The social interaction and emotions are close in the plot and are difficult to distinguish as they often reflect each other.Syftet med studien är att undersöka ett urval av bilderböcker om skolstarten för att se hur barns övergångar från förskola till förskoleklass skildras. Detta för att vidare undersöka om bilderböcker kan användas som komplement till övergångsaktiviteter. Genom denna undersökning strävar vi efter att få mer kunskap kring huruvida böckerna i studien skulle kunna fungera som ett komplement till övergångsaktiviteter. Totalt har sex bilderböcker bearbetats med hjälp av närläsning som metod och den utvecklingsekologiska nischteorin. Den tidigare forskningen visar att övergången mellan förskola och förskoleklass är ett problemområde där stora brister finns i samverkan mellan dessa olika verksamheter. Därav eftersträvar studien att undersöka en övergångsaktivitet utan samverkanskrav för verksamheterna. Resultatet visar att karaktärerna i bilderböckerna lägger störst vikt vid gemenskapen snarare än undervisningen och utbildningen i skolan. Det sociala samspelet och känslor ligger nära i handlingen och är svåra att särskilja då de ofta återspeglar varandra.
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Ljungberg, Sofia. "Fantasifull utflykt med skilda perspektiv : En studie om genus, normbrytning och stereotyper i bilderboken Se upp för krokodilen! (2013)." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38187.
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Studien undersöker hur könsroller gestaltas ur ett genusperspektiv i bilderboken Se upp för krokodilen! (Moroni & Eriksson, 2013). Syftet är att få djupare kunskaper om hur dessa skildringar speglar målen i läroplanen för förskolan om att motverka traditionella könsnormer och främja jämställdhet och likabehandling mellan könen. Forskare menar att bilderboken är ett användbart och didaktiskt verktyg för att fånga barns intressen och påverka deras tankegångar. Tidigare forskning (Kåreland, 2005) visar att könsstereotypa föreställningar lever kvar i en stor del av utbudet av barnböcker. I studien analyseras bilderboken Se upp för krokodilen! (Moroni & Eriksson, 2013) både utifrån bilder och text. Analysen fokuserar på karaktärernas yttre- och inre personskildringar, det vill säga, karaktärernas utseende, ansiktsuttryck, kroppsspråk respektive karaktärernas egenskaper och personligheter. Studiens resultat visar att karaktärerna i boken, till viss del avviker från de stereotypa föreställningar om vad som anses som maskulint och feminint, dock visar karaktärerna att de båda har egenskaper som kan representera båda könen.The study examines how gender roles are portrayed from a gender perspective in the picture book Watch out for the crocodile! (Moroni & Eriksson, 2013). The aim is to get deeper knowledge about how these depictions reflect the goals of the Swedish syllabus for preschool that counteracts traditional gender norms and promote equality and equal treatment between the genders. Researchers consider that the picture book is a useful and didactic implement to capture childrens’ interests and influence their thoughts. Previous research (Kåreland, 2005) shows that gender-stereotyped conceptions persist in a large part of the range of children’s books. The study analyzes the picture book Watch out for the crocodile! (Moroni & Eriksson, 2013) both from photographs and text. The analysis focuses on the characters external and internal personal depictions, that is, the characters appearance, facial expressions, body language and the characters properties and personalities. The results of the study show that the characters in the book, partially differ from the stereotypical conceptions of what is considered as masculine and feminine. However, the characters show that they both have properties that can represent both sexes.
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Klevestedt, Elin. "Socialt samspel i förskolan enligt bilderböcker : Analys av bilderböcker där handlingen utspelar sig i en förskolemiljö." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78779.
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The purpose of the study is to contribute knowledge about how the social interaction in preschool is portrayed in picture books. I set out the following two questions to help me achieve this goal. What interaction between children are portrayed in picture books? What interaction between children and adults is portrayed in picture books? I selected five picture books which differ in different ways, such as the year of publication, the sex of the protagonist, and that two of the books take place mostly outdoors and the remaining indoors. The result shows that the interactions predominantly positively presented in the books. Children and educators tend to be happy and enjoy their preschools. The social interaction is very prominent in the books and mainly about verbal communication and play. I have had the opportunity to make several connections between the fictional preschools and the curriculum. Some books exhibit a traditional preschool pedagogy, while especially one of them stands out by pointing to a more explorative way of working, which builds on children's interest in something specific. Such a way of working, I mean increases social interaction and positively affects it. The book describes good communication between children as well as between children and adults.Syftet med studien är att bidra med kunskap kring hur det sociala samspelet i förskolan skildras i bilderböcker. Jag satte upp följande två frågeställningar som hjälp till att kunna nå syftet. Vilken interaktion mellan barn gestaltas i bilderböcker? Vilken interaktion mellan barn och vuxna gestaltas i bilderböcker? Jag valde ut fem bilderböcker som på olika vis skiljer sig åt, såsom utgivningsår, huvudpersonens kön samt att två av böckerna utspelar sig till största del utomhus och de resterande inomhus. Resultatet visar att interaktionerna till övervägande del skildras positivt i böckerna. Barn och pedagoger verkar mestadels vara glada och trivas bra på sina förskolor. Det sociala samspelet är mycket framträdande i böckerna och handlar främst om verbal kommunikation och lek. Jag har haft möjlighet att göra flera kopplingar mellan de fiktiva förskolorna och läroplanen. Några böcker uppvisar en traditionell förskolepedagogik, medan speciellt en bok sticker ut genom att visa på ett mer utforskande arbetssätt, som bygger vidare på barns intresse för något specifikt. Ett sådant arbetssätt menar jag ökar det sociala samspelet samt påverkar det positivt. Boken skildrar god kommunikation och samarbete både mellan barn samt mellan barn och vuxna.
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Frederico, Aline. "Embodiment and agency in digital reading : preschoolers making meaning with literary apps." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/283637.
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This dissertation investigates meaning-making in children's joint-reading transactions with literary apps. The analysis of meaning-making focuses on embodiment as a central aspect of literary app's texts and their reading and on children's negotiation of agency in the act of joint-reading. Meaning-making is understood through a multimodal social semiotics perspective, which considers that meaning is realised in the dynamic transaction between reader, text and social context. Therefore, the dissertation integrates the analysis of the apps and of the children's responses to capture the dynamics of meaning-making in such transactions. Case studies were conducted with six families, who read the apps The Monster at the End of This Book (Stone & Smollin, 2011) and Little Red Riding Hood (Nosy Crow, 2013) in an English public library. The central method of data collection involved video-recorded observations of parent-child joint-reading events, complemented by graphic elicitation, informal interviews and a questionnaire. The video data was analysed through multimodal methods. The findings indicate that the participant readers used their bodies not only as a material point of contact and activation of the interactive features but also as a resource for meaning-making in their transactions with the apps. The reader's body was essential in their engagement with the material and interactive affordances of the apps, in reader's expressions of their responses, and in the sharing of the reading experience with the parents. The body of the reader, through spontaneous and interactive gestures, is a mode of communication in the multimodal ecologies of both the text and the reader's responses. Furthermore, the child readers constantly negotiated their agency within the constraints posed by the text, which include the narrative itself and its interactive features, and those posed by the joint-reading situation. The bodies of the readers played an essential role in this dual negotiation of agency. Children's agency was scripted, that is, the readers exerted their agency within the limitations of a script. The script, however, allowed readers to improvise, and their performances also involved resistance to the script through playful subversion. In the joint-reading event, children's agency was foregrounded, positioning the children as protagonist readers, who performed most of the interactions and lived the aesthetic experience of the text fully, to the expense of their parents, who mostly participated as supporting readers, transferring their agency to the children through scaffolding.
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Safarali, Sara, and Tamané Zsiros. "Alla får vara med! : En studie om hur samspel och kamratskap framställs i bilderböcker." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-197174.
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Simonsson, Maria. "Bilderboken i förskolan : En utgångspunkt för samspel." Doctoral thesis, Linköpings universitet, Tema Barn, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-24230.
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The main purpose of the study is to investigate how children use picture books in the everyday practices in the Swedish pre-school. More specifically, I want to study the use of picture books based on the child's interaction with the book. How does the dialogic process between the child and the picture book proceed? How is the peer group used in book practices? What draws children to certain books - as favorites of the individual or of the group? How do they use the pictures in the books? What do they do when on their own with books and how does this usage differ from teacher-initiated activities with the books? By focusing on the 3- to 5-year-old children's book interactions, the study contributes to our understanding of how children use picture books for their identity work. A basic assumption is to see children as social agentswho influence and are influenced by the world they live in. The empirical data comprises over 35 hours video recorded interactions. Episodes of child initiated book practices were transcribed in detail, and the theory of subject positioning was applied for its analysis. The study shows that children in their picture book activities, in the every day peer-group interactions, use the books as a contact surface between them. In addition they use the book arenas for negotiations of subjectpositions, where they position themselves or are positioned as powerful or powerless persons. Children employ a rich repertoire of strategies (verbal and nonverbal) for excluding and including themselves and others in ongoing book activities. The empirical material show clearly that the pictures constitute an 'idea box' for children, from which they can take inspiration or use as tools in activities such as play, fantasy, and conversation. We can see that preschool children also produce and negotiate the meaning of the pictures. In some cases, the children use all of the pictures while in others they use only isolated pictures that are pulled out of their context and "take on a life of their own." The children use the pictures in several different ways: as a play arena for their games and activities; as props for play in progress; as markers of positions in their play; and as pictures for creating stories. Children actively use picture books in their day-to-day lives at the educational institution. Through this use, children create meaning for the cultural content of the books by testing subject positions that the pictures offer. In their use of picture books, it becomes apparent that children are competent to use and discover books on their own and sometimes need to share the experience with other children and with adults. Through the use of picture books, the children acquire experience of books and use them to create meaning; that is, they create a sort of children's cultural competence for themselves.
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Passgård, Elsa, and Linda Cedås. "Bilderböckernas möjlighet till reflektion : En kvalitativ intervjustudie om pedagogers arbete kring ett källkritiskt förhållningssätt vid högläsning av bilderböcker i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85704.
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I detta examensarbete genomförs en studie för att se hur barnböcker användsvid högläsning i förskolan. Syftet med denna studie är att undersöka hurpedagoger i förskolan arbetar med källkritik i kombination med bilderböckerunder högläsningen.Studien vill därmed se hur tio pedagoger agerar i förskolan under högläsningenför att uppmuntra barnen till reflektion och kritiskt granskande avbilderböckers innehåll som i efterföljande steg blir att pedagogerna planerarför ett källkritiskt förhållningssätt.Hur resonerar verksamma pedagoger kring ett källkritiskt förhållningssätt medfokus på lässtunder med bilderböcker? Studien utgår från 10 intervjuer medförskollärare på 10 olika förskolor. Studien genomförs utifrånsemistrukturerade, kvalitativa intervjuer med utgångspunkt från ett källkritisktförhållningssätt som i denna kontext innebär att pedagoger utmanar barnen tillreflektion.Vår slutsats är att reflektion i kombination med bilderböcker i förskolan ansesviktigt av de 10 informanter som deltagit i denna studie. Denna slutsats baserarvi på att alla informanter anser sig tillämpa detta arbetssätt. Dock kan vi, utifrånvåra intervjuer, utläsa att informanternas arbetssätt kring det källkritiskaförhållningssättet skiljer sig åt. Studiens resultat visar även på vikten av attprioritera rätt miljö samt rätt bilderbok för det lärande man vill uppnå medhögläsningen. Resultatet som vi ser det utifrån intervjuerna bygger därmedhuvudsakligen på vilken planering pedagogerna väljer att göra införhögläsningen, och i vilken utsträckning pedagogerna väljer att arbeta medreflektion samt vid vilket tillfälle högläsningen genomförs.n this thesis, a study has been carried out to see how children's books are usedfor reading aloud in preschool. The purpose of this study is to investigate howeducators in preschool incorporate a source critical approach in combinationwith picture books during read aloud.The study aims to investigate how 10 educators act to encourage children ofreflection and a critical mindset when it comes to the content of picture booksduring the read aloud. As a subsequent step educators can plan for a sourcecritical approach. How do active educators reason about a source-criticalapproach with a focus on reading sessions with picture books?The study is based on 10 interviews with preschool teachers at 10 differentpreschools. The study is conducted on the basis of semi-structured qualitativeinterviews based on a source-critical approach. Based on a source-criticalapproach which in this contextual setting leads to educators encouragingchildren to reflect.Our conclusion is that source-critical work combination with picture books inpreschool is considered important by the 10 informants who participated in thisstudy. We base this conclusion on the fact that all informants considerthemselves to apply this approach. However, we can deduce from ourinterviews that the informants' working methods regarding the source-criticalapproach differ. The results of the study also show the importance ofprioritizing the right environment and the right picture book for what thelearning lesson wants to achieve. As we see it, the result based upon theinterviews, mainly builds upon to what extent the educators chose to plan priorto the read aloud, as well as to what extent the educators in fact chose to work reflection as well as the contextual setting of when the read aloud shouldoccur.
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Cotton, Penni. "The European dimension in picture books." Thesis, Durham University, 1997. http://etheses.dur.ac.uk/5036/.
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This thesis considers European picture books and how they can be used by trainee teachers in upper primary classrooms. It is divided into two parts. Part One, Chapters 1-4, develops a theoretical rationale for creating picture book material which will both implement a European dimension in education and meet the requirements of the 1995 and 1997 National Curricula for English in England. Chapter One explains the notion of a European dimension in Education; Chapter Two traces European influences on the picture book since the time of Comenius, the first picture book creator; Chapter Three discusses the 'travelability' of picture books plus their role within the learning process; and Chapter Four concludes the 6rst part of the thesis, with a literature review, by drawing the strands of the first three chapters together to create a rationale for using European picture books at Key Stage Two. Part Two, Chapters 5-8, presents the study which was devised to put this rationale into practice for initial teacher training. It establishes the core questions of the thesis; Which books might form a European collection? How can such a collection of picture books facilitate a European dimension in primary education? How can this collection enable trainee teachers to implement a European dimension at Key Stage Two of the National Curriculum for English? Chapter Five outlines the development of the European Picture Book Collection (EPBC); Chapter Six presents a brief overview of semiotic, discourse and text analysis methodologies, suggesting why a Semiotic Text Analysis (STA) is appropriate for this research; Chapter Seven applies the STA to the EPBC; and Chapter Eight explores, through a number of activities, how trainee teachers might use the EPBC materials to implement a European dimension whilst meeting National Curriculum requirements.
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Daniel, Kelsey R. "CONTENT ANALYSIS OF PICTURE BOOKS ABOUT BULLYING." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1394114907.
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王明秀. "Preschool children's reading responses on picture books of heath." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/emr6nn.
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Huang, Hsiao-Yu, and 黃筱瑜. "Preschool Children’s Responses to and Interpretations of Informational Picture Books." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/32500700722826374093.
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Huang, Hsiu-Ching, and 黃琇晴. "Exploring the Factors Affecting Parents with Preschool Children Purchasing Picture Books." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/76816927180377984211.
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碩士南華大學
文化創意事業管理學系
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Children are the future of our country, and education serves as a means to cultivate and develop children into mature-minded individuals. Education is also a driving force of our nation, crucial to our international competitiveness. Reading is the key to elevate education quality and is the foundation to a successful implementation of educational policies. Reading enriches the mind and broadens the life, acts as the essence of education, thus a well-functioning education system must promote reading initiatives. The readers of picture books are children; however, the buyers of picture books are parents. This research intends to discuss how lifestyles, consumptive motives, and consumer decision-making styles affect consumer attitude in purchasing picture books. This research adopts questionnaire survey. The subjects are parents of pre-school aged children. The questionnaire is based on previous studies analyzing on theories of lifestyles, consumptive motives, and consumer decision-making styles. 1400 copies were distributed, 494 were collected, and 429 are effective copies. After statistical analysis, following conclusions are drawn: 1. Variable of parents are statistically significant to lifestyles, partially supported. 2. Variable of parents are statistically significant to consumptive motives, partially supported. 3. Variable of parents are statistically significant to consumer decision-making styles, partially supported. 4. Recommendations are suggested based on this research, for publishers, parents, and educational institutions.
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HUANG, SHAN-SHAN, and 黃珊珊. "An Action Research of Picture Books in Preschool Emotional Education Curriculum." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/x25kra.
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碩士國立中正大學
教學專業發展數位學習碩士在職專班
107
The purpose of this research is to integrate 8 picture books into preschool children’s emotional curriculum, and to develop and evaluate a set of curriculum to help young children’s emotional development. There are four purposes in this research: 1. To understand an emotional education curriculum with picture books; 2. To develop an emotional education curriculum using a set of picture books; 3. To discuss the changes of children’s emotional competence and development after using picture books in the teaching process; 4. To evaluate an emotional education curriculum with picture books. The participants of this qualitative research were 29 preschool children in a class taught by the researcher in the preschool of The Sunshine Elementary School. The class, called “Sun Class”, had students between three to six years old. The primary goal was to use picture books to explore designing, planning, strategy-applying and teacher-student mutual growth of emotions, all based on the new preschool curriculum guidelines. During the courses, the researcher evaluated and improved the teaching process through classroom observation, self-criticism, the feedbacks of the parents and peer discussion In the whole teaching process, the researcher promoted professional development through curriculum planning, implementation and reflection. The followings are the suggestions according to the research result analyses. 1. Emotional competence development affects young children’s learning and interpersonal relationship, so preschools have to implement it. Teachers should pay close attention to the children’s behavior, and then take the chance to educate them. 2. Each activity has to be incorporated into each student. These are intended to establish a mutual goal and to enhance links of activities and integration of various domains. 3. It is important that teachers try to set examples through emotional self- control and guidance, and combine an emotional curriculum with the child’s personal life experience, so it is able to build up and expand children’s emotion development. 4. The extraordinary evaluation of the research and quantitative data has shown that there are changes and developments in recognition, comprehension, regulation and expression of emotion when these practices are applied.
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Ryan, Gail Lehman. "The effects of picture books on preschool children's sex role concepts." 1986. http://hdl.handle.net/2097/22145.
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Tseng, Rou-Wen, and 曾柔雯. "Action Research for Improving Preschool Children's Interpersonal Relationships by Using Picture Books." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/uc9gt9.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
106
This study aimed to investigate the improvement of interpersonal relationships by using picture books instruction. The study applied an action research approach. The participants consisted of 28 preschool children. The study had been implemented for six weeks. During the research period, the data were collected through scores of interview protocols of empathy story and analyzed by sociogram, the classroom dialogue, teacher’s observation records, self-assessment sheets, teacher feedback, interviews with parents, student learning sheets. The findings of this study were as follows: 1.The progress by using picture books instruction for improving preschool children's interpersonal relationships was found that it made the promotion of interpersonal relationship from discussing picture books with children, simulating the storyline to life experiences, and also using learning sheets to let students learn the influence of family relationship. 2.Picture books instruction could enhance preschool children’s empathy. Children recognized and described emotion more correctly, especially negative emotion. On the test, some children shared the cause of emotion actively showed empathic behavior increasing. 3. Picture books instruction could improve preschool children’s interpersonal relationship. Post-test displayed the result that three children’s friendship lines were a correspondent, and it meant that they gradually form a steady friendship. Based on the findings, the suggestions for the teachers and future researchers were also made in the study.
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HSU, HSIN WEN, and 許馨文. "Effect Of Teaching Programs Of Creating Picture Books For Preschool Children's Creativity." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/93166853570698540210.
Full textAbstract:
碩士國立臺灣師範大學
創造力發展碩士在職專班
104
Abstract This study was investigating how the teaching program of creating picture books influences children's creativities of graphic and language.Children's ability of creating picture book was observed simultaneously. The experimental setting was based on guasi-experimental research design. The suitable teaching program was designel in accordance with the structure of creactive thinking teaching mode.The mode included four parts：asking、thinking、doing , and evaluation. Qualitative informations waa used to supplement describing the results. The observed members were 25 children in public kindergarten in Tauyuan City. Age region was 4 to 6 years old. Experimental group included 13 children and controlled group was 12. Experimental group went through with the program of creating picture book. Test period was 8 weeks, 80 minutes for each and twice a week. Controlled group carried out original schedule. The evaluation items wewrefrom “test of children’s creativity” and “evaluation form of creating picture book” edited by Department of Education, Taipei City Government. Results were analyzed by ANCOVA (Analysis oc Covariance). Other qualitative informations, like teaching record and picture books from children, could supplement detail description during the test period. Results shows that tested group is better than controlled one in language expression, flexibility and self-creativity in problems. Although the index of self-creativity and flexibility are not significant, qualitative information and analysis could still prove it is workable. In performance of creating a picture book, tested group is still better than controlled one. After the course, tested group’s performance is better than previous. Qualitatively, the improved items of children’s creativity are as below: 1.It makes children’s thinking spreadable by some issues and activities. 2.Learning via doing: try to solve problems and achieve target. 3.Self-confidence encourages children to try and improve creativity. 4.Improves perception and thinking by experience. In creating a picture book, children’s creativity and abilities are increased by following signals: 1.The stories created by children are smooth. 2.Children can figure pictures relating to story closely. 3.It is more logical to descript a story by phraseology and pictures. 4.Free and comfortable experience feed back to children and encourage them to try another creating work.
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林敏宜. "Preschool Teachers’ Use of Mental Talk in Joint Reading of Picture Books." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/49438622079124347767.
Full textAbstract:
博士國立臺灣師範大學
人類發展與家庭學系
100
This research aims to study a case of two preschool teachers’ attempts on establishing the interactive mental talk atmosphere in the joint reading activities in class, in addition, exploring their difficulties, responses, and gains through the process. The research conducts the method of qualitative approach with the participation of the researcher, gathering the data by spot observation, interviews, discussions, team meeting, and curriculum design and reflection; thus, the results of the research are as follows: 1. Encouraging talking and active interpretation are teacher’s primary task to establish the atmosphere for mental talk; 2. The participants’ choices of using picture books regarding mental topics in the process can enrich the mental talk; 3. The participants employ mental talk strategies not only introducing the preschool children an overall picture of human mental status, but also building up for the preschool children the subjective and objective way for understanding and expressing the subject of mental; 4. The difficulties occurred consist of three parts: the mastery of expressions and grammar of mental talk and the cultivation of talking habit, the control of the content of the mental talk, the improvement of the talking skill; 5. The participants advance the practical operation and are stimulated by the new thoughts.
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Ho, Tsai-Hua, and 何采樺. "Study on improving the emotion expression of preschool children by using picture books." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/m676ae.
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碩士環球科技大學
中小企業經營策略管理研究所
105
This study aims at exploring the effects of improving the emotion expression of young children by teaching with picture books. The target group consists of 4 young children of a kindergarten at central Taiwan; and the study was undertaken with 12 thematic activities for 6 weeks. The themes of the picture books used in this study were mainly related to the emotion of anger and fear; coupled with the thematic activities of these picture books, the group discussion and observation records was undergone as the materials of analysis. The conclusions of this research include as followed: (A) The ability of emotion recognition of young children was significantly improved after thematic teaching of picture books. (B) The ability of emotion understanding of young children was significantly improved after thematic teaching of picture books. (C) The development of emotion expression of young children was significantly improved after thematic teaching of picture books. (D) The ability of speaking of the strategies of emotion adjustment of young children was significantly improved after thematic teaching of picture books.
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HUI-CHU, PAN, and 潘惠珠. "The Study of Picture Books as the Teaching Materials in Preschool Plant Learning." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/4gux23.
Full textAbstract:
碩士國立臺東大學
幼兒教育學系碩士班
96
Abstract The purpose of this study is to investigate the different types of plant picture books, as well as their characteristics and applications in early childhood science education. In addition, we aimed to understand how picture books as teaching materials affect children’s learning regarding the knowledge of plant, skills in scientific procedure abilities, and attitudes toward science. The research subjects consisted of 30 young children from an elementary school-affiliated kindergarten in Taipei. The research was conducted for 7 weeks, during which the children were taught about plants (Children’s Activity in Plant Life Sciences). Students’ achievements before and after the study were compared. The results were obtained from multiple sources, including records from the teaching process, files of children’s study, interviews, reflections from research notes, data analysis and statistics, and T test. Our research indicated that story-type picture books often promoted children’s interests in learning of the plan project, while knowledge-focusing or pantologic picture books often helped categorize exploring experiences and clarify scientific concepts. As for the effects on reading strategies, we found that story-type picture books usually motivated children through the book’s title and covers, whereas knowledge-focusing or pantologic picture books required the assistance of object-observation or discussions of original concepts. Furthermore, the reading strategies for scientific picture books were best achieved through an interaction between teacher and students. After teaching using the picture books, conspicuous progress occurred in the children’s knowledge about the plant structure, functions, growth, reproduction, living environment, its relationship with humans, as well as their ability in science categorization and research manner. Finally, we proposed some suggestions based on our findings from the study.
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Yang, Chia-Ying, and 楊佳穎. "An Action Research of Integrating English Picture Books into Learning Areas in Preschool." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/13292343822726240108.
Full textAbstract:
碩士朝陽科技大學
幼兒保育系
102
Action Research was adopted in this study by the teacher as the researcher conducting English picture books integrating into learning areas in an affiliated preschool of elementary school which the researcher teaches. The main purpose is to understand the strategy and the difficulty of practicing English picture books integrating into learning areas, and the influence to the young children and the teacher in this research. In fourteen weeks of research study, by implementing qualitative research, the researcher selected some English picture books and put them into language learning area, then, guided young children to read the English picture books. By observing, sound and video recording, documenting, introspection notebook, and researcher’s interview record, the researcher collected the data and obtained the final research result as follows: A. Integrating English picture books into learning areas in preschool could raise the learning interest and acknowledgment of English. B. The key factor of raising the learning interest and capability of English lies in: 1. Provide English picture books which are suitable for young children's interest and capability. 2. To guide the young children by reading the story and using the instrument and teaching aids of English picture books. 3. Reading English picture books in a group to increase interactions between young children and improve young children English learning ability. C. The teacher could understand more of how to improve young children's English learning by teacher's observing process of young children's usage of the English learning materials in the learning area.
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Kuo, Hsiu-Chuan, and 郭秀娟. "A Study on the Picture Books Teaching Process of Preschool and Kindergarten Teachers." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/78357063121101371097.
Full textAbstract:
碩士台南科技大學
生活應用科學研究所
98
Abstract The study was aimed at discussing the teaching process of preschool and kindergarten teachers in teaching picture books and how preschool and kindergarten teachers of various background variables differed in the teaching process of teaching picture books. To achieve the aim, the study adopted literature review, questionnaire survey to conduct the research. Subjects of the study were teachers working for public and private kindergartens along with preschools in Tainan City and County. The purposive sampling of the study was 63 kindergartens and preschools with 341 teachers in total. The study also edited a questionnaire, “The Survey of the Teaching Process of Preschool and Kindergarten Teachers in Teaching Picture Books,” as the research instrument and issued 470 copies in total. 341 copies of the questionnaire were returned and the response rate was 73%. The data analysis was conducted by means of descriptive statistics, t test, and one-way ANOVA. Important results and findings of the study were listed as follows: I. The situations happen in the teaching process of preschool and kindergarten teachers in teaching picture books. (A) Stage of Warming: In the warming process of teaching picture books, preschool and kindergarten teachers ‘often’ and ‘always’ consider various teaching principles such as the selection of picture books and classroom decoration. (B) Stage of development activities: In the development activities process of teaching picture books, preschool and kindergarten teachers ‘often’ and ‘always’ consider various teaching principles such as the teaching strategies and skill operation. (C) Stage of integrated activities: In the integrated activities process of teaching picture books, preschool and kindergarten teachers ‘often’ and ‘always’ consider various teaching principles such as skill operation, sharing and discussion. In addition, the preschool and kindergarten teachers also ‘sometimes’ ‘often’ come across difficult situations. II. How preschool and kindergarten teachers of various background variables differ in the teaching process of teaching picture books. Preschool and kindergarten teachers in the teaching picture books of whole teaching process, there were significant differences in "type of preschool, age, education, job title, Years, teaching classes, the monthly number of teaching". There were no significant differences in "sex, with / without children, service area, with / without evidence of kindergarten teachers, with / without nanny certificate". Among others, public preschools, age 31 years old, kindergarten teachers and preschool teachers, six or more years seniority, teaching in high classes, teaching more than five times a month of preschool and kindergarten teachers, the scores were higher than preschool and kindergarten teachers of private preschools, age 25 years young, assistant of preschool teachers, five or less years seniority, teaching a small child classes, teaching less than four times a month in the teaching picture books of whole teaching process. At last, the study stated its suggestions based on literature review and the research results as a reference for other relevant studies in the future.
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CHANG, HUI-JU, and 張慧如. "The Action Research on the Application Picture Books to Improving Preschool Children's Empathy Behavior." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5w5vzj.
Full textAbstract:
碩士國立臺北教育大學
生命教育教學碩士學位班
106
Abstract This study is an action research aiming to improve children’s empathy behavior with picture books and explored the possibility and effects of this method. A 8-week course with 24 sessions was provided to the research subjects: the children from the class taught by the researcher. Based on the literature review, this study focused on four behaviors, including caring, respecting, sharing, and collaborating. The course was designed with picture books being the core while diversified teaching strategies were applied. The research data were collected using the research tools including the self-report questionnaire designed by the research, the learning form, the parent feedback form, the learning evaluation form, the records from observations and interviews, and the teaching journals. According to the data analysis results, the following conclusions were drawn: 1. Providing a course designed with picture books could effectively improve preschool children’s empathy behavior. 2. During the implementation of this course, when there was a teaching related problem, adjustments were made based on observations and reflections to effectively solve it. 3. The course designed with picture books could help improve the preschool children’s empathy behavior and even their learning achievements. 4. Through developing this course with picture books, the researcher’s professional knowledge and personal empathy were improved. Lastly, based on the research findings, this study proposed the following suggestions: 1. When designing a course to teach preschool children empathy behaviors using picture books, the teaching theories should be included as a part of the basis. 2. An empathy behavior course should be integrated with existing courses in terms of teaching in order to provide diversified activities for children to learn. 3. An empathy behavior course should focus more on developing preschool children’s perception, awareness, self-control, and regulating capability. 4. After the concept of empathy behavior is built, it is also essential to spend a long time on observation and guidance to successfully implement the concept in daily life. 5. If parents and teachers can work together to help develop preschool children’s empathy, children’s empathy behavior can be improved.
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LIU, YI-CHIEN, and 劉宜倩. "An Action Research of Using Self-made Picture Books Integration into Thematic Curriculum in Preschool." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/rufjt6.
Full textAbstract:
碩士國立臺中教育大學
美術學系碩士在職專班
104
The present study aims to examine the effects of the thematic instruction integrated into curriculum in preschool, while both the teacher and students collaborated in the content design. Action research was conducted during the whole process. Participants were 30 kindergarteners with one preschool teacher of a public elementary school located in Xinbei City. The experimental execution of the collaborative teaching curriculum lasted for one year in order to fulfill the following research objectives: 1. To analyze the learning objectives and learning targets from Curriculum Outlines for Preschool Care-taking Activities issued by Ministry of Education and examine the practicality of implementing self-made picture books teaching. 2. To assess the validity of collaborative thematic network and the picture books made for corresponding to children development and curriculum objectives. 3. Thematic classroom decorations, learning profiles and class website were presented by picture books and digital storybook teaching. In a comprehensive review of numerous findings on the implementation of teaching, picture books design, observation, record and analysis, several results were shown below： 1. The application of using self-made picture books teaching narrows down the distance between the teacher and students. Additionally, results have shown that picture books teaching improved kindergarteners’ engagement. 2. This study validated the feasibility of Curriculum Outlines for Preschool Care-taking Activities as it can help verify whether the education is suitable for the kindergarteners. 3. The operation of using self-made picture books teaching was multi-faceted including arts and crafts, corner study, natural observation, physical activities, verbal presentation and field study. 4. Self-made picture books teaching not only enhanced children’s sense of aesthetic and verbal development, significant differences were also occurred in their body movements and health, cognition, society, emotion, six major domains of Curriculum Outlines for Preschool Care-taking Activities would be integrated.
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HSU, SHIH-YUN, and 徐世雲. "Grandparental Involvements in Intergenerational Learning Activities: Subject Teaching Using Picture Books in A Preschool Setting." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/84wh24.
Full textAbstract:
碩士中國文化大學
生活應用科學系碩士在職專班
105
The purpose of the study was to explore the planning and interaction process and the implementation effectiveness of grandparental involvement in intergenerational learning activities. The study objectives were to evaluate the learning outcomes of integrating intergenerational learning in subject teaching, as well as to explore the researcher’s reflections and professional development in intergenerational learning activities. The action-research approach was adopted, whereby the researcher developed a curriculum for grandparental involvement in intergenerational subject teaching using picture books and collected research data through observation records, interviews, and document collection. The grandparents of eight preschoolers from a private kindergarten in Taipei and 13 senior kindergarten students were recruited as research participants. The research tools included the curriculum plans for intergenerational learning, activity observation logs, learning assessments, interview records, and teaching reflections. Data collection took place from November to December 2013, involving eight intergenerational learning activities with the subjects “Do It Yourself,” “Waste Recycling,” “Changing Clothes,” “Grandpa’s Secrets to Health,” “My Super Grandma,” “Family Tree,” “I Love My Grandparents,” and “Meatball Soup.” The eight intergenerational learning activities were implemented in the order stated above. The following were the findings of the study: 1.The motivation for grandparental involvement in subject teaching using picture books was grandparents’ desire to contribute to society, which would enhance their sense of self-worth. 2.Grandparental involvement in intergenerational subject teaching using picture books produced good and mutually-beneficial interactions with young children. 3.Grandparental involvement in intergenerational subject teaching using picture books was beneficial to the teaching process and enriched early childhood learning. 4.In the outcome assessments, research participants noted that intergenerational learning activities provided personal experience in respect for elders and increased intergenerational interactions and strengthened bonds. Intergenerational subject teaching using picture books promoted the integration of learning in daily life. Research participants were also willing to continue their involvement in intergenerational learning activities. Lastly, the researcher offers suggestions and recommendations for future promotion of and research into intergenerational subject teaching using picture books.
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Chung, Yu-Chieh, and 鍾雨潔. "An Action Research on Applying the Creative Teaching of Marine Picture Books in the Preschool." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7d95vf.
Full textAbstract:
碩士國立臺灣海洋大學
教育研究所
106
The purposes of this study are to examine the instruction designs, teaching processes, dilemmas, and coping strategies for students when applying the teaching of marine picture book creation. Furthermore, the changes for teachers and students in the processes are also covered in this study. The oubjects were 10 students from 4 to 6 years old. In the 4 series of courses, the data was collected from observations, students’ interviews, and teacher’s reflection notes.After collecting and analyzing data, the findings were as follows: 1. The findings of teaching curriculum model design and practice in marine picture book creation. a. The teaching curriculum model in marine picture book creation can be used in teaching picture book creation for preschool students. b. Diverse instructional strategies will enhance students learning interest. c. Different forms of creative picture books will capture the focus of students. d. Students could care for the environment from learning and doing by themselves. 2. The changes of students after the teaching of marine picture book creation. a. Students are able to use marine creatures as roles when creating marine story. b. Students can understand the importance of protecting the marine environment. c. Students can draw marine creatures or marine story on daily paintings. 3. Dilemmas and coping strategies for teaching of marine picture book creation. a. For studsnts: (a) Dilemmas: the variation in student’s ages, learning ability and family background. (b) Coping strategies: teachers can slow down the teaching progress and increase variety recourse in the learning area. b. For teachers: (a) Dilemmas: different opinions with co-teachers, the lack of time on researching while doing administration and teaching. (b) Coping strategies: enhance communication with co-teachers, ask expert teacher for advice, and arrange in time allocation and adjust daily routine. c. For curriculum: (a) Dilemmas: researcher does not have profound experience on marine education, and co-teachers don’t understand the teaching method of picture book creation. (b) Coping strategies: ask marine education expert actively; learn & grow together with co-teachers to strengthen personal capacity. d. For administration: (a) Dilemmas: lack of manpower and funding support, less connection with elementary school marine education curricula. (b) Coping strategies: enhance students’self protection ability, ask for parents association’s surrport, and actively participate in elementary school marine education curricula.
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YEN, FANG-YU, and 嚴芳瑜. "A Study of Exploring The Teaching Intention In Using Electronic Picture Books of Preschool Educators." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/36540647579920430631.
Full textAbstract:
碩士吳鳳科技大學
應用數位媒體研究所
104
The purpose of this study is to investigate preschool educators’ teaching intention of using electronic books. This study is conducted by survey research, issued a total of 270 questionnaires, a total recovery of valid questionnaires of 247, the overall recovery rate of 91.48%. The data are analyzed by using statistical methods, such as: descriptive statistics,mean, standard deviation, t-test, one-way ANOVA, and regression analysis. The major findings of this research are as follows.1.The background variables consist of Educational level, teaching position, the nature of preschool, grade preschool preschool size,word processing and whether used electronic picture books, there are significant differences in preschool educators’usage intention. Other aspects are no significant affect. 2.There are significant variances in the “perceived ease of use” “perceived usefulness”, “perceived of playfulness” and “behavior intention usage” for preschool educators to use electronic books.
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Pai, Min-Li, and 白敏俐. "A Study of the Development of Friendship among Mixed-Age Preschooler through the Teaching of Picture Books in Preschool Classroom." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/39575591168452999580.
Full textAbstract:
碩士國立臺北教育大學
社會與區域發展學系碩士班
103
A Study of the Development of Friendship among Mixed-Age Preschooler through the Teaching of Picture Books in Preschool Classroom Abstract As a kindergarten teacher for 14 years, the author noticed that many only child kindergarteners have great difficulty to make friends or maintain friendship with their peers. The author held the study to explore the effectiveness of sharing friendship related picture books in a mixed aged kindergarten affiliated to a public elementary school at the New Taipei City, Taiwan. There’re 3 only-child in the class. They’re very typical, no smile, bossy, no friends, have no skills to join in any play groups, etc. The author used The Gotcha Smile to teach her students how to make friends; then she used Good Friends to teach how to get along with their friends in order to keep the friendship. Then l’oeuf de Rostudel to teach what behavior will cause conflicts among friends, The 4th book was My delicious friends that taught kids how to behold their tempers to keep the friendship. And for prosocial behavior, she chose two books to promote it, they were The Lion Who Wanted to Love and Frog and Toad series: a lost button. Before the story time, they had a little discussion about the conflicts and feelings about having friends. After the story time, they would have role play etc to let children practice the newly learnt skills. This is an action research, after implementing instraction,methods such as observation, interviews, interviews, , video,and recording,literature review were used to collect data, which is then encoded and analyzed. Data from each activity were used for reflection and interpretation while accommodating the research purpose and questions. The research based on the results of the analysis and discussion, The results of this study are as follows： 1 The picture books instruction is extremely effective to promote " contact, maintain, the urge to control others behavior and the ability to resolve conflict, Prosocial Behavior ". It is helpful to only-child awaring of others, and development beneficial behavior to others. 2.The picture books instruction combines a multiform of activities. It helps to increase the ability of only-child to make friends. 3. The only child have their own unique perspective to make there friends , Teachers need special counseling with them. 4. It is important of awareness the role of parents and adult,while interaction with only-child. 5.This study to enhance my teaching attitude and skills . 6. This study sophisticated observation and reflection of teaching ability. Based on research results above, this study proposs suggestions for instructional practice, to serve as a reference for future research. keywords： Teaching of picture books、mixed-age preschooler、only- child 、Friendship
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Chia-I, Lin, and 林佳怡. "A Study of Preschool Caregivers Use Wordless Picture Books - Taking the Tainan Area as an Example." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/77533325276460177996.
Full textAbstract:
碩士國立屏東教育大學
幼兒教育學系碩士班
95
The purpose of this essay was to determine the preschool caregivers using wordless picture books. There are four main aspects on this research: choosing wordless picture books, arranging environments and members, discussing of story content and presenting activities. The method of this study was based on survey research, and the tool named “Preschool Caregivers Using Wordless Picture Books Questionnaire”. In addition, the researcher interviewed three semi structured teachers. The survey was carried out among participants in kindergartens and day care centers both in Tainan city and county by stratified random sampling. 300 questionnaires were sent out; however, there were only 204 questionnaires completed. The recovery rate was 68%. The results were collated and converted to descriptive statistics, t-test, factor analysis, and one-way ANOVA. The findings of this research were as follows: First, the general situation of using wordless picture books: the majority of teachers expressed they are tend to the wordless picture books, and they also used the wordless picture books periodically; Teachers know the latest information about the wordless picture books is from bookstores. Furthermore, the majority teachers do not know how many wordless picture books are in their schools. Second, the condition of preschool caregivers with different backgrounds using the wordless picture books teaching: (1) Preschool caregivers whose schools have more wordless picture books have a better performance in choosing the wordless picture books, the arrangements of teaching environment and the members and the activity presentations than that of the remaining schools. (2) Preschool caregivers who frequently use wordless picture books have a better performance in the environment arrangement and member arrangement, discussing of the story content and the activity presentations. (3) Preschool caregivers who teach 5 and 6- year-olds are perform better in the activities. (4) The activity extends the activity presentations by role play and artistic creation. From above analysis, it is known that the two main factors are preschool caregivers’ individual experiences and the resources in the schools. These factors affect the teaching of the wordless picture books. Finally, we forwarded the conclusion of this thesis and propose it to the education departments, kindergartens, day care centers, and preschool caregivers, and the future researches.
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Chen, Siou-Mi, and 陳秀蜜. "Planting Reading Seeds in Young Children’s Mind with Picture Books - Preschool Teachers’ Journey of Promoting Reading." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/q6hzhy.
Full textAbstract:
碩士國立屏東大學
幼兒教育學系碩士班
103
This study tries to investigate preschool teachers’ journey of promoting reading, firstly to explore the experience how kindergartens can promote effectively young children’s reading activities; secondly to suggest efficient solutions to solve the difficulties in the process; thirdly to enforce teachers’ confidence in promoting young children’s reading; fourthly to provide effective ways for others’ references. Qualitative method was adopted. Data were collected and analyzed through observations, interviews, records of anecdotes, parents’ and teachers’ sharing, reflective journals and feedback sheets on shared reading. The results are as below: 1. Environmental settings a. It could be distinguished from classroom-settings to see if one class emphasizes reading. b. Multiple reading settings should be provided as well as the community resources. 2. Parent-child reading a. Explanation meetings for promoting reading help parent-child reading. b. Shared sheets of parent-child reading help this kind of reading. c. Setting of story-mothers helps parent-child reading. d. Encouraging the book-borrowing activities helps parent-child reading. 3. Teaching process a. Advancement of the teaching for reading should be step by step. b. Reading directions should be fixed according to young children’s feedback sheets. c. Experiences of enjoyable reading can promote reading. d. Teachers’ behaviors can influence young children to learn to enjoy reading. 4. Teachers’ growth of self-professionalism a. Plenty of learning environmental settings and promoting reading can benefit the relationship between teachers and students. b. Positive attitude of parents’ supporting teachers’ promoting reading is helpful to the intimacy of the relationship between parents and teachers. c. During the process of teaching and promoting reading, teachers can also advance their own reflective ability and professional knowledge. In the end, according to above conclusions, several suggestions were proposed to young children related business, parents and educational units; furthermore, possible directions for future study were listed for references.
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Wang, Yu Yun, and 王玥云. "Teaching Satisfaction Study of Kaohsiung City''s preschool educator using E-picture books integrating into teaching." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ys2rgv.
Full textAbstract:
碩士樹德科技大學
資訊管理系碩士班
107
Nowadays, the network is developing rapidly, and the application of information technology is becoming more and more popular. Digital learning has become a major application in the field of education. Because E-picture books are one of the digital learning, this paper will explore the current situation, level and satisfaction survey about Kaohsiung City’s preschool educators who apply E-picture books integrating into teaching. Using E-form questionnaire survey and randomly sampling, the research subjects are preschool educators who being in-service. The data of response will be analyzed by descriptive statistics, con summary and suggestion are given according to the research conclusion. The content of the questionnaire includes four factors that the preschool educators use E-picture books integrating into teaching. 1. The situation of information literacy of the preschool educators applied to teaching: The purpose is to understand the ability of the preschool educators to integrate computer operations and Internet search for information. 2. The opinion of the preschool educators on the education value set of E-picture books. 3. The level of preschool educators applying E-picture books integrated into teaching. 4. The current condition of E-picture books integrated into teaching (utilized or unutilized E-picture books), what type of E-picture book is utilized (brief, dynamic, flip, composite). Explore the relationship between the above four factors and the satisfaction of E-electronic picture books into teaching. It is expected to know the condition of preschool educators use E-picture books; Exploring how the preschool educator use the network resources to prepare for teaching; Analyze how the preschool educator use information and resources during applying E-picture books integrating into teaching.
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shufang-Cheng and 鄭淑方. "Study of Preschool Teachers’ Applying of Wordless Picture Books base on 《7 Sector》by David Wiesner." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/60644660458314455818.
Full textAbstract:
碩士國立嘉義大學
幼兒教育學系碩士班
91
The purpose of this study is to find out about preschool teachers’ applying of wordless picture books, the teaching flow is divided into three parts: beginning of the story, story in process, and end of the story, and analyzes how in these three stages preschool teachers apply wordless picture books in their teachings, it is served as a reference guide for other preschool teachers and teachers of different grades. The study has selected wordless picture book《7 Sector》by David Wiesner as the main subject book. The researching method is targeting on Chia-Yi public and private preschool, and teachers who volunteered to conduct teachings with wordless picture books; the information gathered is based on observation and private interviews with individual teacher. The researcher has given analysis to data received and the research result is as follow: 一、At the beginning of the story, teachers apply general counseling skills that are not related to the topic or story of 《7 Sector》. This research finds: 1. Teachers play children’s songs include Chinese children’s song, light music, and Taiwanese children’s song; 2. Teachers arrange students to either all sit on the floor or the first few rows on the floor and the back rows sit on chair; 3. Fingers activities are divided into “finger rhyme”, and “simple finger activities.” 二、There are many ways to motivate students before the story begins. This research shows: 1. Illustration, Special Features of the Book, Plots, Cover Page, and Title Pages are good ways to inspire motivation. 2. Visual symbols of the illustration can keep students focused. 3. Motivation methods include Discussion, Imagination, and Interpretation. 三、During story discussion, the skills applied for asking questions is mainly using attention-getting. The research finds: 1. Teachers’ questioning skills have included attention-getting, critic characters or plots, linking experience, and linking real life with virtual plot. 2. The main point of attention getting for teachers is “character related information”, and “object related information”; 3. Attention-getting for asking questions can be easily ignore “related background information.” 四、During story discussion, the answering skills are focused on “reciting story” and “interpretation.” The research shows: 1. the answering skills include “reciting”, “reinterpretation”, etc, total of eleven styles; 2. Teachers respond to children by “complete reciting” and “main point reciting”; 3. Teachers’ answering skills will respect every child’s ideas. 五、Story telling skills are mainly using “the third person to tell the story style.” This research finds: 1. Story telling skills have “dramatic expression”, “linking experience”, etc, for fourteen different styles; 2. Dramatic expression has included “expressing idea for one single character”, “pretending conversation between characters”, and “the third person telling the story”, etc, for three different styles. 六、Story is processed in mostly “direct interaction between teachers and children for story discussion.” This research finds: 1. Story’s process has included “direct interaction between teachers and children for story discussion”, “teachers go through illustration, and then discuss the story with children”, “teachers emphases on story discussion and secondly on story telling to build story line, and “teachers and children discuss together the first page and title page, and then teachers will tell the story”, etc, for four different styles. 2. Story discussion and story telling skills are inter-weaven. 七、The story mostly ends with “art activities” and “sharing discussion.” This research finds: 1. Teachers will conduct activities which include “look at the pictures and tell the story”, “art activities”, “sharing discussion”, “name picture books”, and “outdoor activities”; 2. Extending activities are mostly related to “No. 7 Dream Factory” topics or plots. Based on the research results, some suggestions are given to preschool, teachers of different grades, teachers training institutions, picture books publications, and future research.
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Hui, Huang-Li, and 黃麗惠. "Action Research on Creative Picture Book Teaching in a Preschool." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/2m8wbu.
Full textAbstract:
碩士國立東華大學
幼兒教育學系
102
Abstract This study aimed to discuss the teaching processes, dilemmas, and coping strategies for preschoolers’ practicing in picture-book creation as well as the changes of teachers and children in the processes. With action research, 22 children were studied, in which the data were collected with research diaries, introspective notes, observation records, interview records, teaching records, and children works. Triangulation was used for the repeated verification so as to enhance the trustworthiness. The research results were concluded as below: 1. To practice picture-book creation, the researcher went through the cycle of action, introspection, and revision in the teaching process: (1) Guidance of picture-book creation teaching included the introduction of book structure and picture-book authors, the presentation of stories, and the guide to the four-cell comic strips; (2) the practice of picture-book creation teaching contained changing styles of books, groups of story tellers, and personal picture-book creation; (3) presentation of picture-book creation teaching covered the presentation of children’s picture-book creation in action libraries, guided reading of picture books in elementary schools, and demonstration in school-parent meetings. 2. Dilemmas about picture-book creation courses contained four domains: (1) for children, story-telling teaching, peer learning, and having the seniors assist the younger children were applied to the teaching; the teachers slowed down the teaching, patiently waited, and gave children oral praise; the creation time was shortened, and dynamic and static courses were arranged in the daily activities; and, children were increased experience sharing and offered various creative materials; (2) for teachers, they can enhance the teaching belief and promote personal professional capabilities. (3) For curricula, senior children were first guided the creation to further instruct the younger children; and, trainings for picture-book creation were participated for inquiring experienced teachers; (4) for school resources, some materials were prepared by the researcher and then explained to the school administrators. 3. The teacher increased teaching experiences in picture-book creation courses, mastering in the teaching research, enhancing the ability of course design, promoting professional capabilities, and self-affirmation. Children enhanced creativity, paining abilities, language abilities, and self-confidence as well as being cultivated the ability of describing a story and the interests in reading. Key words: early childhood education, action research, picture-book creation teaching