Academic literature on the topic 'Preschool Story Books'

The article analyses the features of modern picture books (wimmelbooks, storybooks, sketchbooks, etc.). An integrated approach to working with a children picture book is demonstrated in order to develop the communicative competence of a senior preschool child, which takes into account two vectors (psychological and speech) and is based on the system of work on creating an independent story by a senior preschool child and includes three types of classes: comprehending the content of the picture book; creating a story based on the plot of the book (based on the model of the educator); creating a story based on the illustrative material of the picture book. A modified methodology for teaching the perception and comprehension of the material of the picture book by children is proposed, which assumes the presence of two structural parts in each of the three types of activities: encouraging children in perception, examining illustrations by children and teaching the story based on the illustration content. It is indicated that the effectiveness of the second part of the lesson is directly proportional to the effectiveness of the first. The article discusses the formation of the dialogical component of communicative competence, which is based on the ability to put questions correctly. The types of question systems are considered: Bloom’s Taxonomy Questions, Quintilian questions, “reflexive questions”, Larry King’s Soft Questions. A lesson with the use of picture books should begin with the formation of thematic book sets by the teacher, considering illustrations and the teacher’s emotional story. It has been proved that a picture book is an effective means of the the development of a preschool child’d desire to communicate, and the age period of preschool childhood is sensitive for the development of communicative competence

The present study created picture books featuring elements of hope theory and conducted a practical teaching program to explore the application of hopeful thinking picture books for economically disadvantaged children, specifically, to understand the teachers’ teaching practices of picture book creation. On the basis of hope theory, the current study employed economic disadvantage as the creative background for designing picture books that incorporate elements of hopeful thinking and developed a teaching plan based on the picture books. The results indicated that the picture books had a solid theoretical foundation of hope, and were relevant to preschool children’s real experiences and development. Through teachers’ storytelling and discussion of the story content, children could express ideas based on their own experiences, set specific goals, and devised feasible methods for handling adversity to achieve goals. Therefore, the picture books were considered suitable for classroom teaching. In addition, expert teachers serving as coaches conducted classroom observations and teaching evaluations to explore how effectively positive thinking was integrated into the picture books and teaching activities, and to assess the guidance of children in using positive thinking strategies during story discussion. Through professional assessment, feedback, and teacher self-reflection, hope theory can be effectively applied for picture book creation. The picture book The Piggy’s Home created in this study can help teachers guide economically disadvantaged children in thinking positively, and teachers can refine the guidance process. Keywords: case study, economically disadvantaged children, hope theory, picture books, preschool children

If your storytimes are feeling a bit stale and in need of some inspiration, get ready to walk on the wild side with Rob Reid’s Animal Shenanigans: 24 Creative, Interactive Story Programs for Preschoolers. Reid uses his experience as a professor of children’s literature and an author of beloved books on children’s programming to craft this guide to animal-themed story programs. As the title indicates, the book features two dozen thirty-minute storytime plans for a preschool audience, although the plans could also be adapted for an older group.

Introduction: Personal hygiene is an action to maintain a hygiene and body health. This condition must be caring by everyone, because various of desease can happen in lack consequence of hygiene. This study was aimed to investigate the effect of health education with contemporary book story on preschool personal hygiene behaviour (knowledge, attitude, action) at RA Perwanida, Mojokerto.Methods: Design use in this study was Quasy Experimental design. The population had taken from RA Perwanida, Mojokerto, in July 2009, whom deal directly with the preschool parents. Total sample was 22 respondents who met B class in RA Perwanida, Mojokerto. They were divided into 2 groups, treatment and control groups. Data were collected by using questionnaire and observation sheet. Data were analyzed by using Wilcoxon Signed Rank Test with significance level of α ≤ 0.05 and Mann Whitney U Test with signi fi cance level ofα ≤ 0.05.Result: Results revealed the presence of effect in treatment and control groups. In treatment group the level of dependence due to preschool knowledge had signi fi cance level of p = 0.002, while that in control group was p = 1.000, to preschool attitude p = 0.034 in treatment, and p = 0.014 in control group, to preschool action p=0.001, and p = 0.317 in control group.Conclusion: It can be concluded that there are significant influence of health education with contemporary book story on preschool personal hygiene behaviour. Further study should measure qualitation of understanding about personal hygiene behaviour for teacher in RA Perwanida, Mojokerto.

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

AbstractThis study aimed to examine the influence of the complexity of the story-book on caregiver extra-textual talk (i.e., interactions beyond text reading) during shared reading with preschool-age children. Fifty-three mother–child dyads (3;00–4;11) were video-recorded sharing two ostensibly similar picture-books: a simple story (containing no false belief) and a complex story (containing a false belief central to the plot, which provided content that was more challenging for preschoolers to understand). Book-reading interactions were transcribed and coded. Results showed that the complex stories facilitated more extra-textual talk from mothers, and a higher quality of extra-textual talk (as indexed by linguistic richness and level of abstraction). Although the type of story did not affect the number of questions mothers posed, more elaborative follow-ups on children's responses were provided by mothers when sharing complex stories. Complex stories may facilitate more and linguistically richer caregiver extra-textual talk, having implications for preschoolers’ developing language abilities.

Most of previous researches investigated the use of Letterland method in teaching English. However, only few researches concern with the Letterland book that have many differences with local story books in Indonesia. This research was aimed to find out how the quality of Letterland book refers to listening, reading, and vocabulary skills, language content (topic, subject content and social and culture values) and the effectiveness of Letterland book. Content analysis method was applied in this research. There were two instruments which are used in this reseach, they are : document and interview that involved teachers in Star Kiddy Preschool and Learning Center. This research used Cunningsworth theory as guidance to analyse the quality of Letterland book. The findings showed that listening, reading, vocabulary skills in Letterland book are categorized as good book. The language contents of Letterland book is qualified as good EFL book criteria. Teachers in Star Kiddy Preschool Star Kiddy Preschool and Learning Center stated that Letterland book is effective to learn English for children. However, there were problems in the implementation of Letterland book such as: limited time, new teachers that had not expert on Letterland book. Therefore, this research was expected to be the an overview of teachers that learnt English by using Letterland book for children.

Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. Dissemination of five story books are proper for children and improve their understanding of disaster management. Keywords: Early Childhood Education, Management Disaster, Storybooks Reference: Abulnour, A. H. (2013). Towards efficient disaster management in Egypt. Housing and Building National Research Center. https://doi.org/10.1016/j.hbrcj.2013.07.004 Adiyoyoso, W. (2018). Manajemen Bencana. Jakarta: Bumi Aksara. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Batič, J. (2019). Reading Picture Books in Preschool and Lower Grades of Primary School. Center for Educational Policy Studies Journal, (November), 1–18. https://doi.org/10.26529/cepsj.554 Bosschaart, A., van der Schee, J., Kuiper, W., & Schoonenboom, J. (2016). Evaluating a flood- risk education program in the Netherlands. 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Short communication: Patterns of chronic and acute diseases after natural disasters - A study from the International Committee of the Red Cross field hospital in Banda Aceh after the 2004 Indian Ocean tsunami. Tropical Medicine and International Health, 12(11), 1338–1341. https://doi.org/10.1111/j.1365- 3156.2007.01932.x Haggstrom, M. (2020). The art of read-aloud, body language and identity construction: A multimodal interactional analysis of interaction between parent, child and picture book. International Journal of Language Studies, 14(1), 117–140. Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children’s interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190–196. https://doi.org/10.1016/j.kjss.2017.05.001 Hamele, M., Gist, R. E., & Kissoon, N. (2019). 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Using a picture book to gain assent in research with young children. 4430(March). https://doi.org/10.1080/03004430.2015.1100175 Raj, A., & Kasi, S. (2015). International Journal of Disaster Risk Reduction Psychosocial disaster preparedness for school children by teachers. International Journal of Disaster Risk Reduction, 12, 119–124. https://doi.org/10.1016/j.ijdrr.2014.12.007 Raynaudo, G., & Peralta, O. (2019). Children learning a concept with a book and an e-book: a comparison with matched instruction. European Journal of Psychology of Education, 34(1), 87–99. https://doi.org/10.1007/s10212-018-0370-4 Sawyer, B., Atkins-burnett, S., Sandilos, L., Hammer, C. S., Lopez, L., Blair, C., ... Hammer, C. S. (2018). Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse. Early Education and Development, 29(3), 398– 416. https://doi.org/10.1080/10409289.2017.1408373 Simcock, G., & Heron-delaney, M. (2016). Infant Behavior and Development Brief report Reality check : Prior exposure facilitates picture book imitation by 15-month-old infants. Infant Behavior and Development, 45, 140–143. https://doi.org/10.1016/j.infbeh.2016.09.003 Solfiah, Y., Risma, D., & Kurnia, R. (2019). The Knowledge Of Early Childhood Education Teachers About Natural Disaster Management. 2(1), 159–166. Sugiyono. (2017). Metode Penelitian dan pengembangan, untuk bidang pendidikan,manegement sosial. Bandung: alfabeta. Sumantri, M. S. (2015). Strategi Pembelajaran. Jakarta: Raja Grafindo Persada.Suryaningsih, E., & Fatmawati, L. (2017). Pengembangan BUku Cerita Bergambar Tentang Mitigasi Bencana Erupsi Gunung Api Untuk Siswa SD. Profesi Pendidikan Dasar. Tatebe, J., & Mutch, C. (2015). International Journal of Disaster Risk Reduction Perspectives on education , children and young people in disaster risk reduction. 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Many children have insufficient early literacy experiences and fail to obtain proficient emergent literacy before they enter kindergarten. Reading to young children has been positively linked to improving their emergent literacy. Numerous factors influence how engaged children are while being read to including the adult’s prosody, receptive vocabulary, and the home literacy environment. Using a quantitative quasiexperimental design, this study sought to understand the association among prosody, child engagement (emotional, cognitive, behavioral-eye, and behavioral-body), receptive vocabulary, and the home literacy environment. The sample included 76 3-5 year-old children from local child care centers and their parents. To understand the relationship between prosody and engagement, children were randomly assigned to watch a story with typical or high prosody. Emotional, cognitive, behavioral-eye, and behavioral-body engagement measures were used to understand how engaged children were in the story. Children’s receptive vocabulary was assessed, and parents completed a home literacy survey. The moderating effects of receptive vocabulary and the home literacy environment (i.e., how much time parents spent reading to children and children’s TV time) between prosody and each type of engagement was examined. Children’s engagement did not differ between typical and high prosody stories. A statistically significant relationship was found between the cognitive and behavioral-eye r(74) = .44, p < .01, cognitive and behavioral-body r(74) = .30, p < .01, and behavioral-eye and behavioral-body engagement measures r(74) = .72, p < .01. Receptive vocabulary and the home literacy environment did not moderate the relationship between story prosody and any type of engagement.

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.

碩士
樹德科技大學
兒童與家庭服務系
102
The purpose of this study was to explore how electronic storybooks training improves Preschool children with language learning potential of rapid development , if given the proper stimulation and the use of teaching and learning activities to enhance vocabulary and speaking skills of and even enhance its attention also help adapt to future learning. This study aimed to investigate the effect of the use of electronic picture books for preschoolers attention performance. This study used a quasi-experimental study, randomly selected from a private kindergarten in Kaohsiung, two mixed-age classes in l classes as the research subject, age ranging from five to six years old . Divided into an experimental group and a group of control group, children in the experimental group performed a total of eight weeks electronic storybook activities, children in the control group did not carry out the experiment. After the children in the experimental group gone through the electronic picture storybooks activities, discussions and attention will be collected for quantitative data analysis. In this study, attention test (TAP) as a tool for self- quantitative data to independent samples ANCOVA analysis and paired samples T -test, to quantify the data analysis , the findings show that test scores in the experimental group children attention Assessment significantly better than the pre- test score of attention itself . Experimental group after eight weeks of activities to stimulate electronic picture books , on the whole language has obvious progress ; experimental group says more children not only a longer sentence for a single picture books related learning can be expressed more clearly. According to the above results, the electronic picture book indeed can effectively enhance the performance of children''s attention , and effectively improve spoken picture book related issues.

碩士
國立臺中教育大學
幼兒教育學系碩士班
105
This study focused on investigating the effect of preschool educators using different instruction methods on preschool children’s story comprehension and learning process. The researcher selected 28 preschool children, ages 4 to 6, as subjects for this study. Both electronic and paper versions of 5 picture books were used, while alternating between the 2 instruction methods for each of the 5 stories; resulting in 10 total picture book instruction activities. A total of 252 story comprehension checklists were collected for data and analysis. This study utilized the statistical package software SPSS 12.0 to undergo statistical analysis of the children’s story comprehension, while concurrently performing qualitative analysis of the children’s learning process during instruction activities using picture books from data collected through voice and video recordings. The main findings of the study are as follows: 1. Different instruction methods by preschool educators have different effects on preschool children’s story recall and story comprehension, respectively. (1) During paper picture book instruction, the children displayed better story recall ability, whereas story comprehension was better during electronic picture book instruction. However, these two abilities do not show significant deviation. IV (2) Analyzing story comprehension ability between genders- Girls showed better story recall in general as compared to boys, although significant deviation is not apparent. Girls demonstrated better story comprehension ability than boys. (3) Analyzing story comprehension ability between children of different ages- Different aged children showed no significant deviation in terms of story recall and story comprehension. 2. Through educators using two different instruction methods, the children showed different learning process and viewpoints. (1) The children’s interest and learning attitude towards picture books do not differ depending on different instruction methods. (2) The children’s gender identification with story characters are in line with gender stereotypes. (3) The children look forward to picture book instruction activities, as their engagement level does not differ between electronic or paper picture books instruction methods. The results and findings of this study may serve as recommendations and reference for preschool educators, parents of preschool children, as well as future researchers.

The thesis deals with the problematics of interactive books and their influence on the education of preschool children, which is in the Czech Republic still one of the unexplored areas. The aim of the thesis is to compare the paper books with the interactive books in terms of their impact on the child's learning and to see if interactivity influences the better memorization of information than interaction with the kindergarten teacher and also if the children are able to work with the interactive book. There are two hypotheses H1: A child of pre-school age working with an interactive book can remember less information than a child listening to a narrative from a classical book, and H2: A pre-school child who working with an interactive book will remember better the visual rendering of the content. The examined group was composed of preschool children from two differently different kindergartens. For the research, the method of participated target group observation was used when working with interactive books, supplemented by interviews with nursery teachers who participated in the research. The development of the pre-school child's cognitive functions and the development of its interaction with the technologies is briefly described in the theoretical part one. The technologies and their role in the...

The thesis deals with the possibilities of developing emergent literacy, especially story comprehension, with preschool children using selected methods of critical thinking. The theoretical part is devoted to the ways of developing passion for reading and reading literacy in preschool education, it pursues the possibilities of using some of the methods of the RWCT programme (Reading and Writing for Critical Thinking) in working with books in the educational process of the kindergarten. It further describes the development of chidren of preschool age and reading strategies that can already be cultivated at this age. The practical part describes the project Working with Jiří Stránský's book Tales for little Clara that is based on didactic application of its texts intended for preschoolers. The project makes use of selected methods of the RWCT programme. Research using the method of structured interview finds out how methods of critical thinking can influence story comprehension among five-year-old children. It evaluates and interprets the findings from the beginning and the end of the project implementation, compares the determined levels of story comprehension in a group of girls and in a group of boys. The outcomes of the research show a considerable improvement of comprehension following the...

As tablet technology becomes more widely available for preschoolers at home and at school, it is necessary to examine the effects of these tools in early childhood education classrooms. This chapter focuses on the use of iPad electronic books (e-books) and their effects on preschoolers' understanding of vocabulary and story comprehension as well as engagement during reading activities in an urban New Jersey school. The results of this study highlight the positive ways in which iPad e-books can be used to support literacy in preschool classrooms. This chapter also includes recommendations for preschool teachers who may be considering using e-books in their classrooms.

As tablet technology becomes more widely available for preschoolers at home and at school, it is necessary to examine the effects of these tools in early childhood education classrooms. This chapter focuses on the use of iPad electronic books (e-books) and their effects on preschoolers' understanding of vocabulary and story comprehension as well as engagement during reading activities in an urban New Jersey school. The results of this study highlight the positive ways in which iPad e-books can be used to support literacy in preschool classrooms. This chapter also includes recommendations for preschool teachers who may be considering using e-books in their classrooms.

Digital books provide a variety of ways to convey story content through the combination of images, text and audio. To effectively apply this combination to improve toddlers’ positive self-expression and social communication abilities, though, relatively little experience and knowledge is available. We propose a “Users+” model to address this issue. By expanding the current design, we introduce the user into the design aspect of the application, replacing textual content with children’s perception and interpretation of images. We investigated the “Users+” model’s application using Babbling, a wordless digital book for kids. We explore the function of digital book applications in children’s self-expression and interpersonal interactions and the value of the text for children’s reading through a study of the behaviors and emotions of 20 preschoolers while reading. Thereby, we summarize three design strategies that provide a new insight into children’s digital book applications that support user engagement and autonomy in design.

This chapter examines the relationship between teachers' picture story book reading activities and 48- to 60-month-old children's language development and to identify the effect of different variables on this relationship. The study sample was composed of 208 children in classrooms for 48- to 60-month-old children and 10 teachers in five independent pre-schools in the province of Kırşehir. The data obtained in the study were analyzed by using appropriate statistical methods. Based on the study results, a significant relationship was identified between pre-school teachers' picture story book reading activities during their daily programs and language development of children. The result of the study presents the importance of picture story book reading activities for language development. Longitudinal studies that will investigate teachers' and parents' involvement in picture story book reading activities in detail and development of programs that will support children's language development are suggested in the chapter.

This chapter examines the relationship between teachers' picture story book reading activities and 48- to 60-month-old children's language development and to identify the effect of different variables on this relationship. The study sample was composed of 208 children in classrooms for 48- to 60-month-old children and 10 teachers in five independent pre-schools in the province of Kırşehir. The data obtained in the study were analyzed by using appropriate statistical methods. Based on the study results, a significant relationship was identified between pre-school teachers' picture story book reading activities during their daily programs and language development of children. The result of the study presents the importance of picture story book reading activities for language development. Longitudinal studies that will investigate teachers' and parents' involvement in picture story book reading activities in detail and development of programs that will support children's language development are suggested in the chapter.