Journal articles: 'Preschool Story Books'

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Garashchenko, L., and S. Kondratyuk. "DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF CHILDREN OF SENIOR PRESCHOOL AGE BY MEANS OF MODERN PICTURE BOOKS." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 35 (2021): 63–70. http://dx.doi.org/10.28925/2311-2409.2021.359.

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

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

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

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Thornton, Jackie. "Book Review: Animal Shenanigans: 24 Creative, Interactive Story Programs for Preschoolers." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 65. http://dx.doi.org/10.5860/rusq.55n1.65a.

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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.

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Arief, Yuni Sufyanti, Ifa Maftukhatin Farokha, and Ni Ketut Alit Armini. "Changing the Personal Hygiene Behavior of Preschool by Reading Stories from Contemporary Books." Jurnal Ners 5, no. 1 (April 2, 2017): 1–9. http://dx.doi.org/10.20473/jn.v5i1.3917.

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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.

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Ginsburg, Herbert P., and Kyoung-Hye Seo. "Early Childhood Corner: Preschoolers' Mathematical Reading." Teaching Children Mathematics 7, no. 4 (December 2000): 226–29. http://dx.doi.org/10.5951/tcm.7.4.0226.

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

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MUHINYI, Amber, Anne HESKETH, Andrew J. STEWART, and Caroline F. ROWLAND. "Story choice matters for caregiver extra-textual talk during shared reading with preschoolers." Journal of Child Language 47, no. 3 (December 3, 2019): 633–54. http://dx.doi.org/10.1017/s0305000919000783.

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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.

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Ariyani, Nindya Putri, Abdurrahman Faridi, and Fahrur Rozi. "The Use of Content Analysis to Assess Letterland Book for Kindergarten Students." English Education Journal 11, no. 3 (September 15, 2021): 383–91. http://dx.doi.org/10.15294/eej.v11i1.45450.

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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.

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Yanuarsari, Revita, and Hendi Suhendraya Muchtar. "IMPROVING PRESCHOOL TEACHERS’ DRAWING SKILLS THROUGH CREATION EARLY CHILDHOOD BOOKS STORY TRAINING." PEOPLE: International Journal of Social Sciences 3, no. 3 (December 6, 2017): 365–75. http://dx.doi.org/10.20319/pijss.2017.33.365375.

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Sari, Oktay Taymaz. "The Theory of Mind Story Books Test Validity and Reabilty for Turkish Preschool Children." Procedia - Social and Behavioral Sciences 46 (2012): 3017–20. http://dx.doi.org/10.1016/j.sbspro.2012.06.001.

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Solfiah, Yeni Solfiah, Devi Risma, Hukmi, and Rita Kurnia. "Early Childhood Disaster Management Media Through Picture Story Books." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 141–55. http://dx.doi.org/10.21009/141.10.

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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. Studies in Educational Evaluation, 50, 53–61. https://doi.org/10.1016/j.stueduc.2016.07.002 Codreanu, T. A., Celenza, A., & Jacobs, I. (2014). Does disaster education of teenagers translate into better survival knowledge, knowledge of skills, and adaptive behavioral change? A systematic literature review. Prehospital and Disaster Medicine, 29(6), 629–642. https://doi.org/10.1017/S1049023X14001083 Delicado, A., Rowland, J., Fonseca, S., & Nunes, A. (2017). Children in Disaster Risk Reduction in Portugal : Policies , Education , and ( Non ) Participation. 246–257. https://doi.org/10.1007/s13753-017-0138-5 Demiroz, F., & Haase, T. W. (2019). The concept of resilience: a bibliometric analysis of the emergency and disaster management literature. Local Government Studies, 45(3), 308–327. https://doi.org/10.1080/03003930.2018.1541796 Efthymis, L., Michael, S., Alexia, G., Panagiotis, P., Vassiliki, A., Kate, V., & Spyros, P. (2014). Disaster Data Centre — An Innovative Educational Tool for Disaster Reduction through Education in Schools. (September), 35–40. Faber, M. H., Giuliani, L., Revez, A., Jayasena, S., Sparf, J., & Mendez, J. M. (2014). Interdisciplinary Approach to Disaster Resilience Education and Research. Procedia Economics and Finance, 18(September), 601–609. https://doi.org/10.1016/s2212- 5671(14)00981-2 Frankenberg, E., Gillespie, T., Preston, S., Sikoki, B., & Thomas, D. (2011). Mortality, the family and the Indian Ocean Tsunami. Economic Journal, 121(554), 162–182. https://doi.org/10.1111/j.1468-0297.2011.02446.x Fujioka, T., & Sakakibara, Y. (2018). School education for disaster risk reduction in Japan after the 2011 Great East Japan Earthquake and Tsunami (GEJET). Terrae Didatica, 14(3), 313– 319. https://doi.org/10.20396/td.v14i3.8653531 Guha-Sapir, D., Van Panhuis, W. G., & Lagoutte, J. (2007). 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). P ro v i s i o n o f C a re f o r C r i t i c a l l y I l l C h i l d ren i n Disasters. 35, 659–675. https://doi.org/10.1016/j.ccc.2019.06.003 Justice, L. M., & Piasta, S. (2011). Developing children’s print knowledge through adult-child storybook reading interactions: Print referencing as an instructional practice. In Handbook of early literacy research (In S. B. N). Kitagawa, K. (2016). Situating preparedness education within public pedagogy. Pedagogy, Culture & Society, 1366(November), 1–13. https://doi.org/10.1080/14681366.2016.1200660 Kousky, C. (2016). Impacts of natural disasters on children. Future of Children, 26(1), 73–92. https://doi.org/10.1353/foc.2016.0004 Latif, M., Zukhairina, Zubaidah, R., & Afandi, M. (2013). Orientasi Baru Pendidikan Anak Usia Dini (Teori dan Aplikasi). Jakarta: Kencana Prenada Media Group. Lin, R. (2012). A Study of Curriculum Innovation Teaching and Creative Thinking for Picture Book Creation. IERI Procedia, Vol. 2, pp. 30–35. https://doi.org/10.1016/j.ieri.2012.06.047 Lopez, Y., Hayden, J., Cologon, K., & Hadley, F. (2012). Child participation and disaster risk reduction. International Journal of Early Years Education, 20(3), 300–308. https://doi.org/10.1080/09669760.2012.716712 Manjale, N. B., & Abel, C. (2017). Significance and adequacy of instructional media as perceived by primary school pupils and teachers in. 4(6), 151–157. Masuda, K., & Yamauchi, C. (2017). The effects of female education on adolescent pregnancy and child health: evidence from Uganda’s Universal Primary Education for fully treated cohorts. GRIPS Discussion Paper - National Graduate Institute for Policy Studies, (17/01), 49-pp. Retrieved from https://pdfs.semanticscholar.org/07f5/ebe91e3ac20179daae7d885ea50f8154f94e.pdf Mateo, R. M. (2015). Contrastive Multimodal Analysis of two Spanish translations of a picture book. 212, 230–236. https://doi.org/10.1016/j.sbspro.2015.11.338 McKenney, S., & Reeves, T. (2012). Conducting educational design research. London: Routledge. Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability. Mudavanhu, Chipo Muzenda Manyena, B., & Collins, A. E. (2016). Disaster risk reduction knowledge among children in Muzarabani District, Zimbabwe. Natural Hazards, 84(2), 911–931. https://doi.org/10.1007/s11069-016-2465-z Mutch, C. (2014). International Journal of Educational Development The role of schools in disaster settings : Learning from the 2010 – 2011 New Zealand earthquakes. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2014.06.008 Ozturk, M. B., Sendogdu, M. C., Seker, E., & Tekinsen, H. K. (2011). Parents with children in preschool children ’ s picture book review elections. 15, 1906–1910. https://doi.org/10.1016/j.sbspro.2011.04.025 Peek, L. (2008). Children and Disasters: Understanding Vulnerability, Developing Capacities, and Promoting Resilience - An Introduction. Children, Youth and Environments, 18(1), 1– 29. Plomp, T., & Nieveen, N. (2007). An introduction to educational design research. Enschede: The Netherlands: SLO. Pramitasari, M., Yetti, E., & Hapidin. (2018). Pengembangan Media Sliding Book Untuk Media Pengenalan Sains Kehidupan (Life Science) Kelautan untuk Anak Usia Dini. Jurnal Pendidikan Usia Dini, 12(November), 281–290. Proulx, K., & Aboud, F. (2019). Disaster risk reduction in early childhood education: Effects on preschool quality and child outcomes. International Journal of Educational Development, 66(October 2017), 1–7. https://doi.org/10.1016/j.ijedudev.2019.01.007 Pyle, A., & Danniels, E. (2016). 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. International Journal of Disaster Risk Reduction, 1–7. https://doi.org/10.1016/j.ijdrr.2015.06.011 Tomé-Fernández, M., Senís-Fernández, J., & Ruiz-Martín, D. (2019). Values and Intercultural Experiences Through Picture Books. Reading Teacher, 73(2), 205–213. https://doi.org/10.1002/trtr.1813 Torani, S., Majd, P. M., Maroufi, S. S., Dowlati, M., & Sheikhi, R. A. (2019). The importance of education on disasters and emergencies: A review article. Journal of Education and Health Promotion, Vol. 8, p. 85. https://doi.org/10.4103/jehp.jehp_262_18 Tuladhar, G., Yatabe, R., Bhandary, N., & Dahal, R. (2015). Assessment of disaster risk reduction knowledge of school teachers in Nepal. International Journal of Health System and Disaster Management, 3(1), 20. https://doi.org/10.4103/2347-9019.147142 Undang-undang No. 24 Tahun 2007 Tentang Penanggulangan Bencana , (2007).

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Máximo, Milena. "Storybook reading strategies to enhance English skills with preschool children in Honduras." Paradigma: Revista de investigación educativa 26, no. 41 (June 28, 2019): 46–68. http://dx.doi.org/10.5377/paradigma.v26i41.7975.

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Storybook reading is an effective tool in the classroom. It goes beyond a time of enjoyment; it can also be an ideal strategy for working in various areas and contents. It is thinking on this input of storybook reading that preschool teachers must value the practice of reading stories as a productive time in the class. It is important for educators to know the strategies used for reading story books, and applying them appropriately in the classroom, to make it a fun and educational experience for the teacher and the students. This article introduces the use of reading strategies used by the preschool teachers in some bilingual schools in Tegucigalpa. Also, the article shows the results from the observation of these reading activities. The findings of this study show how some teachers in this country use storybooks to teach English.

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Vretudaki, Hellen. "“What did you see in this picture” Training preschool children to create fictional narratives." International Journal for Innovation Education and Research 9, no. 9 (September 1, 2021): 634–44. http://dx.doi.org/10.31686/ijier.vol9.iss9.3340.

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The purpose of this study is to examine the effect on preschool aged children of an intervention reinforcing comprehension of the structural framework of stories, so that they can produce their own stories. The sample consisted of 78 children, ages 4-6. The sample was separated into two groups, one experimental and one control group. The children in the experimental group were taught how to create original fictional stories through a multilevel intervention programme. During sessions, well-structured books were used that had very well-structured contents and an instructional strategy was implemented on five levels (creating prior knowledge, discussion, modelling, monitoring the process and producing stories). The children in the control group were read the same books and a discussion followed on the interesting parts of the stories. The results showed that the intervention programme significantly improved the children’s ability to understand the structural elements of a story and to generate comprehensible and organised fictional stories.

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Istiqomah, Nurul, Hapidin, and Elindra Yetti. "Roll Book Media Roll Book for Early Physical Science." JPUD - Jurnal Pendidikan Usia Dini 15, no. 2 (November 30, 2021): 342–60. http://dx.doi.org/10.21009/jpud.152.08.

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Studying physical science and then teaching it to children, as is known from decades of science education research, creates a huge problem of unknown origin. This study aims to develop a media and determine its effectiveness in increasing knowledge of physics for children. This research is a research and development with the stages of the ADDIE model to develop Roll Book media with the roll technique containing physical science material for early childhood. Data collection techniques were carried out through expert validation tests and field trial data. Analysis of effectiveness test data using a paired sample T-test statistical test. The results of the media effectiveness test showed an increase in knowledge of physics in the pre-test and pots-test. The summary of all the test results of the developed media shows that Roll Book products are effectively used to increase children's knowledge of physics. The concept of storybook media that has been developed in various interesting forms is expected to be an alternative solution for the scientific development of early childhood education studies. Keywords: Early childhood, Physical science, Roll book References: Angelica Torres, & Vitti, D. (2007). A Kinder Science Fair. Science and Children. Arsyad, A. (2013). Media Pembelajaran [Learning Media]. PT Raja Grafindo Persada. Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer Science Business Media. California Department of Education. (2012). California Preschool Learning Foundations (Vol. 3). Sacramento. Charlesworth, R., & Lind, K. K. (2012). Math and Science for Young Children. Cengage Learning. https://books.google.co.id/books?id=p5x-3ir8mz4C Citra, A., Hapidin, D., & Akbar, Z. (2019). Pengaruh Model Pembelajaran dan Kemampuan Berpikir Kritis terhadap Pemahaman Sains Fisik. 3(1), 18–29. https://doi.org/10.31004/obsesi.v3i1.136 Dewi, T. H. S., Gunarhadi, & Riyadi. (2018). The Important of Learning Media Based on Illustrated Storybook for Primary School. Proceeding of International Conference on Child-Friendly Education, 233–236. Eshach, H., & Fried, M. N. (2005). Should Science Be Taught in Early Childhood? Journal of Science Education and Technology, 14(3), 315–336. Featherstone, S. (2003). The Little Book of Investigations: Little Books with Big Ideas. Featherstone Education Ltd. Fleer, M. (2015). How Preschools Environments Afford Science Learning. In M. Fleer & N. Pramling (Eds.), A Cultural-Historical Study of Children Learning Science: Foregrounding Affective Imagination in Play-based Settings(pp. 23–37). Springer Netherlands. https://doi.org/10.1007/978-94-017-9370-4_2 Fridberg, M., Jonsson, A., Redfors, A., Thulin, S., Fridberg, M., Jonsson, A., Redfors, A., Thulin, S., Jonsson, A., Redfors, A., & Thulin, S. (2019). Teaching chemistry and physics in preschool: A matter of establishing intersubjectivity establishing intersubjectivity. 0693. https://doi.org/10.1080/09500693.2019.1689585 Gitomer, D. H., & Zisk, R. C. (2015). Knowing What Teachers Know. Review of Research in Education, 39(1), 1–53. https://doi.org/10.3102/0091732X14557001 Greenfield, D. B., Jirout, J., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Early Education and Development Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness. October 2014, 37–41. https://doi.org/10.1080/10409280802595441 Gur, C. (2011). Physics in preschool. International Journal of Physical Sciences, 6(4), 939–943. https://doi.org/10.5897/IJPS10.653 Hsiao, C.-Y., & Chang, Y.-M. (2015). A Study of the Use of Picture Books by Preschool Educators in Outlying Islands of Taiwan. International Education Studies, 9(1), 1. https://doi.org/10.5539/ies.v9n1p1 Kalogiannakis, M., Nirgianaki, G. M., & Papadakis, S. (2018). Teaching Magnetism to Preschool Children: The Effectiveness of Picture Story Reading. Early Childhood Education Journal, 46(5), 535–546. https://doi.org/10.1007/s10643-017-0884-4 Kamii, C., & Vries, R. De. (1993). Physical Knowledge in Preschool Education: Implications of Piaget’s Theory. Teachers College Press. Kelemen, D., Emmons, N. A., Seston Schillaci, R., & Ganea, P. A. (2014). Young Children Can Be Taught Basic Natural Selection Using a Picture-Storybook Intervention. Psychological Science, 25(4), 893–902. https://doi.org/10.1177/0956797613516009 Larasati, A., & Yulianti, D. (2014). Pengembangan Bahan Ajar Sains (Fisika) Tema Alam Semesta Terintegrasi Karakter dan berwawasan Konservasi [Development of Teaching Materials for Science (Physics) Themes of the Universe Integrated Character and Conservation insight]. Unnes Physic Education Journal, 3(2), 26–33. Lind, K. K. (2005). Exploring Science in Early Childhood Education. Thomson Delmar Learning. Lorente, L. M. (2017). Implementation of early childhood physical activity curriculum (SPARK) in the Central Valley of California ( USA ). Procedia - Social and Behavioral Sciences, 237(June 2016), 319–325. https://doi.org/10.1016/j.sbspro.2017.02.097 Marton, F. (2014). Necessary conditions of learning. Routledge. Mutmainnah, M., Nessa, R., Bukhari, B., Farhana Mohd Radzif, N., & Kurniawati, R. (2021). Development of Learning Media for Acehnese Culture Picture Books to Get to Know Local Culture in Early Childhood. Al-Athfal: Jurnal Pendidikan Anak, 7(1), 53–72. https://doi.org/10.14421/al-athfal.2021.71-05 Oppliger, P. A., & Davis, A. (2016). Portrayals of Bullying: A Content Analysis of Picture Books for Preschoolers. Early Childhood Education Journal, 44(5), 515–526. https://doi.org/10.1007/s10643-015-0734-1 Oskarsson, M., & Karlsson, K.-G. (1970). Health care or Atom bombs? Interest profiles connected to a science career in Sweden. Nordic Studies in Science Education, 7(2), 190–201. https://doi.org/10.5617/nordina.242 Phillips, E. C., & Sturm, B. W. (2013). Do Picture Books About Starting Kindergarten Portray the Kindergarten Experience in Developmentally Appropriate Ways? Early Childhood Education Journal, 41(6), 465–475. https://doi.org/10.1007/s10643-012-0560-7 Pramitasari, Muktia., Yetti, Elindra., & Hapidin. (2018). Pengembangan Media Sliding Book untuk Pengenalan Sains Kehidupan (Life Science) Kelautan untuk Anak Usia Dini [Development of Sliding Book Media for Introduction to Marine Life Science for Early Childhood]. 12(November), 221–230. https://doi.org/10.21009/JPUD.122.09 Saçkes, M., Akman, B., & Trundle, K. C. (2012). A Science Methods Course for Early Childhood Teachers: A Model for Undergraduate Pre-Service Teacher Education. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(2), 1–26. Sari, N. E., & Suryana, D. (2019). Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development. JPUD - Jurnal Pendidikan Usia Dini, 13(1), 43–57. https://doi.org/10.21009/10.21009/jpud.131.04 Sjøberg, S., & Schreiner, C. (2010). The ROSE project—Overview and key findings. March 1–31. Skibbe, L. E., Thompson, J. L., & Plavnick, J. B. (2018). Preschoolers’ Visual Attention during Electronic Storybook Reading as Related to Different Types of Textual Supports. Early Childhood Education Journal, 46(4), 419–426. https://doi.org/10.1007/s10643-017-0876-4 Solfiah, Y. S., Risma, D., Hukmi, & Kurnia, R. (2020). Early Childhood Disaster Management Media Through Picture Story Books. JPUD - Jurnal Pendidikan Usia Dini, 14(1), 141–155. https://doi.org/10.21009/141.10 Thorson, R. M. (2017). Physical Science Teacher’s Guide. Henry David Thoreau In Context.https://doi.org/Https"//Doi.Org/10.1017/9781316569214.025 Thulin, S., & Jonsson, A. (2014). Child Perspectives and Children’ s Perspectives – a Concern for Teachers in Preschool. Educare, 2, 13–37. Thulin, S., & Redfors, A. (2017). Student Preschool Teachers’ Experiences of Science and Its Role in Preschool. Early Childhood Education Journal, 45(4), 509–520. https://doi.org/10.1007/s10643-016-0783-0 Woodard, C., & Davitt, R. (1987). Physical Science in Early Childhood. Thomas Publications.

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Rasmini, Ni Wayan, and I. Wayan Karta. "Analysis of the Impact of Storytelling Methods on Early Childhood Religion and Moral Development." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 3 (August 22, 2021): 1147–57. http://dx.doi.org/10.31004/obsesi.v6i3.1719.

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Activities of moral and religious development must also be promoted in preschool education. The purpose of this study was to analyses the impact of the storytelling method on the religious and moral development of early childhood. The study uses a quantitative method with an experimental post-test pre-test approach of a group design located at Cahaya Ananda Preschool, Mataram which is determined by a purposive cluster sampling. The subjects in this study were 52 children surveyed in classes B1, B2 and B3. The treatment was carried out four times using the storytelling method with tools, hand puppets, standing planel boards, paste and story books with environmental themes. There was an average increase; positive influence of the application of the learning method of storytelling on the religious/moral growth of early childhood. It is recommended that early childhood education teachers constantly improve their storytelling skills in order to be able to increase the potential of children, especially in the moral and religious development of early childhood

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Avivi-Reich, Meital, Megan Y. Roberts, and Tina M. Grieco-Calub. "Quantifying the Effects of Background Speech Babble on Preschool Children's Novel Word Learning in a Multisession Paradigm: A Preliminary Study." Journal of Speech, Language, and Hearing Research 63, no. 1 (January 22, 2020): 345–56. http://dx.doi.org/10.1044/2019_jslhr-h-19-0083.

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Purpose This study tested the effects of background speech babble on novel word learning in preschool children with a multisession paradigm. Method Eight 3-year-old children were exposed to a total of 8 novel word–object pairs across 2 story books presented digitally. Each story contained 4 novel consonant–vowel–consonant nonwords. Children were exposed to both stories, one in quiet and one in the presence of 4-talker babble presented at 0-dB signal-to-noise ratio. After each story, children's learning was tested with a referent selection task and a verbal recall (naming) task. Children were exposed to and tested on the novel word–object pairs on 5 separate days within a 2-week span. Results A significant main effect of session was found for both referent selection and verbal recall. There was also a significant main effect of exposure condition on referent selection performance, with more referents correctly selected for word–object pairs that were presented in quiet compared to pairs presented in speech babble. Finally, children's verbal recall of novel words was statistically better than baseline performance (i.e., 0%) on Sessions 3–5 for words exposed in quiet, but only on Session 5 for words exposed in speech babble. Conclusions These findings suggest that background speech babble at 0-dB signal-to-noise ratio disrupts novel word learning in preschool-age children. As a result, children may need more time and more exposures of a novel word before they can recognize or verbally recall it.

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Zylevich, Dina P. "The Author’s Book in the Modern Repertoire of Belarusian Publications." Tekst. Kniga. Knigoizdanie, no. 26 (2021): 143–63. http://dx.doi.org/10.17223/23062061/26/9.

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The modern Belarusian author’s book still rarely attracts researchers’ attention. At the same time, the 21st century, with its attention to the form of any work, brought both “writing artists” and “drawing authors” into literature. The article aims to review author’s books presented in the repertoire of modern Belarusian publishing houses in 2014–2019. The author’s book is usually understood as an edition in which the text and design are created by one person. From the point of view of the interaction of text and illustrations, the article analyzes 20 modern author’s books issued by Belarusian authors: S. Stelmashonk, E. Popova, L. Speranskaya, V. Starikov, S. Volkov, Babushka Ira (Irina Chursina-Bednarska), V. Tkach, K. Pashkevich, A. Balzhak, K. Shtalenkova, G. Labodenko, V. Komarov, K. Mizin, T. Lisitskaya, L. Miklashevich, and others. Author’s books are included in the repertoire of the publishing houses Registr, Medyyal, Kolorgrad, Zvyazda, Entsyklapedyya imya P. Broyki, Zmitser Kolas, and Altiora – Zhivye kraski. Most of the author’s books are addressed to children of preschool and primary school age; Babushka Ira wrote her story “Virtual Brain Eater” for readers of secondary school age; K. Shtalenkova’s fantasy novel The Other Side of the Mirror is for high school students; G. Labodenko and S. Stelmashonok offer their collections to children and adults; V. Komarov, K. Mizin, L. Miklashevich, T. Lisitskaya count on an adult reader. Separately, the author discusses the book of the repressed Belarusian poet Larysa Hienijuš … To Grandchildren. Poems and Letters. Uncensored, which is decorated with illustrations by the author and released 35 years after her death. The book has an original conception, a rich reference apparatus and a highquality printing performance. The author notes that some of the modern Belarusian author’s books represent a creative experiment; however, in most publications, the text dominates the illustration both in terms of space and semantic load. The analysis of the repertoire of publications shows that the most interesting author’s books belong to the pen of those people who have an art education degree (L. Speranskaya, E. Popova, S. Stelmashonok), or are active in the field of culture and art (T. Lisitskaya, G. Labodenko). The material presented in the article suggests that the artistic and graphic genre of the author’s book is actively developing in Belarus today and is waiting for further research by art historians, philologists and publishing specialists.

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SEÇİM, Ela Sümeyye, and Mübeccel GÖNEN. "Investigation of the Reading Motivations of Preschool Children: A Multiple Regression Study." OPUS Journal of Society Research 19, no. 49 (October 6, 2022): 1. http://dx.doi.org/10.26466/opusjsr.1181222.

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The study primarily aimed to examine how the reading beliefs and home literacy environments predict the child’s early reading motivation. The sub-objective of this study was determined as to whether this prediction differed according to the educational level of the mother, the time the child allocated for reading in a day, and the time the child read during the day. In the first stage stratified sampling was used and, in the second stage, the purposive sampling method was used. The sample group of the study consisted of 556 parents who had children between the age of 36-72 months and whose children enrolled preschool education. Personal Information Form, Parent Reading Belief Scale, Home Literacy Environment Scale, and Perceived Motivation Scale for Reading Picture Story Books for Children were used as data collection tools. The obtained data were analyzed by using the multiple regression analysis methods. According to the results, it was seen that the parent reading belief and home literacy environment predicted the child’s reading motivation. Also, this prediction differed according to the education of the mother, the time the child allocated for reading in a day, and the time the child read during the day. The results obtained have the potential to guide preschool parents, teachers, and field experts.

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Apriza, Apriza. "Pengaruh Biblioterapi Dengan Buku Cerita Bergambar Terhadap Tingkat Kecemasan Efek Hospitalisasi pada Anak Prasekolah." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 1, no. 2 (December 30, 2017): 105. http://dx.doi.org/10.31004/obsesi.v1i2.21.

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The numbers of the hospitalized children in the last two decades have been increased rapidly. The increasing of the percentage of the hospitalized children became more serious and more complex than the previous years. Hospitalization might causes anxious on the children. The children became increasingly anxious and might affect the healing process. Therefore, to decrease the children’s anxiety during the healing process, the use of the book as a therapy media, known as Bibliotherapy is suggested. This research is aimed at identifying the effect of Bibliotherapy by using storybooks on the anxiety level of hospitalization effect on preschool children in children’s room. This research employed Quasi-Experimental with One Group pre-test and post-test design, and the total sample was 19 respondents. The sampling technique was accidental sampling. The instruments used in this research were questionnaire and observation. The data were analyzed through univariat and bivariate. The findings showed that the average score on the level anxiety before treated by Bibliotherapy by using the storybooks was 23.2, while after giving the therapy was 18.6. The T-test obtained p+0,001 (p<0.05), it means that Ho is rejected, there is a relationship between the effect of Bibliotherapy by using story books on the children’s level of anxiety as the effect of the hospitalization on the preschool children in children’s room at RSUD Bangkinang. It is expected for the Hospital to give therapy program while children care by Bibliotherapy by using the storybooks to decrease the children’s anxiety.

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Eka, Eka Pratiwi, Nurbiana Dhieni, and Asep Supena. "Early Discipline Behavior: Read aloud Story with Big Book Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 321–31. http://dx.doi.org/10.21009/jpud.142.10.

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Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment. Keywords: Early Discipline Behavior, Read aloud, Big Book Media References Aksoy, P. (2020). The challenging behaviors faced by the preschool teachers in their classrooms, and the strategies and discipline approaches used against these behaviors: The sample of United States. Participatory Educational Research, 7(3), 79–104. https://doi.org/10.17275/per.20.36.7.3 Anderson, K. L., Weimer, M., & Fuhs, M. W. (2020). Teacher fidelity to Conscious Discipline and children’s executive function skills. Early Childhood Research Quarterly, 51, 14–25. https://doi.org/10.1016/j.ecresq.2019.08.003 Andriana, E., Syachruroji, A., Alamsyah, T. P., & Sumirat, F. (2017). Jurnal Pendidikan IPA Indonesia Natural Science Big Book With Baduy Local Wisdom Base. 6(1), 76–80. https://doi.org/10.15294/jpii.v6i1.8674 Aulina, C. N. (2013). Penanaman Disiplin Pada Anak Usia Dini. PEDAGOGIA: Jurnal Pendidikan, 2(1), 36. https://doi.org/10.21070/pedagogia.v2i1.45 Bailey, B. A. (2015). Introduction to conscious discipline Conscious discipline: Building resilient classrooms (J. Ruffo (ed.)). Loving Guidance, Inc. Brown, E. (1970). The Bases of Reading Acquisition. Reading Research Quarterly, 6(1), 49. https://doi.org/10.2307/747048 Clark, S. K., & Andreasen, L. (2014). Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page? Literacy Research and Instruction, 53(2), 162–182. https://doi.org/10.1080/19388071.2013.870262 Colville-hall, S., & Oconnor, B. (2006). Using Big Books: A Standards-Based Instructional Approach for Foreign Language Teacher CandidatesinaPreK-12 Program. Foreign Language Annals, 39(3), 487–506. https://doi.org/doi:10.1111/j.1944-9720.2006.tb02901.x Davis, J. R. (2017). From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management. Berkeley Review of Education, 6. https://doi.org/10.5070/b86110024 Eagle, S. (2012). Computers & Education Learning in the early years : Social interactions around picturebooks , puzzles and digital technologies. Computers & Education, 59(1), 38–49. https://doi.org/10.1016/j.compedu.2011.10.013 Farrant, B. M., & Zubrick, S. R. (2012). Early vocabulary development: The importance of joint attention and parent-child book reading. First Language, 32(3), 343–364. https://doi.org/10.1177/0142723711422626 Galini, R., & Kostas, K. (2014). Practices of Early Childhood Teachers in Greece for Managing Behavior Problems: A Preliminary Study. Procedia - Social and Behavioral Sciences, 152, 784–789. https://doi.org/10.1016/j.sbspro.2014.09.321 Ho, J., Grieshaber, S. J., & Walsh, K. (2017). Discipline and rules in four Hong Kong kindergarten classrooms : a qualitative case study. International Journal of Early Years Education, 1–15. https://doi.org/10.1080/09669760.2017.1316242 Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2005). Training teachers in classroom management: Evidence of positive effects on the behavior of difficult children. In The Journal of the Southeastern Regional Association of Teacher Educators (Vol. 14, Issue 1, pp. 36–43). Iraklis, G. (2020). Classroom (in) discipline: behaviour management practices of Greek early childhood educators. Education 3-13, 0(0), 1–9. https://doi.org/10.1080/03004279.2020.1817966 Kalb, G., & van Ours, J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24. https://doi.org/doi:10.1016/j.econedurev.2014.01.002 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press. Ledger, S., & Merga, M. K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124–139. https://doi.org/10.14221/ajte.2018v43n3.8 Longstreth, S., Brady, S., & Kay, A. (2015). Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure for Social and Academic Success Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure. Early Education and Development, 37–41. https://doi.org/10.1080/10409289.2011.647608 Mahayanti, N. W. S., Padmadewi, N. N., & Wijayanti, L. P. A. (2017). Coping With Big Classes: Effect of Big Book in Fourth Grade Students Reading Comprehension. International Journal of Language and Literature, 1(4), 203. https://doi.org/10.23887/ijll.v1i4.12583 Martha Efirlin, Fadillah, M. (2012). Penanaman Perilaku Disiplin Anak Usia 5-6 Tahun di TK Primanda Untan Pontianak. Pendidikan Anak Usia Dini, 1–10. Merga, Margaret K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(Liu 2004). Merga, Margaret Kristin. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35–50. https://doi.org/10.1177/0004944114565115 Merga, Margaret Kristin. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328–343. https://doi.org/10.1177/0004944117727749 Milles;, M. B., & Huberman, M. (2014). Qualitative Data Analysis. Sage Publications. Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Mol, S. E., & Bus, A. G. (2011). To Read or Not to Read: A Meta-Analysis of Print Exposure From Infancy to Early Adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890 Pegg, L. A., & Bartelheim, F. J. (2011). Effects of daily read-alouds on students’ sustained silent reading. Current Issues in Education, 14(2), 1–8. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. https://doi.org/10.1037/0022-0663.94.1.23 Septyaningrum, A., & Mas’udah. (2015). Pengaruh metode bercerita berbasis dongeng terhadap kedisiplinan anak. Fakultas Ilmu Pendidikan, 1–5. Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258–275. https://doi.org/10.1177/0022219410378444 Turan, F., & Ulutas, I. (2016). Using storybooks as a character education tools. Journal of Education and Practice, 7(15), 169–176. Turuini Ernawati, Rasdi Eko Siswoyo, Wahyu Hardyanto, T. J. R. (2018). Local- Wisdom-Based Character Education Management In Early Childhood Education. The Journal Of Educational Development. Westbrook, J., Sutherland, J., Oakhill, J., & Sullivan, S. (2019). ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy, 53(2), 60–68. https://doi.org/10.1111/lit.12141 Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2020). Children’s understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education and Communication, 19(1), 88–100. https://doi.org/10.1080/1533015X.2018.1517062 Zachos, D. T., Delaveridou, A., & Gkontzou, A. (2016). Teachers and School “Discipline” in Greece: A Case Study. European Journal of Social Sciences Education and Research, 7(1), 8. https://doi.org/10.26417/ejser.v7i1.p8-19

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Karbowniczek, Jolanta, and Beata Kucharska. "Coronavirus as an (Anti)Hero of Fairy Tales and Guides for Children." Multidisciplinary Journal of School Education 9, (2) 18 (December 31, 2020): 121–40. http://dx.doi.org/10.35765/mjse.2020.0918.06.

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Nowadays, preschool and school children develop, are raised, and learn in a new reality for them, caused by the coronavirus pandemic. Including the assumptions of the connectivist paradigm as a novelty in the didactic activities of teachers, remote e-learning, computer games, board games, e-books, audiobooks, and multimedia programs fill free time and are becoming a way of learning and teaching in the digital age. The literary genre introducing children to the world of the contemporary threat of COVID 19 is the new fairy tale and therapeutic children’s story, thanks to which events and characters struggling with the prevailing pandemic around the world are presented. The purpose of the article is to analyze and interpret innovative proposals for e-books of fairy tales which explain to young children what the coronavirus pandemic is, how to guard against it, what is happening in Poland and around the world, how to behave, and what actions to take to prevent the spread of viruses. In their discussion, the authors emphasize the psychological, sociological, and therapeutic aspects of the presented content of fairy tales, which are most often related to experiences, emotional sensitivity, anxiety, a fear of something bad, an identification with the characters, and overcoming any difficulties in this situation which is trying for all.

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Gönen, Mübeccel, Mine Durmuşoğlu, and Selma Severcan. "Examining the views of preschool education teachers on the content, illustrations and physical characteristics of the picture story books used in education." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 753–59. http://dx.doi.org/10.1016/j.sbspro.2009.01.133.

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Fogle, Stephen. "Dance and Music in Children’s Literature: A Qualitative Study of Intergenerational Solidarity Themes." Innovation in Aging 4, Supplement_1 (December 1, 2020): 7. http://dx.doi.org/10.1093/geroni/igaa057.022.

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Abstract Intergenerational Solidarity is consistently recognized by the United Nations as a primary focus for work being undertaken to build a society for all ages. This study utilized a qualitative methodology to examine themes of intergenerational solidarity contained within children’s literature. Specifically, this study explored intergenerational examples of dance and music shared by older adults and children. McGuire’s (2016) Growing Up and Growing Older annotated bibliography for preschool-to-third grade children, which contains over seventy pages of non-ageist children’s literature references (N= 411), served as the sample frame for this study. A sample of six story and picture books was selected after inclusion criteria and availability from two public children’s libraries considerations were met. Inclusiveness of the present sample is manifested through geographic origin of dance and music traditions as well as the age range, gender, primary spoken language, and kin relationships of the older adult and children characters. Results revealed three intergenerational solidarity themes: 1) a humanizing portrayal of an older adult, 2) common cause, 3) continuity of tradition. This study demonstrates the efficacy of the arts, specifically dance and music, for facilitating intergenerational solidarity. This study identifies three themes that primary school teachers and children's librarians can utilize when selecting reading material about intergenerational solidarity. Finally, this study contributes to decades of pioneering educational gerontology literature focused on combating ageism through development of curricula that stimulate discovery of the elder within.

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Utami, Dyah Rahmawatie Ratna Budi, and Erika Dewi Noorratri. "Prevention Children Sexual Abuse in Preschool with Picture Story Book." Gaster 19, no. 1 (February 10, 2021): 31. http://dx.doi.org/10.30787/gaster.v19i1.669.

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Background: Children sexual abuse (CSA) is a form of concern for parents and society, given the phenomenon that occurs is like an iceberg with an increasing prevalence every year. Parents play an important role in CSA prevention education, but the majority are confused about how to explain it. The picture book is expected to be a medium for educating parents to their children regarding the prevention of CSA in preschool children. Purpose: to produce a picture book as an effort to prevent KSA. Methods: This study used a research and development design. The development of this pictorial story book uses information from parents and teachers for initial data collection, while for product validation a team of experts consisting of material experts, media experts and linguists are used for product validation. Meanwhile, for the public test was 34 parents. The instruments used were interview guides and questionnaires. The data were analyzed qualitatively and quantitatively. Result: There is creation of ABIJAGARI a story book in the prevention of child sexual abuse that consist of 17 pages. Conclusion The picture story book entitled ABIJAGARI can be used as an alternative media in education on prevention of CSA

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Miranda, Ana Carolina Arruda, Claudia Daiane Batista Bettio, and Andréia Schmidt. "Word Teaching Strategies in Story Reading for Preschool Children." Psico-USF 25, no. 4 (October 2020): 671–83. http://dx.doi.org/10.1590/1413/82712020250407.

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Abstract Shared book reading (SBR) as a teaching practice produces significant effects on development of verbal repertoires in children, especially when associated with strategies of explicit vocabulary teaching. This study aimed to test the cumulative effects of using word teaching strategies, during SBR sessions, on word learning by preschool children. Three sessions of SBR of the same story and a session of complementary activity about the words of the story read were carried out in a class of 13 children aged 4 to 5 years. It was identified significant children’s gains, between pre and post-test, in matching-to-sample tasks for nouns and in naming tasks, both for nouns and for verbs. The results confirm the effectiveness of using word teaching strategies during SBR and their feasibility in the natural classroom context.

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Goodsitt, Jan, Jayne Grady Raitan, and Marion Perlmutter. "Interaction Between Mothers and Preschool Children when Reading a Novel and Familiar Book." International Journal of Behavioral Development 11, no. 4 (December 1988): 489–505. http://dx.doi.org/10.1177/016502548801100407.

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Interaction between mothers and their 2-, 31/2-, and 5-year old children was examined during book reading sessions. Sixteen dyads at each age level read a novel and familiar book. Formal reading and interchange about story content increased with age and book familiarity, while labelling decreased with age and book familiarity. The results highlighted the informal teaching that takes place during early reading activity, and provide evidence that mothers adjust verbal input to their child in accord with the child's general cognitive and linguistic competence.

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McGregor, Karla K. "The Development and Enhancement of Narrative Skills in a Preschool Classroom: Towards a Solution to Clinician-Client Mismatch." American Journal of Speech-Language Pathology 9, no. 1 (February 2000): 55–71. http://dx.doi.org/10.1044/1058-0360.0901.55.

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Three studies focused on the development and enhancement of narrative skills within a preschool classroom. The purpose of Study 1 was to collect local norms on narrative development. Fifty-two preschool African American English speakers representing 3-, 4-, and 5-year-old age groups, narrated a familiar storybook. Some children in each age group evidenced use of nine story element types. Developmental changes were characterized by growth in types as well as tokens of story elements. Study 2 demonstrated that preschoolers’ narratives can be influenced by the narratives of their peers. Paired children narrated a familiar storybook to each other. The stories of paired children were significantly more similar in form (shared story element types) and content (shared lexical types) than those of unpaired children. Study 3 provided a preliminary test of an intervention designed to exploit the effect of peer models for long-term gain in narrative abilities. Two tutees practiced book narration following the clinician-prompted models of their peer tutors. As a result, the tutees demonstrated an expanded repertoire of story elements and an increased frequency of use of story element types in both trained and untrained stories. Their rate of growth in story element use was superior to that of their classmates who had not participated in the intervention. The benefit of peers for achieving instructional congruence in cases of clinicianclient mismatch is emphasized.

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Wiraatmaja, Triastama, Agista Nidya Wardani, and Kharisma Naidi Warnanda S. "IMPLEMENTING BILINGUAL STORY-TELLING PICTURE BOOK TO REINFORCE CHARACTER EDUCATION FOR PRE-SCHOOLERS IN ENGLISH EXTRACURRICULAR ACTIVITY." PROJECT (Professional Journal of English Education) 4, no. 3 (May 11, 2021): 504. http://dx.doi.org/10.22460/project.v4i3.p504-512.

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Reinforcing character education in the early childhood education or preschooler was deemed important nowadays; however, in order to do so it requires creative yet unique method to pique young pupils’ interest. Therefore, this research intends to elaborate the idea of reinforcing character education by implementing Bilingual Story-Telling Picture Book towards the pupils at one of the preschoolers located in Malang, East Java. This Bilingual Story-Telling Picture Book was composed specifically to teach the students about character education by integrating it with one of extracurricular activities in this school, the English language extracurricular activity. Therefore, this Bilingual Story-Telling Picture Book attempted to not only reinforcing the young pupils’ character education in story telling activity, but also improving their literacy and interest towards English language. Thus, the results indicate that the students were keen on learning English on the story-telling activity delivered by the teacher in charge whilst absorbing the value of character education delivered by the book.

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Terrell, Sandra L., and Raymond Daniloff. "Children's Word Learning Using Three Modes of Instruction." Perceptual and Motor Skills 83, no. 3 (December 1996): 779–87. http://dx.doi.org/10.2466/pms.1996.83.3.779.

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This study compared the effectiveness of computer video display tube, videotape, and live adult reading modes of instruction in teaching children vocabulary. The same pictured story was implemented in three modes, computer VDT display of still story pictures in color with an accompanying sound track, videotape presentation of the fully animated story, and a picture book whose pictures and narrative matched those of the VDT-computer mode. 78 normal preschool children were presented the story in one of three modes of instruction. The novel words to be learned were embedded in the story as nouns, verbs, and affective state adjectives. Postexposure tests of word recognition showed a small but significant advantage for live voice reading for two of three recognition tests. The VDT and videotape modes did not differ from each other in effectiveness.

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Palaiologou, Christina, and Maria Poumprou. "Preschool children’s creation and storytelling through an element of their everyday life. The case of the program “The neighborhoods of Athens in a book”." International Journal for Innovation Education and Research 6, no. 12 (December 31, 2018): 176–88. http://dx.doi.org/10.31686/ijier.vol6.iss12.1267.

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In recent decades, many case studies have been carried out on the ability of preschool children to tell a story. Most studies take place in a kindergarten setting. The present research was conducted on the occasion of an educational program that took place within the framework of the “Open Schools” initiative. This institution offers free recreational and education programs to the children of the Municipality of Athens in neighborhoods facing serious economic problems due to the economic crisis. This program gave the opportunity to 25 preschool children to talk about their neighborhood and create their own book. Even though the conditions were not favorable (time was not enough and the children did not know each other), in the end they were able to tell and illustrate a story by choosing a single element of their environment. In this case study, children were encouraged to create and communicate through play and free expression.

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Jinky Jane C Simeon and Jacqueline Pugh-Kitingan. "INTEGRATING LITERATURE AND MUSIC FOR CLASSROOM TEACHING WITH AN INTERACTIVE STORY BOOK." Jurnal Gendang Alam (GA) 11, no. 2 (December 15, 2021): 127–44. http://dx.doi.org/10.51200/ga.v11i2.3581.

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This paper focuses on the development of an interactive story book based on a Rungus children’s folk song (longoi tanganak). The book was developed to encourage children to express their ideas through storytelling, music and movement. This study aims to explore how an interactive book can be used in the music classroom and outlines ways in which music and movement can be integrated while reading a story. Field trips were conducted in Kudat and Pitas, Sabah to collect longoi tanganak from elderly Rungus singers recommended by village heads. Following that, a Sabah-based story was written and a song containing musical characteristics suitable for children’s singing activities were incorporated into the story. Finally, a survey was sent to 12 selected music teachers to answer the following questions: (1) What age group could use this storybook? (2) What genres of children’s literature do you use in your lessons? (3) How would you use this storybook in your music classroom? and (4) Why do you use children’s literature in your music lessons? In addition to that, two music teachers were selected from the pool of respondents and were video recorded teaching a music lesson that incorporated this story book. The results of this study revealed that children were highly engaged in the lesson, responding and actively participating in the reading of the story. This included vocal, movement and instrument exploration. Young children also learned extra skills in sign language and memorising words through the composed song, adapted from a Rungus longoi tanganak (children’s song). This product is an innovation that is suitable to be used as a teaching aid among preschool, kindergarten, and primary school children.

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Kuchirko, Yana, Catherine S. Tamis-LeMonda, Rufan Luo, and Eva Liang. "‘What happened next?’: Developmental changes in mothers’ questions to children." Journal of Early Childhood Literacy 16, no. 4 (July 25, 2016): 498–521. http://dx.doi.org/10.1177/1468798415598822.

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Developmental changes in the questions mothers asked during book-sharing interactions with their preschool children and associations between mothers’ questions and children's narrative contributions were examined. Children and mothers from ethnically diverse backgrounds (African American, Dominican and Mexican) were video-recorded sharing the wordless book ‘Frog, Where are You?’ when children were three, four and five years of age. Mothers’ questions were coded as referential (e.g. ‘What's that?’), story-specific (e.g. ‘Where is the boy looking for the frog?’) and open-ended (e.g. ‘What will happen next?’). Mothers decreased their use of referential questions between the child ages of four and five in both frequency and proportion. Story-specific questions increased in frequency and proportion with increasing child age. Open-ended questions decreased in frequency between the child ages of four and five and did not change in proportion over time. Mothers’ question types related to children's narrative contributions concurrently and over time.

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ILUZ-COHEN, PERI, and JOEL WALTERS. "Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language." Bilingualism: Language and Cognition 15, no. 1 (December 2, 2011): 58–74. http://dx.doi.org/10.1017/s1366728911000538.

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Two studies investigated five- and six-year-old preschool children's narrative production in an attempt to show how LI may impinge on narrative production in measurable ways. Study 1 analyzed renderings of familiar stories for group (typical language development vs. language impairment), story content (Jungle Book/Goldilocks) and language (English/Hebrew) differences on a range of discourse (story grammar categories), lexical (e.g., words, word types), morphosyntactic (e.g., verb inflections, prepositions) and bilingual (code-switching) measures. It showed intact performance for narrative structure in both groups and in both languages despite differences in lexis, morphosyntax and bilingualism. Study 2 pursued bilingual code-switching as a means to examine differences between children with typical language development (TLD) and language impairment (LI) in a retelling task where each child retold three stories (from native language/L1, second language/L2 and bilingual contexts) to interlocutors with different language preferences. Both groups showed sociolinguistic sensitivity in code-switching behavior, but frequency and directionality of code-switching revealed group differences. The article argues for the use of a range of indicators of LI including those unique to bilingual children.

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Li, Chuanjiang, Zhaojing Ma, and Xinmei Xi. "Exploring the development of early reading literacy and story narrative among young children." Journal of Chinese Writing Systems 5, no. 3 (September 2021): 195–204. http://dx.doi.org/10.1177/25138502211020131.

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While numerous studies have examined the development of reading literacy and language skills of older primary and middle school-aged children, comparably little research focuses on those of younger children. The present study investigates the links between early reading literacy – including reading behavior, comprehension, and engagement–and narrative skills among children aged from 3 to 6. Eighty-five children participated in a picture book reading activity and a storytelling task. Their early reading literacy was rated during a child-led picture book reading, and their narrative skills were scored using the Edmonton Narrative Norms Instrument. Although the children’s development varied greatly in three early reading literacy sub-dimensions, we found a significant developmental tendency and a correlated relationship between early reading literacy and narrative skills among young children. The preschool children’s reading initially focused on pictures and gradually transferred to print as their age increased. Moreover, their reading behavior, comprehension and engagement had a predictive effect on narrative structure and linguistic development. This study suggests that school-based practices for early reading instruction should focus on children’s reading literacy and narrative skills in the future.

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Popović, Ana, and Mira Perić. "Bioethics in the Future: Ecological Upbringing from a Preschool Age. A Drama Music Workshop as an Example." Pannoniana 3, no. 1-2 (December 1, 2019): 255–75. http://dx.doi.org/10.2478/pannonia-2019-0013.

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Abstract In today’s society, public opinion plays a large role in the adoption of various legal measures and regulations, including those related to the field of bioethics. This is why experts have a duty to inform the public in a timely and accurate manner, and it is up to educators to educate new generations to become responsible citizens who can make informed decisions. A few years ago, attempts were made to implement a project of health education and then one of civic education in schools. Those curricula predict the student will develop human, political, social, cultural, economic and environmental competences as a citizen of the class, school and local community. A spiral development model of introduction by educational cycles is envisaged, starting from the 1st grade of primary school. However, civic education is also addressed by the national curriculum for early and preschool education, which anticipates development of social and civic competences in children of this age. Bioethics and environmental issues are still not sufficiently transparent to the public. This is why proper environmental education from preschool age is very important. In preschool education, the proper approach is essential, and contemporary pedagogy emphasizes the importance of learning through play. The artistic fields are imposed as an ideal framework in which various contents can be accommodated. A drama music workshop that will help children develop awareness of various issues through play is, therefore, an ideal training ground for educating a responsible and informed citizen. One such drama music workshop was organized for the purpose of demonstration on the occasion of the First Osijek Days of Bioethics. The story used in the workshop is from a picture book by Aleix Cabrera and Rosa M. Curto: Niko and nutrition. Through the play and the story, the importance of proper nutrition was emphasized to children and made them aware that it is necessary to know what they actually eat and where and how food comes from. This paper uses the workshop as a starting point when discussing the role of artistic fields and educators in creating a responsible and informed citizen in fields of bioethics and environmental issues and the importance of early and preschool education in the process.

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Curenton, Stephanie M., and Laura M. Justice. "African American and Caucasian Preschoolers’ Use of Decontextualized Language." Language, Speech, and Hearing Services in Schools 35, no. 3 (July 2004): 240–53. http://dx.doi.org/10.1044/0161-1461(2004/023).

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Purpose: Low-income preschoolers’ use of literate language features in oral narratives across three age groups (3-, 4-, and 5-year-olds) and two ethnic groups (Caucasian and African American) was examined. Method: Sixty-seven preschoolers generated a story using a wordless picture book. The literate language features examined were simple and complex elaborated noun phrases, adverbs, conjunctions, and mental/linguistic verbs. Results: Literate language features occurred at measurable rates for 3- to 5-year-old children. Conjunction use was positively associated with the use of complex elaborated noun phrases and adverbs, and the use of complex and simple elaborated noun phrases was inversely related. There were no differences between African American and Caucasian children’s usage rates. Age-related differences were observed in the use of mental/linguistic verbs and conjunctions. Clinical Implications: The importance of supporting decontextualized language skills during the preschool period is discussed.

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Korat, Ofra, Ruth Ron, and Pnina Klein. "Cognitive Mediation and Emotional Support of Fathers and Mothers to Their Children During Shared Book-Reading in Two Different SES Groups." Journal of Cognitive Education and Psychology 7, no. 2 (January 2008): 223–47. http://dx.doi.org/10.1891/194589508787381872.

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This study was designed to investigate the cognitive and emotional nature of the book-reading mediation of fathers and mothers to their preschool children. Thirty-nine families (each including a mother, a father, and their kindergarten child) participated in this study: 19 of low SES (LSES) and 20 of middle SES (MSES). The mothers’ and fathers’ interactions while reading an unfamiliar book were videotaped and their verbal expressions were coded for extracting the parental mediation level. The results demonstrated that mothers encouraged their children and discussed topics not related to the story more than fathers. Fathers used higher cognitive levels of mediation than mothers mainly by discussing issues that are beyond the text, whereas mothers also used paraphrasing mediation. Similarly, MSES parents presented a higher level of cognitive mediation than LSES parents, mediating issues beyond the text, whereas LSES parents also used paraphrasing. The mothers and fathers presented different emotional support to their children. A significant correlation was found between cognitive and emotional support (r = .41) among fathers across SES groups. The results are discussed in terms of the families’ SES background and parental gender. Implications for researchers and educational practices are discussed.

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Schmitt, Jacqueline, and Matthew Gillispie. "The Untapped Potential of Preschool Classroom Volunteers in Language–Literacy Instruction: A Feasibility Study." Perspectives of the ASHA Special Interest Groups 5, no. 2 (April 24, 2020): 547–62. http://dx.doi.org/10.1044/2020_persp-20-10002.

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Purpose This pretest–posttest study examined the effects of a professional development training on five volunteer instructors' (VIs) utilization of language and literacy facilitation strategies within interactive shared book readings with low-income preschool children. The training specifically targeted the VIs' use of wh -questions, expansions, and references to story grammar elements (SGEs) with use of a corresponding visual aid. Method VIs participated in a 3-hr training composed of lecture, video models, role playing, four opportunities to explicitly practice the target strategies, and four opportunities to receive immediate feedback from the investigators. The VIs led storybook readings that were video-recorded for comparison prior to and after the training sessions (two pretraining, two posttraining). The investigators analyzed the VIs' language and literacy strategy usage in the readings. The investigators compared the raw number of wh -questions asked, expansions of child responses or comments, the number of references (out of 20) to SGEs, and use of the visual aid pre- and posttraining. Results After the training, four of the five VIs increased the number of wh -questions asked during readings, and one VI maintained a large number of questions asked, compared to pretraining readings. All VIs provided an increased number of references to SGEs (character, setting, problem, fixing problem, solution) in a variety of capacities (name, definition, book-specific element, visual aid use) to reinforce narrative concepts. VIs had inconsistent increases in expansions of child responses or comments posttraining. Conclusion Results revealed the VIs generally increased their facilitation of language and literacy strategies after participating in a professional development training, suggesting utilization of volunteers as instructors may be a valuable area to explore, especially in low-income environments where children may be at risk for language and literacy delays. Supplemental Material https://doi.org/10.23641/asha.12070824

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Carver, Chelsea E., Shirley Duong, Heather Bachman, Elizabeth Votruba-Drzal, and Melissa E. Libertus. "Examining Relations Between Parental Feedback Types and Preschool-Aged Children’s Academic Skills." International Journal of Psychological Studies 14, no. 4 (October 9, 2022): 1. http://dx.doi.org/10.5539/ijps.v14n4p1.

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Prior research has shown associations between parent and teacher feedback and school-aged children’s academic outcomes. Specifically, studies have demonstrated that positive feedback (i.e., praise and/or affirmation) is beneficial for children’s academic outcomes, while corrective feedback exhibits more mixed associations with children’s academic outcomes. Little is known about the relations between parental feedback and younger children’s academic skills. The present study examines the frequency of positive and corrective types of feedback provided by parents of 4-year-old children during semi-structured interactions, as well as how these feedback types relate to children’s concurrent math and language skills and their change in math skills over a one-year period. Parent-child dyads (n=91) were observed interacting with a picture book, grocery store set, and magnet board puzzle for 5 to 10 minutes each, after which they completed math and language assessments. Parental affirmation was positively and corrective feedback was negatively associated with children’s concurrent math outcomes, but only corrective feedback was uniquely negatively associated with children’s math outcomes when controlling for affirmations. Parental praise was individually and uniquely positively associated with children’s expressive vocabulary and change in math outcomes from age 4 to age 5. This study suggests that the relations between parental feedback and young children’s academic outcomes depend on the type of feedback and the outcome of interest (i.e., math vs language), which can inform how parents may want to provide feedback to facilitate learning.

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Kartika, Rika, Yusi Sofiyah, and Iyep Dede Supriyatna. "Pengaruh Cerita Menggunakan Boneka Tangan Terhadap Skala Nyeri Pada Anak Prasekolah Saat Dilakukan Tindakan Invasif." Jurnal Ilmu Kesehatan Immanuel 13, no. 2 (January 20, 2020): 82. http://dx.doi.org/10.36051/jiki.v13i2.85.

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AbstrakHospitalize merupakan suatu keadaan yang mengharuskan anak untuk tinggal dan dirawat di rumah sakit untuk menjalani pengobatan. Pemberian terapi pada anak salah satunya dengan melakukan tindakan invasif dapat menimbulkan nyeri pada anak. Penelitian bertujuan untuk mengidentifikasi pengaruh metode cerita menggunakan boneka tangan terhadap skala nyeri pada anak usia prasekolah saat dilakukan tindakan. Jenis penelitian kuantitatif dengan desain preeksperimental (posttest only control design), sampel dalam penelitian responden yang dilakukan tindakan invasif. jumlah responden 13 orang kelompok kontrol dan intervensi dengan teknik Simple random sampling. Pengambilan data dilakukan menggunakan lembar observasi skala nyeri Wong Baker Face Pain Rating Scale. Analisis yang digunakan yaitu uji Mann-Whitney U tes, terdapat pengaruh yang signifikan antara kelompok kontrol dan kelompok intervensi (p-value 0,002; α = 0,005). Terapi tersebut merupakan teknik distraksi yang mudah dilakukan sehingga diharapkan rumah sakit dapat menerapkannya. Kata Kunci : Boneka tangan, Metode cerita, Prasekolah, Skala nyeri, Tindakan invasif.Daftar acuan: 20 buku Abstract Hospitalization is a condition that requires a child to stay and be admitted in hospital for get a treatment or therapy. There for childrens are doing an invasive procedure like that can raise the pain. The purpose of this research is to identification an effect of story using hands puppet in pain scale towards pre school age. Type of this research is quantitative with a pre-experimental as a research design (post test only control design). The sample of this research is a respondent who do the invasive procedure and not in a bad condition with 13 responden control and intervention group by using simple random sampling. Data collection was done using pain scale observation sheet or Wong Baker Face Pain Rating Scale. This research used analysis Mann – Whitney U test. The result of this research showed there was a significant effect between the control group and the group intervention was seen in this result (p-value 0,002;α = 0,005). Therapy is an easy distraction technique, so the hospital can supposed to apply this intervention.Keyword : Hands puppet, The story, Preschool, Pain scale, Invasif action, References: 20 book

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Iordăchescu, Grigore-Dan. "Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 1 (April 30, 2019): 169–71. http://dx.doi.org/10.29302/jolie.2019.12.1.13.

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The book titled Curriculum Development, Materials Design and Methodologies: Trends and Issues, brings together contributions that offer an insight into innovative strategies, noteworthy ideas and stimulating methods of teaching English used by teachers in their ESL Classrooms. The main objective of this book is to provoke the reader to bring in his or her own expertise and expand the learning possibilities in language teaching methods. It invites to self-reflection, and ultimately to self-improvement and development in order to achieve successful teaching and learning. It is structured into six major sections, dealing with various topics, as follows: I. Innovative teaching strategies (Chapters 1-5), II. Teaching strategies and language learning issues (Chapters 6-9), III. A review of past language teaching methodology – principles and practices (Chapters 10-15), IV. Using multimedia in English language teaching (Chapters 16-18), V. Curriculum design in the ELT/EFL context (Chapters 19-25) and VI. Teachers’ involvement in the creation, adaptation and selection of teaching materials (Chapters 26-29). Sarjit Kaur and Malini Ganapathy’s contribution, Innovative Ideas to Promote Creative Literacy Practices, tackles the concept of multiliteracy and its association with ICT’s and multimedia that underpin culturally-specific forms of literacy in pluralistic societies. Shobha Shinde, in Innovative Strategies in English Teaching – Learning in the Rural Context deals with strategies that teachers can adopt in a rural learning environment, where students are little exposed to authentic English language. The Use of Adapted Movies from Novels (The Kite Runner and The Namesake) as a Way to Stimulate Reading for Malaysian Students by Saabdev Kumar Sabapathy and Swagata Sinha Roy investigates the benefits of classroom reading practice, through watching a movie. Siti Rafizah Fatimah Osman and Mohamad Jafre Zainol Abidin’s contribution, Role-Play: Taking the Line of Least Resistance presents the way in which experiential learning, through role-play, contributes to the development of learner autonomy. The fifth chapter, A New Horizon in Writing Classes: Increasing Learners’ Autonomy, by Leily Ziglary and Rouzbeh Khalili explores the importance of collocations in language teaching. Language Learning Strategies: Current Issues, by Nafiseh Salehi and Rahim Kaviani examines learning strategies that are conducive to learner autonomy and empowerment. Mariah Ibrahim and Mohamad Jafre Zainol Abidin discuss in their chapter, Pedagogy of the Heart: Understanding Resistance in the English Language Classroom, the way in which students’ skills, behaviours, attitudes and interests are affected by what students actually bring from outside the classroom. The eighth chapter, Students’ and Teachers’ Preferences of ESL Classroom Activities, by Punitha Vayaravasamy and Anna Christina Abdullah brings forth the results of research into how teachers’ teaching is being received by Malaysian rural secondary school students. Innovative Ways of Teaching English and Foreign Languages by Peggy Tan Pek Tao looks into how drama and games improve students’ confidence and communicative skills. Collin Jerome’s contribution, titled What Do They Really Need? Developing Reading Activities to Explore the Elements in Literary Texts investigates the attitudes and opinions of undergraduate TESL and ESL students currently taking a specialised literature course. Chapter 11, The Teaching of Writing: Looking at the Real Classroom Scenes, by Mohd. Saat Abbas, Suzihana Shaharan and Yahya Che Lah discusses the efficiency of teaching methods for the development of writing skills in the case of rural secondary school students. Feedback in Process Genre-Based Approach to Teaching Technical Writing, by Shahrina Md Nordin, Norhisham Mohammad and Ena Bhattacharyya examines the role feedback plays in boosting students’ motivation for further study. Sohel Ahmed Chowdhury’s chapter, Lesson Plan and Its Importance in English Language Classroom, analyses the importance of planning, especially in schools with limited resources and teaching aids. Chapter 14, Unteaching Strategies: An Approach Based on Error Analysis, Learners’ Learning Strategies and Task-Based Instruction, by Ma’ssoumeh Bemani Naeini and Ambigapathy Pandian Su-Hie Ting and Mahanita Mahadhir’s contribution, Letting Communicative Purpose Direct Teaching of Grammar: Using the Text-Based Approach, introduces the idea of using the mother tongue in order to achieve the success of their tasks. Annotations in Multimedia On-Screen Text in Comparison to the Printed Text in Enhancing Learners’ of Process-Based Expository Text in Malaysia, by Saraswathy Thurairaj assesses whether the annotations identified in a multimedia on-screen text enable and enhance learners’ comprehension ability. Chapter 17, by Sarjit Kaur and Wong Chiew Lee, titled Transforming ESL Teaching by Embedding Information and Web Literacies into the Classroom, aims at identifying a what a computer-literate student’s skills are and how computer literacy should be integrated within the ESL classroom. Inranee R. Liew’s text, Scary Spiders and Beautiful Butterflies: A Creative Multimedia Approach to Develop Information Literacy Skills in the Integrated Science and English Classroom reinforces the importance of developing and using information literacy skills for lifelong learning. Chapter 19, The ESL Curriculum as an Additional Resource for Making Meaning, by Amy B.M. Tsui provides methodological guidelines as to teaching through story-writing. Mohamed Abu Bakar discusses the importance of teaching presentation skills in his chapter titled Speaking in the Language Curriculum: The Challenges of Presenting. In Chapter 21, GOLDEN RICE: Using Simulations in EAP Classes, Shashi Naidu tackles the issue of adapting simulations for Malaysian EAP classrooms at tertiary level. Are the Teaching Practices of Preschool Teachers in Accordance with the Principles and Learning Components of the National Preschool Curriculum? by Lily Law presents the result of a study aiming at assessing activities meant to meet the requirements of the National Preschool Curriculum. Mohammad Alshehab discusses in his chapter, The Contribution of Language Planning on Military Terminology provides practical suggestions as to the development of military students’ specialised lexicon. Chapter 24, The EFL Constructivist Classroom, by Hosna Hosseini, provides useful information for syllabus designers in organizing the curriculum based on “constructivist epistemology”. Zhang Xiaohong’s contribution, The Role of EFL Teachers’ Knowledge in Current EFL Curriculum Reform: An Understanding from a Reconstructionist Perspective tackles the importance of reconstructionist philosophy for teacher continuous education. Chapter 26, Using Materials Development to Bridge the Gap Between Theory and Practice, by Brian Tomlinson advocates the process of materials development in boosting teacher’s confidence and students’ involvement. Ting Su Hie and Diana Carol discuss in Teething Problems in Materials Development for Teaching Social Interaction Skills in English an experience of adopting a genre-based approach to creating a set of materials aimed at both students and teachers for the teaching of social interaction skills in English. In the chapter Principles to Follow When Adopting and Adapting Textbooks and Materials Earl D. Wyman brings forth a matrix for selecting, adopting or adapting teaching materials. Norhisham Mohamed and Alauyah Johari investigate in Politeness Strategies as an Incorporated Component in Material Development politeness strategies considered as such in a Malay academic setting. All in all, the book is an interesting source of information about the Malaysian educational settings.

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Yarmi, Gusti. "Whole-Language Approach: Improve the Speaking Ability at Early years School Level." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 15–28. http://dx.doi.org/10.21009/10.21009/jpud.131.02.

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The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo. Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing. Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.

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Sri Tatminingsih. "The Type of Childcare for Working Mothers in Indonesia." JPUD - Jurnal Pendidikan Usia Dini 16, no. 2 (November 30, 2022): 200–214. http://dx.doi.org/10.21009/jpud.162.01.

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One of the problems faced by working mothers is caring for children, especially children who are still at an early age. This is because their workplace does not allow them to bring small children or does not provide daycare. This study aims to find out the types of child care that working mothers in Indonesia choose and their considerations in choosing that type. This research method uses a mixed-method design by combining two types of quantitative and qualitative data. Data collection was carried out through surveys with questionnaire instruments and interviews with working mothers. The number of respondents surveyed was 500 working mothers and 100 of them were interviewed. Interviews were conducted in person or via telephone and video calls using the Zoom meeting and WhatsApp applications. The study was conducted in 2020 and 2021. The results of the study found that five types of child care were selected with the main considerations being the child's development, the competence and personality of the caregivers, the conditions of the living area, and considerations of cost.Keywords: early childhood, working mothers, types of care References: Alsheikh, N., Parameswaran, G., & Elhoweris, H. (2010). Parenting style, self-esteem, and student performance in the United Arab Emirates. Current Issues in Education, 13(1), 1–26. Amalia, R. P., Abidin, F. A., & Lubis, F. Y. (2022). Parenting Stress, Mother's Assessment Of Covid-19, And Supportive Parenting [Stres Pengasuhan, Penilaian Ibu Terhadap Covid-19, Dan Pengasuhan Suportif ]. Jurnal Ilmu Keluarga Dan Konsumen, 15(1), 51–62. https://doi.org/10.24156/jikk.2022.15.1.51 Arabi, R., Mamat, R., Rashid, N. A., & Bakri, R. (2018). Working Mothers’ Knowledge of Exclusive Breastfeeding in Hospital Canselor Tuanku Muhriz (HCTM) (Pengetahuan Penyusuan Susu Ibu Secara Eksklusif dalam Kalangan Ibu Bekerja di Hospital Canselor Tuanku Muhriz (HCTM)). Jurnal Sains Kesihatan Malaysia, 16(1), 163–168. Creswell, J. W., & Clark, V. L. P. (2011). Designing and Conducting Mixed Methods Research. SAGE Publications. https://books.google.co.id/books?id=YcdlPWPJRBcC De Almeida, L. S. (2012). Working mothers and their multivoiced self. Revista Colombiana de Psicologia, 21(2), 313–322. Dey, S., Patra, A., Giri, D., Sharma, J., & Anna, L. (2021). The effectiveness of Parental Intervention in Teaching Emotional Intelligence to Their Adole scent Children. International Education & Research Journal [IERJ], 7(December), 9–12. Dhingra, V., & Keswani, S. (2019). Impact of Working and Non—Working Mothers on Development of their Children in Madhya Pradesh. International Journal of Research in Advent Technology, 7(3), 1369–1375. https://doi.org/10.32622/ijrat.732019104 Friska Realita. (2019). Relationship between Knowledge Level of Health Workers and Government Regulation No. 33 of 2012 concerning Exclusive Breastfeeding [Hubungan Tingkat Pengetahuan Tenaga Kesehatan terhadap Peraturan Pemerintah No.33 Tahun 2012 Tentang Pemberian ASI Ekslusif]. Jurnal Kebidanan, 8(33), 43–49. https://doi.org/10.26714/jk.8.1.2019.43-49 Hakiki, G., & Idha, S. (2021). Women and Men in Indonesia 2021. BPS-Statistics Indonesia, viii+39. Handayani, A., Yulianti, P. D., & M., P. D. (2019). Module Validation of Equal Roles for Men and Women to Achieve Work-Family Balance [Validasi Modul Kesetaran Peran Laki-Laki dan Perempuan untuk Mencapai Keseimbangan Kerja-Keluarga] Musãwa Jurnal Studi Gender Dan Islam, 18(2), 173. https://doi.org/10.14421/musawa.2019.1832.173-182 Hidayah, N., Tarnoto, N., & Maharani, E. A. (2019). Profile of Child Care Needs in Young Couples [Profil Kebutuhan Pengasuhan Anak pada Pasangan Muda]. Jurnal Ilmu Perilaku, 2(2), 89. https://doi.org/10.25077/jip.2.2.89-106.2018 Hurst, M., & Zambrana, R. E. (1982). Child Care and Working Mothers in Puerto Rican Families. The ANNALS of the American Academy of Political and Social Science, 461(1), 113–124. https://doi.org/10.1177/0002716282461000012 Meier, P., & Mead, L. (1978). Working Mothers. Journal of Obstetric, Gynecologic, & Neonatal Nursing, 7(3), 49–49. https://doi.org/10.1111/j.1552-6909.1978.tb00746.x Merlina, N. (2010). Parenting Patterns in the Giri Jaya Indigenous Community [Pola Pengasuhan Anak pada Komunitas Adat Giri Jaya]. Patanjala: Balai Pelestarian Sejarah Dan Nilai Tradisional Bandung, 2(2), 241–257. Montgomery, K. S. (2002a). Information for working mothers. The Journal of Perinatal Education an ASPOLamaze Publication, 11(2), 44–45. https://doi.org/10.1624/105812402X88713 Montgomery, K. S. (2002b). Resource Column: Information for Working Mothers. The Journal of Perinatal Education, 11(2), 44–45. https://doi.org/10.1891/1058-1243.11.2.44 Nilam Sari, P. (2017). Increasing the Success of the Exclusive Breastfeeding Program for Working Mothers as an Effort to Achieve the MDGs [Meningkatkan Kesuksesan Program ASI Ekslusif pada Ibu Bekerja sebagai Upaya Pencapaian MDGs]. Jurnal Kesehatan Masyarakat Andalas, 9(2), 93. https://doi.org/10.24893/jkma.9.2.93-97.2015 Odenweller, K. G., & Rittenour, C. E. (2017). Stereotypes of Stay-at-Home and Working Mothers. Southern Communication Journal, 82(2), 57–72. https://doi.org/10.1080/1041794X.2017.1287214 R, R., & Chacko, E. (2019). Effectiveness of Day Care center son working Mothers. Center for Management Studies, Jain University,. Retnaningsih, W., & Setiyawati, D. (2019). Validation of the Positive Discipline Training Module to Improve Parenting Practices in Mothers of Preschool Children [Validasi Modul Pelatihan Disiplin Positif untuk Meningkatkan Praktik Pengasuhan pada Ibu Anak Prasekolah]. Gadjah Mada Journal of Professional Psychology (GamaJPP), 5(2), 158. https://doi.org/10.22146/gamajpp.50373 Rimba Eka Handini, Haryoko, S. F., & Yulianto, A. (2017). Relationship between Work-Family Conflict and Work Engagement [Hubungan antara Work-Family Conflict dan Keterikatan Kerja pada Ibu Bekerja]. Jurnal NOETIC Psychology, 4(July-Deesember), 169–180. Salum, E. D. O., Lima, J. C., Marcacine, P. R., Walsh, H. P., & Walsh, I. A. P. de. (2020). Epidemiological profile of working mothers. Revista Família, Ciclos de Vida e Saúde No Contexto Social, 8(2), 200. https://doi.org/10.18554/refacs.v8i2.4525 Saraswati, W., & Febriani, Z. (2018). Relationship between Mindful Parenting and Parenting Style in Mothers with Children Aged 3-6 Years. [Hubungan antara Mindful Parenting dengan Gaya Pengasuhan pada Ibu yang Memiliki Anak Usia 3-6 Tahun]. Journal Psikogenesis, 6(2), 214–222. https://doi.org/10.24854/jps.v6i2.704 Shao, M., He, W., Zhao, L., & Su, Y. S. (2022). The Influence of Parental Involvement on Parent Satisfaction: The Moderating Effect of Parental Educational Level and the Number of Children. Frontiers in Psychology, 12(January). https://doi.org/10.3389/fpsyg.2021.752802 Sim, W. H., Jorm, A. F., & Yap, M. B. H. (2022). The Role of Parent Engagement in a Web-Based Preventive Parenting Intervention for Child Mental Health in Predicting Parenting, Parent and Child Outcomes. International Journal of Environmental Research and Public Health, 19(4). https://doi.org/10.3390/ijerph19042191 Widyastuti, S. B., Soedjatmiko, & Firmansyah, A. (2011). Growth and development profile of children at two-day care centers in Jakarta. Paediatrica Indonesiana, 45(11–12), 275–279. https://doi.org/10.14238/pi Xia, X. (2022). Family Income, Parental Education and Chinese Preschoolers’ Cognitive School Readiness: Authoritative Parenting and Parental Involvement as Chain Mediators. Frontiers in Psychology, 13(March). https://doi.org/10.3389/fpsyg.2022.745093 Ye, P., Ju, J., Zheng, K., Dang, J., & Bian, Y. (2022). Psychometric Evaluation of the Parental Reflective Functioning Questionnaire in Chinese Parents. Frontiers in Psychology, 13(January). https://doi.org/10.3389/fpsyg.2022.745184 Zimmermann, G., Antonietti, J.-P., Mageau, G., Mouton, B., & Van Petegem, S. (2022). Parents’ Storm and Stress Beliefs about Adolescence: Relations with Parental Overprotection and Parental Burnout. Swiss Psychology Open, 2(1). https://doi.org/10.5334/spo.31

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Arya Wiradnyana, I. Gd, IKN Ardiawan, and Km. Agus Budhi A.P. "Inside-Outside Circle Instructional Strategies with Image Media to Enhance Children Language Skills." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 156–68. http://dx.doi.org/10.21009/141.11.

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Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). The Use of Pictures Story in Improving Students’ Ability to Write Narrative Composition. International Journal of Language and Linguistics, 3(4), 244. https://doi.org/10.11648/j.ijll.20150304.18 August, Diane Shanahan, T. (2006). Developing Literacy in Second-Language Learners : Report of the National Literacy Panel on Language-Minority Children and Youth Edited by. Center for Applied Linguistics, 1–9. Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., & Grigorenko, E. L. (2013). From perception to creative writing: A multi-method pilot study of a visual literacy instructional approach. Learning and Individual Differences, 28, 167–176. https://doi.org/10.1016/j.lindif.2012.09.003 Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. 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International Journal of Academic Research in Progressive Education and Development, 6(4), 74–89. https://doi.org/10.6007/ijarped/v6-i4/3463 Singh, Y. K. (2005). Instructional Technology in Education. New Delhi: APH Publishing Corporation. Sumantri, M. S. (2015). Strategi Pembelajaran. Jakarta: Raja Grafindo Persada. Verhoeven, L., & Perfetti, C. A. (2011). Introduction to this special issue: Vocabulary growth and reading skill. Scientific Studies of Reading, 15(1), 1–7. https://doi.org/10.1080/10888438.2011.536124 Vitulli, P., Santoli, S. P., & Fresne, J. (2013). Arts in education: Professional development integrating the arts and collaborating with schools and community. International Journal of Pedagogies and Learning, 8(1), 45–52. https://doi.org/10.5172/ijpl.2013.8.1.45 Wahyuni, D. S., Mukhaiyar, & Kusni. (2013). Improving Student’s Speaking Skill by Using Inside-outside Circle Technique (At English For Teen Level 5, LBPP LIA, Pekanbaru). Jurnal English Language Teaching (ELT), 1(2), 17–29. Walter, O., Gil-Glazer, Y., & Eilam, B. (2019). ‘Photo-words’: promoting language skills using photographs. Curriculum Journal, 30(3), 298–321. https://doi.org/10.1080/09585176.2019.1568270 Zenkov, K., Ewaida, M., Bell, A., & Lynch, M. (2012). Seeing How to Ask First: Photo Elicitation Motivates English Language Learners to Write: Photos Prompt Middle Grades English Language Learners to Reflect upon and Write about Their Lives. Middle School Journal, 44(2), 6–13. https://doi.org/10.1080/00940771.2012.11461842 Zulminiati, & Hartati, S. (2019). Significant Sensory Stimulation Program Through the Use of Flash Card as Media of Toddler Language Development at Pre-Kindergarten. Advances in Social Science, Education and Humanities Research, 293(Nfeic 2018), 168–171. https://doi.org/10.2991/nfeic-18.2019.35

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Tseng, Chun-Hsiung, Jia-Rou Lin, and Yung-Hui Chen. "The Prototype of a Story Book Based Platform for Preschool Programming Education." Big Data and Cloud Innovation 3, no. 1 (December 5, 2019). http://dx.doi.org/10.18063/bdci.v3i1.1098.

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The importance of learning how to program can never be over-estimated. Even though there are already programming-learning applications for young children, most of the applications in this field are designed for children in the elementary school age or even above. Teaching younger children, for example, preschool kids, how to program appears more challenging. From our survey, it appears that even preschool kids can understand how to do programming and the question is simply which tools to use. Preschool kids usually start their reading from picture books. They learn mathematics, arts, histories, and a lot of knowledge with picture books. The goal of this research is to propose a platform for story tellers, illustrators, and programming education experts to cooperate to build picture books to teach preschool kids how to program. At this very initial stage, the platform is developed as a Web application and hence it can be easily accessed by various devices via Web browsers. The platform consists of a lean story editor, a picture book editor, and a programming concept editor.

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Schick, Adina R., Lauren Scarola, Silvia Niño, and Gigliana Melzi. "Beyond the written word: The role of text on preschool teachers’ book sharing styles." Journal of Early Childhood Literacy, January 14, 2021, 146879842098516. http://dx.doi.org/10.1177/1468798420985168.

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Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

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Cengiz, Şerife, and Erol Duran. "Analysis of Values on Preschool Period Children Story and Tale Books." TED EĞİTİM VE BİLİM, July 6, 2017. http://dx.doi.org/10.15390/eb.2017.6945.

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Winther, Connie. "No Fits, Nilson! by Z. OHora." Deakin Review of Children's Literature 4, no. 2 (October 16, 2014). http://dx.doi.org/10.20361/g2p590.

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OHora, Zachariah. No Fits, Nilson! New York : Dial Books for Young Readers, 2013. Print.No Fits, Nilson! is a children’s story book written and illustrated by Zachariah OHora. Mr. OHora has written several other well received children’s books and is an accomplished illustrator.It is about Amelia and her best friend Nilson, a large blue gorilla. These two inseparable characters have such a strong friendship that they even share time-outs. Running errands with Amelia’s mother is a test of patience and Amelia provides support to her big blue friend with the encouraging words “no fits, Nilson” and promises of banana ice cream. Amelia herself gets tested when the banana ice cream runs short, but in the end Nilson is a true friend who lends a helping hand. This is a story of patience and fits, friendship and support, and is a reminder that sometimes life is challenging for children as they learn to navigate the world.No Fits, Nilson! is illustrated with beautiful flat drawings in a rich pallet of turquoise, pink, and mustard yellow. The simplicity of the illustrations together with the use of white space and a simple bold black font draws the reader’s attention to the facial expressions and emotion of the characters and this is the strength of the book.This book is recommended for preschool children as a read aloud story. While the story does not recommend ways to manage difficult behaviours, it will be sure to stimulate conversations between children and their caregivers about feelings and behaviour.Recommended: 3 out of 4 stars Reviewer: Connie WintherConnie is a Medical Librarian with Alberta Health Services. She has a broad interest in health care and medical librarianship. When not working, she enjoys all types of outdoor activities with her family.

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Feisst, Debbie. "Little Blue and Little Yellow by L. Lionni." Deakin Review of Children's Literature 1, no. 4 (April 16, 2012). http://dx.doi.org/10.20361/g21p4c.

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Lionni, Leo. Little Blue and Little Yellow. New York: Alfred A. Knopf, 2011. Print. Award-winning author, artist, and graphic illustrator, Leo Lionni, had a distinguished, decades-spanning career and wrote over 40 children’s books in an easily recognizable style. Little Blue and Little Yellow was his first children’s book, and it won the New York Times Book Review Best Illustrated Children’s Book of the Year award in 1959. Lionni was also a four-time Caldecott Honor Book winner, an award that celebrates excellence in children’s picture books. This review pertains to the 2011 board book edition, just right for the littlest hands. The story is simple perfection. Little Blue and Little Yellow, are best friends who live across the street from one another. They enjoy all sorts of games both together and with their other equally-colourful friends. One day, Little Blue wants to play with Little Yellow but cannot find him. Overjoyed as they finally meet up, they hug until they become green! However, when they go home, their parents do not recognize them, and they are very sad. Where did Little Blue and Little Yellow go? Are they lost? This delightful story has many layers. It can simply be read as a way to introduce the concept of colour to young children, but it has deeper, yet understated, themes of friendship and diversity. It is a delight to read and look at, and while this sturdy edition is certainly aimed at the preschool crowd, older children will enjoy it too. Highly recommended: 4 out of 4 starsReviewer: Debbie FeisstDebbie is a Public Services Librarian at the H.T. Coutts Education Library at the University of Alberta. When not renovating, she enjoys travel, fitness and young adult fiction.

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Liu, Yina. "The Funeral by M. James." Deakin Review of Children's Literature 8, no. 4 (May 16, 2019). http://dx.doi.org/10.20361/dr29433.

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James, Matt. The Funeral. Groundwood Books-House of Anansi Press, 2018. The Funeral, written by Matt James, focuses on a day that Norma goes to her Uncle Frank’s funeral. While this book will appeal to children, it is also good for adults to look at something heavy in life, such as a funeral, through a child’s eye. In a relaxed tone and cozy painting style, the story starts with Norma finding out that she won’t have to go to school on the day of her uncle’s funeral. She is excited about the day off and the “plan” of the day, playing with her cousin. Throughout the funeral, the story is developed through Norma’s eyes, showing how she experiences the time with her cousin. Before Norma leaves the funeral, she thinks Uncle Frank would have loved his funeral, since she noticed he was smiling right at her in his photo. Instead of a heavy, didactic teaching of the meaning of death, Matt explores a delicate way to describe a funeral from a child’s perspective. For example: There was a little flag [which said FUNERAL] on the car that drove them to the church. Norma tried to sound out the word printed on it.“F-U-N,” she said.And then she said it again. Matt James, a Canadian artist, is an illustrator of many picture books. With this picture book, James debuts as a writer and illustrator. The illustrations of the book are mostly acrylic and ink on masonite. Also, this book is the first time he combined a few digital pieces on the background illustrations. This book would tie in perfectly to a classroom talk about funerals and similar occasions and illustrates what a funeral is like from a child’s perspective. Highly Recommended: 4 out of 4 starsReviewer: Yina Liu Yina Liu is a first year PhD student in Language and Literacy, in the department of Elementary Education. Her research interests are digital literacies and children's literature, especially digital picture books. She finished her Master's degree at the University of Saskatchewan and worked in a preschool classroom as an early childhood educator for a year in Saskatchewan.

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Mohd Rosmadi, Ilyani, and Zainiah Mohamed Isa. "ESSENTIAL ELEMENTS OF CHILDREN’S STORY BOOKS IN ISLAMIC PEDAGOGY BASED ON AL-QURAN TO CULTIVATE PROSOCIAL BEHAVIOUR AMONG PRESCHOOL CHILDREN." International Journal of Education, Psychology and Counseling, July 7, 2019, 204–14. http://dx.doi.org/10.35631/ijepc.4310017.

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It is a very concerning situation we are having today when seeing youngsters showing less involvement and not being helpful toward the ones in need. Having children to be exposed to storybooks is to introduce them with moral values that help in building their characters. Storybooks are developed containing pedagogies adapted from the Quran that convey the value of prosocial behavior effectively. The pedagogies are narrative, dialogue, repetition, and questioning. Typography, illustrations and simplified phrases are additional elements that are also included. This research involved 60 children aged 5 to 6 years old from selected preschools in Malaysia. 30 children are presented with the original version of the storybooks and the rest are presented with modified storybooks. Modified Prosocial Behaviour Questionnaire which consists of 15 items is required to be filled during pre and post-test. There was no significant difference in the pretest (M= 32.07, SD= 3.89) and post-test (M= 32.80, SD= 8.57) when using the original books; t(29)= -0.427, p= 0.672 while there was a significant difference in the pretest (M= 23.83, SD= 7.33) and post-test (M- 32.50, SD= 7.93) when using the modified books; t(29)= -16.478, p= 0.000.

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Journal articles on the topic 'Preschool Story Books'

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