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Academic literature on the topic 'Realistic fiction for elementary level children'
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Journal articles on the topic "Realistic fiction for elementary level children"
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Світлана Тітаренко. "FORMATION OF ELEMENTARY ASTRONOMIC PERCEPTIONS IN OLDER PRESCHOOL CHILDREN BY MEANS OF LITERATURE AND FOLK ART." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 160–66. http://dx.doi.org/10.31499/2307-4906.3.2020.219118.
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The article substantiates the relevance of the problem of formation of senior preschool children's elementary astronomical representations. The analysis of psychological and pedagogical researches on the problem of formation of senior preschool children’s elementary astronomical ideas has been carried out. The influence of literature and oral folk art on the formation of senior preschool children's elementary astronomical ideas has been substantiated. The level of formation of senior preschool children’s elementary astronomical ideas has been determined. A system of work on the formation of senior preschool children’s elementary astronomical representations by means of fiction and oral folk art has been proposed and its effectiveness has been checked.The purpose of the research is theoretical substantiation and experimental study of the literature and folk art influence on the formation of senior preschool children’s elementary astronomical ideas. To solve this goal, the following research methods were used: analysis to determine the status and isolation of problems of astronomical education in the institution of preschool education; observing the educational process of astronomy in the institution of preschool education in order to identify its shortcomings and identify prospects for improvement; questionnaires, surveys to reveal the level of preschool children’s knowledge in astronomy; current and final control to determine the level of formation of elementary astronomical representations. It is determined that the positive prerequisite for the formation of astronomical ideas in senior preschoolers is the usage of fiction in its different variations.
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Chupasov, Vadim. "Not-for-children reading: markers of adult sci-fi in Sergei lukyanenko’s writings." Children's Readings: Studies in Children's Literature 19, no. 1 (2021): 268–80. http://dx.doi.org/10.31860/2304-5817-2021-1-19-268-280.
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New forms of science fiction had emerged in several post-Soviet countries in years 1990–2000. New science fiction inherits and transforms traditions and conventions of Soviet “science fiction” (nauchnaya fantastica). The emergence of market relations in the “field of literature” provoked an identity crisis, also initiating various attempts to redefine the boundaries between science fiction and previously closely related discourses, including children’s literature. This article, using several works by S. Lukyanenko as an example, examines how this rhetorical strategy has been implemented within science fiction texts. At the level of motifs and themes, references to sexuality and violence (especially in child-adult relations), tabooed in children’s literature, play a significant part in categorizing Lukyanenko’s novels as adult literature. In the system of typical of SF generic conventions this presents the depicted world as the harsh reality, thus creating a realistic effect. Markers of the second type point to historical dimensions of the fictional world, and this technique invokes conventions of “serious” (i.e. adult) speculative fiction. Also the references to iconic science fiction texts show that the novels are intended for adults and not for children. In conclusion the article raises the issue of children’s literature as being a specific construct and being the neglected Other within science fiction.
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Chesnokova, Olga Borisovna, Eugene Subbotsky, and Yuliya Viktorovna Martirosova. "Play-based test for assessing the level of social intelligence among preschoolers and elementary schoolers." Психология и Психотехника, no. 1 (January 2020): 90–106. http://dx.doi.org/10.7256/2454-0722.2020.1.32251.
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The need in social intelligence emerges when there is clash of interests and a work-around solution is required for successful interaction. Obstacles towards achieving the goal motivates a person to look for unconventional solutions to a communication problem. Matrix of a new social intelligence test among preschoolers and elementary schoolers is proposed. The advantage of this test over the traditionally used picture-based surveys is that it does not require a developed symbolic function. As a prototype of the simulated communication situation, the author used a situation of uncertainty in achieving the goal, clash of interests of the characters, and more than one scenario of finding a work-around solution for reaching a desirable result. These requirements were met by the attempt to rob the armored truck by a criminal who was able to eavesdrop on the conversation between the driver and the dispatcher to determine which of the simultaneously traveling trucks carried the money. The driver had to report to the dispatcher in a way that would be understood by the dispatcher, but not the criminal. Unlike the earlier methods of assessment of social intelligence, the proposed play-based is built upon realistic simulation that can be understood by children aged 6-12. This simulation allows for careful assessment of social intelligence of children involved into a captivating game of finding optimal behavioral strategy in a situation where they have to communication with a partner, while encrypting the information for other people, but without outright lying.
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Assanbayevа, Z. D., and Z. T. Taszhurekova. "THE DEVELOPMENT OF COGNITIVE INDEPENDENCE IN CHILDREN OF PRESCHOOL AGE THROUGH CASE TECHNOLOGIES." BULLETIN Series of Pedagogical Sciences 68, no. 4 (December 30, 2020): 191–99. http://dx.doi.org/10.51889/2020-4.1728-5496.29.
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The article reveals modern approaches to the concept of «cognitive independence» and defines the main components of the formation of cognitive independence in older preschool children.Based on the analysis of scientific research, the definition of «case technologies» as applied in a kindergarten is given. A model for the development of cognitive independence in older preschool children has been developed using case technologies. It defines the main goal and the underlying objectives arising from the goal. The content of the model presents the main typesof cases: photo cases, case illustrations, role design. The authors substantiated scientific approaches, principles, requirements for the use of case technologies in preschool education. Recommendations are given on the use of various types of case technologies in the classroom on fiction, the formation of elementary mathematical concepts and familiarization with the surrounding world. Shown are diagnostic techniques aimed at determining the level of cognitive independence in older preschool children.
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Masigan, PhD, John Kit S. "Effectiveness of the Modified “Alpabasa”: A Game-Based Program in Teaching Reading among the Grades 3 and 4 Non-Readers." Frontiers in Education Technology 3, no. 2 (June 11, 2020): p37. http://dx.doi.org/10.22158/fet.v3n2p37.
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The National Association of Educational Progress (NAEP) report shows that 39 percent of fourth graders fall below a basic reading level; by twelfth grade that figure is still 23 percent. Accordingly, early intervention initiatives should impact those figures in the future to eliminate the segment of students who have significant difficulty acquiring basic reading skills, generally estimated at 20 percent. In response, Filipino innovators founded “Alpabasa”, a game-based program in teaching reading that aims to effectively teach kinder and elementary school children how to read in 18 days. The study made use of the quasi-experimental method, specifically, the pre-post test design to investigate the effectiveness of the modified “Alpabasa”: A game-based program in teaching reading among 60 grade 3 and 4 non-readers of St. Paul University Philippines by incorporating costumes, music, movement, games, theatrical presentations and supplemental activities in learning. Findings show that the exposure of non-readers to the Modified Alpabasa Reading Program resulted in better performance of the students in reading. Through action songs and movement-based activities, pupils are geared to play with language as learning situations are made concrete and realistic; thus, making reading more meaningful, interesting and engaging.
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Alho, Kaleb Ribeiro, Legila Torres Albuquerque, and Paula Ribeiro. "Astronomia na Escola: Um Projeto de Extensão em uma Escola do Interior do Amazonas." Revista Brasileira de Extensão Universitária 12, no. 2 (July 14, 2021): 269–85. http://dx.doi.org/10.36661/2358-0399.2021v12i2.11845.
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Este trabalho apresenta as ações de extensão desenvolvidas no projeto “Ensino de Astronomia com material concreto”, vinculado à Pró-Reitoria de Extensão de uma universidade pública brasileira. O projeto visou enriquecer os conhecimentos astronômicos de alunos do 5° e 6° anos do ensino fundamental de uma escola pública mediante o uso de palestras, atividades práticas e oficinas, produzidas com recursos tecnológicos audiovisuais e materiais de baixo custo. Tendo como referencial teórico a teoria da aprendizagem de Ausubel, as turmas envolvidas no projeto participaram de uma pesquisa com o objetivo de obter dados relativos ao conhecimento prévio que possuíam sobre os tópicos de Astronomia. Por meio das ações desenvolvidas, foram apresentados conceitos astronômicos aos alunos. Após as apresentações, novas coletas de dados foram realizadas com o intuito de verificar o nível de aprendizado alcançado. A análise dos dados revelou que o estágio atingido pelas crianças nem sempre está próximo do ideal da construção de uma visão conceitual e realista do universo. Porém, iniciativas extensionistas na área de ensino e divulgação da Astronomia contribuem para potencializar o interesse dos alunos por esta área de conhecimento. Em contrapartida, podem auxiliar os professores na implementação de novas práticas e metodologias para a aprendizagem desta ciência no ensino fundamental.
Palavras-chave: Educação Não Formal; Práticas em Astronomia; Estratégias Metodológicas
Astronomy at school: A university extension project at a school in the inland areas of Amazonas
Abstract: This paper presents the extension actions developed in the project "Teaching Astronomy with concrete material," linked to the Pro-Rectory of Extension of a Brazilian public university. The project aimed to enrich the astronomical knowledge of students of the 5th and 6th years of an elementary public school through lectures, practical activities, and workshops produced with audiovisual technological resources and low-cost materials. With the theoretical framework of the theory of learning of Ausubel, the classes involved in the project participated in research aiming to obtain data related to the previous knowledge they had about astronomy topics. Through the actions developed, astronomical concepts were presented to the students. After the presentations, new data collections were performed in order to verify the level of achieved learning. Data analysis revealed that the stage reached by children is not always close to the ideal of a conceptual and realistic view of the universe. However, extensionist initiatives in teaching and disseminating astronomy contribute to enhancing students' interest in this area of knowledge. On the other hand, they can help teachers implement new practices and methodologies for learning this science in elementary school.
Keywords: Non-Formal Education; Astronomy practices; Methodological Strategies
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Campbell, Sandy. "Aluniq: and her friend, Buster by A. Pingo." Deakin Review of Children's Literature 7, no. 3 (February 5, 2018). http://dx.doi.org/10.20361/g2b103.
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Pingo, Anna. Aluniq: and her friend, Buster. Illus. Karleen Green. Inuvilauit Settlement Region, 2016.This is a simple story about separation of loved ones, a common, but none-the-less painful necessity in many remote communities. Aluniq is a little girl who lives with her Norwegian grandparents at the Qunngilaat Reindeer Station in Canada’s Northwest Territories. Aluniq has a pet reindeer calf named Buster. She has lived with her grandparents from birth because her mother has been away for years for tuberculosis treatment. Now that her mother is well and back in Tuktuuyaqtuuq, Aluniq must go to live with her parents, hundreds of kilometers away from the Station. But “Aluniq [is] frightened as she [doesn’t] know who these people [are].” Her grandparents are very sad to be separated from her and she is sad to be separated from them and from Buster. Although Aluniq does not recognize it at the time, this is also a story of reunion and of putting things right. Her parents are happy to have her return. This simple, but realistic story highlights the fact that many families in the Inuvialuit Settlement Region and other remote parts of Canada have been disrupted when people have had to leave home to receive medical treatment. It is clearly written and readable at an upper elementary level. Karleen Green’s drawings are rustic and unsophisticated, but are delightfully representative of the Inuit world and accessible to children. Available in English, as well as all three Inuvialuktun dialects, these books are appropriate for elementary school and public libraries and any collection of Canadian children’s literature.Highly recommended: 4 out of 4Reviewer: Sandy CampbellSandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines. Sandy thinks that sharing books with children is one of the greatest gifts anyone can give.
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Borle, Sean. "Artificial Eyes by B. Sheen." Deakin Review of Children's Literature 7, no. 4 (May 25, 2018). http://dx.doi.org/10.20361/dr29341.
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Sheen, Barbara. Artificial Eyes. Norwood House Press, 2017.Artificial Eyes is one of a series of non-fiction books called Tech Bytes, that “explores...new technologies and how they are changing the way people perform everyday tasks.” Barbara Sheen, author of almost 100 children’s books, explores the history of artificial eyes, how they are made, their effect on people’s lives, and future developments. This is a detailed work that is designed to be a reference or text book for Grades 4 – 6. It is an odd combination of factual presentation and anecdotal stories about individuals. For example, “When Teddy was two years old, he was diagnosed with a rare form of cancer in his eye. To rid him of the disease, his eye was surgically removed.” Squeamish children may find some content disturbing. To balance the dense text, most pages have a photograph, diagram, or side-bar containing interesting information. There are also “Did you know?” boxes, which allow for some level of interaction. For example, “Did you know? Bionic eyes only provide black-and-white vision. Experts are working on software that would let wearers see colors.” The end of each chapter also has text-based questions and potential research projects. In this way it is more like a text book, but it is unlikely that a classroom would need textbooks on a subject this specific.While the short sentence and paragraph structures are appropriate for the upper elementary reading level, many of the words and word-combinations will be difficult for students in these grades. They may require help in understanding the content. There are few children’s books about artificial eyes, so this would be a good addition to public libraries and both elementary and junior high school libraries. Recommended: 3 stars out of 4Reviewer: Sean C. BorleSean Borle is a University of Alberta undergraduate student who is an advocate for child health and safety.
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Campbell, Sandy. "Sometimes I Feel Angry / Sometimes I Feel Nervous / Sometimes I Feel Jealous / Sometimes I Feel Lonely / Sometimes I Feel Sad Illus. A. Sandland." Deakin Review of Children's Literature 8, no. 2 (November 2, 2018). http://dx.doi.org/10.20361/dr29396.
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Sometimes I Feel Angry / Sometimes I Feel Nervous / Sometimes I Feel Jealous / Sometimes I Feel Lonely / Sometimes I Feel Sad. Illus. Amanda Sandland. Iqaluit: Inhabit Education, 2017.
The Nunavummi Reading Series from Inhabit Education situates emotional literacy learning in the Canadian Arctic. These books are part of a leveled reading series and are graded at Fountas & Pinnell Text Level J (books designed to be read aloud to young children). Amanda Sandland’s illustrations are spare and uncluttered. Backgrounds are plain or contain simple landscapes. The characters developed by Ali Hinch are anthropomorphized animals representing small children. The nervous caribou has a hat and satchel and Aqi, the sometimes sad and lonely bird, has boots. Some of the characters appear in several books.
One of the most helpful things about these books is that the resolutions are realistic. The characters display real emotions and reactions. These situations are resolved through talking with friends and recognizing which responses are healthy and which are not. There are none of the trite “quick-fixes” that so often appear in children’s books related to emotions.
There are many children’s series that address emotions, but because these books are set in the Arctic and use Arctic animals, children in the North will be more comfortable with the content. The characters do things that Northern children would do: playing one-foot high kick, looking for fossils, picking berries, ice-fishing and going sliding. Children who do not live in Northern environments will be able to learn more about the North, as well as about emotions. This is a high-quality, relatively inexpensive series that is highly recommended for elementary school libraries and public libraries.
Highly recommended: 4 out of 4 stars Reviewer: Sandy Campbell
Sandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines. Sandy thinks that sharing books with children is one of the greatest gifts anyone can give.
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Borle, Sean. "Rescue & Jessica: A Life-Changing Friendship by J. Kensky & P. Downes." Deakin Review of Children's Literature 8, no. 2 (November 2, 2018). http://dx.doi.org/10.20361/dr29390.
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Kensky, Jessica and Patrick Downes. Rescue & Jessica: A Life-Changing Friendship. Illustrated by Scott Magoon. Candlewick Press, 2018
There are not many children’s books published about amputation, so a new book is always welcome. Jessica Kensky became a double leg amputee as a result of injuries sustained during the 2013 Boston Marathon bombing. Rather than writing a children’s book about amputation, she has written an autobiographical work in the form of a picture book. As a result, this is a strange mix of fiction, where readers hear the service dog’s thoughts, and strict adherence to autobiographical detail that is unnecessary in a picture book. For example, Jessica is depicted as a teenager, closer to the real age of the author, rather than as a young child, to whom young readers could more easily relate. Jessica goes through two amputations in the course of the story, reflecting the experience of the author, but this process is unusual for amputees and unnecessarily complicates the story for early readers. The text is also at a reading level that is higher than one would expect in a picture book, so younger children will need an adult to read the book with them.
However, while it has flaws, the book is a comforting and positive story that will give child amputees hope as they see Jessica learn to be active again on her prosthetic legs. Scott Magoon’s simple and realistic illustrations will help children enjoy the dog, Rescue, and his role in Jessica’s healing process. Magoon does a good job depicting the dog in many states: readiness, happiness, resting, helping, playing and swimming.
This book should be included in public and school library collections. It should also be included in hospital library collections, particularly those where children receive amputation care, such as pediatric cancer clinics and prosthetic clinics. It would be of interest to both children undergoing amputations and their families.
Recommended: 3 out of 4 stars Reviewer: Sean Borle
Sean Borle is a University of Alberta undergraduate student who is an advocate for child health and safety.
Books on the topic "Realistic fiction for elementary level children"
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Danziger, Paula. Amber Brown wants extra credit. New York: G.P. Putnam's Sons, 1996.
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author, aLane Mike, and Wight Eric 1974 illustrator, eds. the Vanishing Coin: The Magic Shop. New York, USA: Feiwel & Friends, 2014.
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(Magician), Mike Lane. the Vanishing Coin: The Magic Shop. New York, USA: Scholastic Inc. by arrngmt w/ Feiwel and Friends, 2014.
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