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1
Huang, Chiu-Hua, Fin-Land Cheng y Ching-Yueh Teng. "TEACHING PRACTICES: INTEGRATING POSITIVE THINKING IN PICTURE BOOK CREATION FOR ECONOMICALLY DISADVANTAGED CHILDREN". Problems of Education in the 21st Century 78, n.º 6A (25 de diciembre de 2020): 1081–95. http://dx.doi.org/10.33225/pec/20.78.1081.
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The present study created picture books featuring elements of hope theory and conducted a practical teaching program to explore the application of hopeful thinking picture books for economically disadvantaged children, specifically, to understand the teachers’ teaching practices of picture book creation. On the basis of hope theory, the current study employed economic disadvantage as the creative background for designing picture books that incorporate elements of hopeful thinking and developed a teaching plan based on the picture books. The results indicated that the picture books had a solid theoretical foundation of hope, and were relevant to preschool children’s real experiences and development. Through teachers’ storytelling and discussion of the story content, children could express ideas based on their own experiences, set specific goals, and devised feasible methods for handling adversity to achieve goals. Therefore, the picture books were considered suitable for classroom teaching. In addition, expert teachers serving as coaches conducted classroom observations and teaching evaluations to explore how effectively positive thinking was integrated into the picture books and teaching activities, and to assess the guidance of children in using positive thinking strategies during story discussion. Through professional assessment, feedback, and teacher self-reflection, hope theory can be effectively applied for picture book creation. The picture book The Piggy’s Home created in this study can help teachers guide economically disadvantaged children in thinking positively, and teachers can refine the guidance process. Keywords: case study, economically disadvantaged children, hope theory, picture books, preschool children
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Garashchenko, L. y 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, n.º 35 (2021): 63–70. http://dx.doi.org/10.28925/2311-2409.2021.359.
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The article analyses the features of modern picture books (wimmelbooks, storybooks, sketchbooks, etc.). An integrated approach to working with a children picture book is demonstrated in order to develop the communicative competence of a senior preschool child, which takes into account two vectors (psychological and speech) and is based on the system of work on creating an independent story by a senior preschool child and includes three types of classes: comprehending the content of the picture book; creating a story based on the plot of the book (based on the model of the educator); creating a story based on the illustrative material of the picture book. A modified methodology for teaching the perception and comprehension of the material of the picture book by children is proposed, which assumes the presence of two structural parts in each of the three types of activities: encouraging children in perception, examining illustrations by children and teaching the story based on the illustration content. It is indicated that the effectiveness of the second part of the lesson is directly proportional to the effectiveness of the first. The article discusses the formation of the dialogical component of communicative competence, which is based on the ability to put questions correctly. The types of question systems are considered: Bloom’s Taxonomy Questions, Quintilian questions, “reflexive questions”, Larry King’s Soft Questions. A lesson with the use of picture books should begin with the formation of thematic book sets by the teacher, considering illustrations and the teacher’s emotional story. It has been proved that a picture book is an effective means of the the development of a preschool child’d desire to communicate, and the age period of preschool childhood is sensitive for the development of communicative competence
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Smith, Mikki. "Is “E” really for everybody? Picture books for older readers in public libraries". Education Libraries 31, n.º 3 (5 de septiembre de 2017): 5. http://dx.doi.org/10.26443/el.v31i3.256.
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Picture books for older readers present challenges for libraries in terms of how best to provide access to them. These books often have an “E” on the spine to indicate that they are “easy” or for “everybody,” and share lower shelves with a far greater number of picture books geared for the preschool and primary grade audience. However, this classification by format might encourage older readers to pass over these materials. At the same time, questions remain about the effectiveness of housing these picture books with juvenile fiction, or of creating separate collections. This article looks at how the picture book as a format and picture book collections are defined, as well as the variety of ways in which a small sample of picture books for older readers are currently being managed in public libraries.
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Hsiao, Ching-Yuan y Yang-Mei Chang. "A Study of the Use of Picture Books by Preschool Educators in Outlying Islands of Taiwan". International Education Studies 9, n.º 1 (28 de diciembre de 2015): 1. http://dx.doi.org/10.5539/ies.v9n1p1.
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<p class="apa">The objectives of the study were to investigate the current status of applying picture books when teaching children and to also compare the differences in picture book teaching between teachers with different background variables and who are from Taiwan’s outlying islands. The researcher distributed 179 questionnaires, and after eliminating invalid questionnaires, 177 valid questionnaires were obtained, achieving a questionnaire efficiency of 98.88%. The quantitative data were analyzed by a t-test, ANOVA, Pearson Product Moment Correlation and Multiple Regression. The results were: 1. The overall status for picture book selection by early childhood educators was considered moderate to high. 2. The primary considerations for picture book selection were ‘theme’ and ‘adopting a child’s viewpoint’. 3. The overall status for the application of picture book teaching strategies among early childhood educators was considered moderate to high. 4. The application of picture book teaching strategies was centered on ‘strategies for the promotion of thinking and activities’ and ‘developing diverse abilities in children’. 5. There is a positive correlation and predictive power between selecting and using picture books by preschool educators.</p>
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FURUYA, Kimiyo y Yasuko TASIRO. "WAYS PRESCHOOL CHILDREN RELATE TO CHARACTERS IN PICTURE BOOKS". Japanese Journal of Educational Psychology 37, n.º 3 (1989): 252–58. http://dx.doi.org/10.5926/jjep1953.37.3_252.
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ÇELEBİ ÖNCÜ, Elif. "USING PICTURE BOOKS FOR SOCIAL DEVELOPMENT IN PRESCHOOL PERIOD". INTERNATIONAL JOURNAL OF FAMILY CHILD AND EDUCATION, n.º 10 (30 de diciembre de 2016): 58. http://dx.doi.org/10.17359/aced.20161024264.
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Adak Özdemir, Atiye, Filiz Hıdır y Burcu Özdemir Beceren. "Examining the use of picture books in preschool education institutions". Dil ve Dilbilimi Çalışmaları Dergisi 15, n.º 2 (3 de julio de 2019): 535–59. http://dx.doi.org/10.17263/jlls.586235.
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E. Bingham, Gary, Nicole Venuto, Mary Carey y Christi Moore. "Making it REAL: Using Informational Picture Books in Preschool Classrooms". Early Childhood Education Journal 46, n.º 5 (1 de noviembre de 2017): 467–75. http://dx.doi.org/10.1007/s10643-017-0881-7.
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Breit-Smith, Allison, Arnold Olszewski, Christopher Swoboda, Ying Guo y Jo-Anne Prendeville. "Sequence text structure intervention during interactive book reading of expository picture books with preschool children with language impairment". Child Language Teaching and Therapy 33, n.º 3 (25 de abril de 2017): 287–304. http://dx.doi.org/10.1177/0265659017702206.
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This study explores the outcomes of an interactive book reading intervention featuring expository picture books. This small-group intervention was delivered by four practitioners (two early childhood special education teachers and two speech-language pathologists) three times per week for 8 weeks to 6 preschool-age children (3 years 1 month to 4 years 9 months) identified with language impairment. The intervention included use of language facilitation strategies during interactive book reading and extension activities after reading for promoting children’s understanding of signal words related to the sequence text structure (e.g. first, next, then, finally), academic vocabulary, and science topic knowledge related to plants (how plants grow, plant parts, plant needs). Outcomes indicated that practitioners increased their use of language facilitation strategies over the course of the intervention in both contexts of interactive book reading and extension activities. Children with language impairment made significant improvements in their receptive understanding of sequence signal words, vocabulary, and science topic knowledge from pre-test to post-test. These findings suggest the promise of a sequence text structure intervention implemented in the contexts of interactive book reading of expository picture books and extension activities for supporting the syntax, vocabulary, and content knowledge of preschool children with language impairment.
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Ginsburg, Herbert P. y Kyoung-Hye Seo. "Early Childhood Corner: Preschoolers' Mathematical Reading". Teaching Children Mathematics 7, n.º 4 (diciembre de 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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Suzuki, Tadayuki y Barbara Fiehn. "Taking a Closer Look: LGBTQ Characters in Books for Intermediate-Grade Children". Children and Libraries 14, n.º 1 (22 de marzo de 2016): 14. http://dx.doi.org/10.5860/cal.14n1.14.
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Some years ago a student in our graduate course on children’s literature said, “We have looked at a lot of picture books with LGBTQ (Lesbian, Gay, Bisexual, Transgendered, and Questioning) themes and characters, but are there any books for intermediate-level elementary students? There aren’t any listed in our textbook.” Until hearing the question from this student, we had never thought about the availability of LGBTQ books for intermediate-grade children. However, this question began a search lasting several years and resulted in the book list at the end of this article. In 2012, Jamie Campbell Naidoo’s book Rainbow Family Collections affirmed the experiences we had locating LGBTQ books for intermediate-level elementary students.1 This book covers LGBTQ media for preschool through grade six published through 2011, as a result, we have limited this article to books published since 2011. This article also discusses why locating these titles is often difficult and why the books need to be available to students.
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Goldman, Jane A. y Lara Descartes. "Food depictions in picture books for preschool children: Frequency, centrality, and affect". Appetite 96 (enero de 2016): 203–8. http://dx.doi.org/10.1016/j.appet.2015.09.018.
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Ratnasari, Eka Mei. "Efektifitas Penggunaan Buku Cerita Bergambar terhadap Kecerdasan Visual Anak Prasekolah". Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini 7, n.º 1 (30 de abril de 2020): 10–16. http://dx.doi.org/10.21107/pgpaudtrunojoyo.v7i1.4287.
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Multiple intelligences must be optimally stimulated. Its development will be very good for the development of early childhood abilities. This research will discuss the effectiveness of the use of picture books on preschool children's visual intelligence. The research aims to look for the effectiveness of the use of picture books on children's visual intelligence aged of 4-5 years. This study used quasi-experiment method. The subjects were children of TK-KB ABA Pringwulung, Yogyakarta. The sampling technique uses purposive sampling, including two groups, A1 as the experimental group and A2 as the control group. The subjects used in this study examined 40 children. The data analysis technique used a t-test using the SPSS for Windows version 16 computer program to see children's visual intelligence between the two cohorts. The results indicated that there was a significant impact on children's visual intelligence through the use of picture book media in group A at TK-KB ABA Pringwulung Yogyakarta. It can be used by parents, educators, and educational practitioners so as to build an appropriate strategy in developing early childhood visual intelligence.
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Kelpšienė, Monika. "The Usage of Books Containing Augmented Reality Technology in Preschool Education". Pedagogika 138, n.º 2 (31 de agosto de 2020): 150–74. http://dx.doi.org/10.15823/p.2020.138.9.
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The article analyses the importance of augmented reality technology in preschool education. It discloses augmented reality functions, digital tools and smart devices that supplement Lithuanian language books for preschool children, and the situation of their application in the process of preschool education. The results of the analyses show that books with augmented reality technology are perfectly suitable for developing the skills of cognition of the environment, exploration, perception, and expression of emotions and artistic expression. In addition, children learn to use software and other different digital tools. The results of the study of educators’ insights suggest that there is a whole range of ways to use books with augmented reality technology. The usage of books containing augmented reality technology provides opportunities to enrich the traditional educational methods and to make them more effective. These books supplement the educational process and encourage both - educators and children to develop the following skills: cognition of the environment, the concentration of attention, training of memory, enrichment of vocabulary, learning to read, creativity, learning sounds, ability to use software. According to the information provided by foreign researchers the most commonly used technologies in education are: mobile applications; augmented reality based on the motionsensing program; picture books with augmented reality technology; augmented reality game systems. The usage of books containing augmented reality for education opens up new learning opportunities.
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Danko-McGhee, Katherina y Ruslan Slutsky. "Judging a book by its cover: Preschool children’s aesthetic preferences for picture books". International Journal of Education Through Art 7, n.º 2 (12 de julio de 2011): 171–85. http://dx.doi.org/10.1386/eta.7.2.171_1.
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Chen, Chaoyan. "Analysis and Countermeasures of Current Situation of Sex Education for Children Aged 3-6". Lifelong Education 9, n.º 7 (8 de diciembre de 2020): 35. http://dx.doi.org/10.18282/le.v9i7.1463.
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This article starts from the important significance of implementing sex education for preschool children, and analyzes the problems existing in the implementation of sex education in kindergartens in Ningbo, Zhejiang. From the teacher’s point of view, it is proposed to use picture books as an entry point, combined with children’s own interests, and make suggestions for teachers’ solutions.
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Choi, Naya, Sujeong Kang y Jiyeon Sheo. "Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use". Education Sciences 10, n.º 2 (13 de febrero de 2020): 40. http://dx.doi.org/10.3390/educsci10020040.
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In recent years, the ways in which to read English picture books to young children has become diverse in English as a foreign language (EFL) context. The present study examined the effect of parent-child interactions and digital pen use during English picture book reading in the child’s interest in learning English. A total of 320 Korean mothers of three to five year old preschool children participated in the study. The results revealed the following. First, children’s interest in learning English was higher when they used digital pens and engaged in frequent parent-child interactions during English picture book reading. Second, parent-child interaction was a more significant variable in children’s interest in learning English compared to digital pen use. Third, the moderator effect of digital pen use in the relation between parent-children interaction and children’s interest in learning English was insignificant. In other words, parent-child interaction was important in increasing children’s interest in learning English, regardless of digital pen use. While rapid advances in technology enhanced teaching pedagogy, parent-child interaction in foreign language learning still remains as a crucial factor. Further implications and future directions are discussed.
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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, n.º 9 (1 de septiembre de 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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Robertson, Sarah-Jane L. y Elaine Reese. "The very hungry caterpillar turned into a butterfly: Children's and parents' enjoyment of different book genres". Journal of Early Childhood Literacy 17, n.º 1 (25 de julio de 2016): 3–25. http://dx.doi.org/10.1177/1468798415598354.
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This study aimed to examine which genres parents are reading to children and for themselves. Furthermore, it aimed to examine mothers' and fathers' shared reading strategies for different book genres in relation to children's language and literacy development. Parents shared a narrative and an expository book with their preschool-aged children. Parents then completed measures of book enjoyment, book exposure and book genre preference. Children completed a battery of language and literacy measures tapping into expressive and receptive language, letter naming fluency, phonological awareness and narrative skills. Parents reported that they most frequently shared narrative picture books at home; however, they reported that their children enjoyed the expository book more than the narrative book in this study. Parents' book-reading strategies were related to children's language and literacy, with higher level strategies positively related and lower level strategies negatively related to children's language and literacy. This pattern was the same for the narrative and expository book. These results suggest that the most important task is to find books that motivate both parents and children to engage in and enjoy reading interactions.
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Utami, Dyah Rahmawatie Ratna Budi y Erika Dewi Noorratri. "Prevention Children Sexual Abuse in Preschool with Picture Story Book". Gaster 19, n.º 1 (10 de febrero de 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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Solfiah, Yeni Solfiah, Devi Risma, Hukmi y Rita Kurnia. "Early Childhood Disaster Management Media Through Picture Story Books". JPUD - Jurnal Pendidikan Usia Dini 14, n.º 1 (30 de abril de 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
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Terrell, Sandra L. y Raymond Daniloff. "Children's Word Learning Using Three Modes of Instruction". Perceptual and Motor Skills 83, n.º 3 (diciembre de 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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Kim, So Jung. "The role of peer relationships and interactions in preschool bilingual children's responses to picture books". Journal of Early Childhood Literacy 16, n.º 3 (25 de julio de 2016): 311–37. http://dx.doi.org/10.1177/1468798415577874.
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Yilmaz, Rabia M., Sevda Kucuk y Yuksel Goktas. "Are augmented reality picture books magic or real for preschool children aged five to six?" British Journal of Educational Technology 48, n.º 3 (3 de mayo de 2016): 824–41. http://dx.doi.org/10.1111/bjet.12452.
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Lepola, Janne, Anu Kajamies, Eero Laakkonen y Pekka Niemi. "Vocabulary, metacognitive knowledge and task orientation as predictors of narrative picture book comprehension: from preschool to grade 3". Reading and Writing 33, n.º 5 (3 de enero de 2020): 1351–73. http://dx.doi.org/10.1007/s11145-019-10010-7.
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AbstractThis is a study of early picture book comprehension, its determinants and later development through primary school. More specifically, picture book comprehension was analyzed longitudinally from age 5 to age 9, delineating the unique contributions of vocabulary, metacognitive knowledge and task orientation to the initial level as well as to the growth of comprehension. A total of 90 Finnish-speaking children participated in the study. The children’s narrative picture book comprehension was assessed at age 5, age 6 and age 9. Vocabulary, metacognitive knowledge and task orientation were evaluated at age 5. Latent growth curve modeling showed a pattern of decreasing achievement gaps in narrative picture book comprehension. Vocabulary and metacognitive knowledge uniquely contributed to the concurrent level of narrative picture book comprehension. The results further showed that metacognitive knowledge and task orientation were positive and statistically significant predictors of the growth of picture book comprehension over and above the initial level of narrative picture book comprehension. These findings add to our knowledge about the development of inter-individual differences in narrative picture book comprehension and the roles of vocabulary, metacognitive knowledge and task orientation in it. They also suggest a novel way to assess the narrative comprehension potential among students with compromised working memory or decoding ability.
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Kim, So Jung. "Possibilities and challenges of early critical literacy practices: Bilingual preschoolers’ exploring multiple voices and gender roles". Journal of Early Childhood Research 14, n.º 4 (24 de julio de 2016): 370–88. http://dx.doi.org/10.1177/1476718x14552878.
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Despite the emphasis on the significance of critical literacy, there has been a startling paucity of studies examining how critical literacy pedagogies can be implemented to preschool bilingual settings. In order to address this gap in the research, this qualitative case study examines the possibilities and challenges of critical literacy in bilingual Korean preschool contexts. Based on Freire’s notion that literacy is inherently political, this study focused on six 4-year-old Korean bilingual children’s reading of picture books during a read-aloud session at the Korean Language School in a Midwestern state. The data were collected for 5 months using multiple collection sources such as audio/video recordings, observational field notes, interviews, children’s artifacts, and an informal notebook, including memos and field jottings. Findings suggest that critical literacy helps young bilingual children to explore multiple perspectives and challenge the dominant gender ideologies. For professionals in early childhood education, the study may contribute to our understanding of the significance of critical literacy conversations with bilingual preschool children.
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Ryu, Seung Hee, Ju Young Lee, So Min Park y Hae Sung Im. "Examining Teacher-Child Interaction for Instructional Support: Focusing on Preschool Math Lessons after Reading Picture Books". Early Childhood Education Research & Review 25, n.º 1 (28 de febrero de 2021): 31–60. http://dx.doi.org/10.32349/ecerr.2021.2.25.1.31.
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Ratnasari, Eka Mei. "The Influence of Picture Book to the Storytelling skill of Preschool Children". Indonesian Journal of Early Childhood Education Studies 9, n.º 1 (9 de junio de 2020): 8–12. http://dx.doi.org/10.15294/ijeces.v9i1.37805.
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The benefit of storytelling activity to children’s skill development is to provide a positive contribution to children’s language skill. This research aimed to determine the impact of the picture book to the storytelling skill of children aged 4-5 years. The research subjects consisted of two kindergartens in Yogyakarta (Pringwulung and Cempaka kindergarten) Indonesia. The participants are 40 children. The data were used quasi-experimental research design. The research data obtained were analyzed with t-test through SPSS 16 program to see the differences between the experimental group and the control group. The result of this research was a significant influence of using picture book on the storytelling skill of preschool children. The recommendation from the result of this research was provided to parents and teachers particularly to develop children’s communication skill and practitioner in the discussion that especially emphasized addressing the need to increase opportunities for storytelling skill of preschool children in good stimulation.
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McCoy, Ashley, David McNaughton, Janice Light y Susannah Boyle. "Using Digital Texts in Interactive Reading Activities for Children with Language Delays and Disorders: A Review of the Research Literature and Pilot Study". Seminars in Speech and Language 38, n.º 04 (septiembre de 2017): 263–75. http://dx.doi.org/10.1055/s-0037-1604274.
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AbstractParticipation in interactive reading activities can help children with language delays and disorders build important early language and literacy skills. Digital texts (i.e., books presented on tablets and computers) provide new opportunities for learning and supporting communication. Recently, researchers have investigated the use of digital texts that include visual scene displays (VSDs). In this approach, pictures on a tablet are programmed with “hotspots”; when the picture is touched, a word is spoken aloud. In addition, transition to literacy (T2L) features, including dynamic presentation of the text when a hotspot is activated, can be implemented with VSDs. This article provides a review of interactive reading interventions with children with language delays and disorders, and a discussion of the impact of using digital texts. We also describe the results of a pilot study intervention using digital texts including VSDs and T2L features with children with language delays in an inclusive preschool setting.
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MUHINYI, Amber, Anne HESKETH, Andrew J. STEWART y Caroline F. ROWLAND. "Story choice matters for caregiver extra-textual talk during shared reading with preschoolers". Journal of Child Language 47, n.º 3 (3 de diciembre de 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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Cardany, Audrey Berger. "A Musical Shared Book Experience for Little Excavator". General Music Today 31, n.º 2 (15 de noviembre de 2017): 40–46. http://dx.doi.org/10.1177/1048371317742113.
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Little Excavator, a recent publication by Anna Dewdney, is a delightful picture book for young children and perfect for a musical shared book experience in a group setting for preschool and first-grade children. In this article, connections between music learning and the typical shared book experience are outlined. Musical ways to share the book and extension activities for pitch and rhythm concepts are provided. The author includes alignments to National Core Music Standards as well as English Language Common Core Standards for music and reading teachers.
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Kim, So Jung. "Expanding the Horizons for Critical Literacy in a Bilingual Preschool Classroom: Children’s Responses in Discussions with Gender-Themed Picture Books". International Journal of Early Childhood 48, n.º 3 (7 de octubre de 2016): 311–27. http://dx.doi.org/10.1007/s13158-016-0171-3.
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Ratnasari, Eka Mei y Enny Zubaidah. "Pengaruh Penggunaan Buku Cerita Bergambar Terhadap Kemampuan Berbicara Anak". Scholaria: Jurnal Pendidikan dan Kebudayaan 9, n.º 3 (26 de septiembre de 2019): 267–75. http://dx.doi.org/10.24246/j.js.2019.v9.i3.p267-275.
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The development of speaking ability for children is very important so that children could adapt and socialize with friends. This research aimed to determine the influence of picture book on children speaking ability aged of 4-5 years. The type of the research was quasi-experiment. The subjects of this study were the children of group A in Pringwulung kindergarten Yogyakarta, Indonesia. The data collection used an observation sheet, and then analyzed using the t-test through SPSS 16 program to see the differences in speaking ability between the two groups. The result of the research was that there is a significant influence on the improvement of children's speaking ability through picture book of preschool children in Pringwulung kindergarten Yogyakarta. The recommendations of this research can be used by teachers, parents, education practitioners in order to provide an optimal stimulation to the development of children's speaking ability.
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Gesell, Sabina, Dan Wallace, Tommaso Tempesti, Vanessa Hux y Shari Barkin. "Increasing Latino Parents’ Verbal Interactions with Their Preschool-Aged Children". ISRN Education 2012 (7 de marzo de 2012): 1–9. http://dx.doi.org/10.5402/2012/652406.
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The rapidly growing Hispanic American population is experiencing an academic achievement gap that seems to be rooted in disparities in early childhood education and literacy development. Children of non-English-speaking immigrant parents are at greatest risk of poor school performance, but there is potential to capitalize on immigrants’ drive by encouraging them to engage with their children in dialog while reading native-language storybooks. This paper reports on a community-based randomized controlled trial () delivered to mostly Mexican immigrant parents of preschool-age children. Intervention group parents attended three monthly 60-minute sessions based on the Dialogic Reading Model—C.A.R. (Comment and Wait, Ask Questions and Wait, and Respond by Adding More), which teaches parents to have a conversation about pictures in books, with the goal of enhancing verbal exchanges with the child in the parent’s native language. After the 3-month intervention, parents in the bilingual early language development intervention reported placing greater value on children’s active verbal participation in reading compared to control group parents who participated in a healthy lifestyle intervention. These results suggest that Hispanics’ educational outcomes may be improved by educating parents on the value of playful conversations with young children while reading books in one’s native language.
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Gönen, Mübeccel, Mine Durmuşoğlu y 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, n.º 1 (2009): 753–59. http://dx.doi.org/10.1016/j.sbspro.2009.01.133.
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Beneke, Margaret R. y Gregory A. Cheatham. "Teacher Candidates Talking (but Not Talking) About Dis/ability and Race in Preschool". Journal of Literacy Research 52, n.º 3 (16 de julio de 2020): 245–68. http://dx.doi.org/10.1177/1086296x20939561.
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In educational contexts, including early childhood settings, ableism and racism circulate interdependently to define normalcy and deviance. Book reading offers an important platform for dismantling these interlocking ideologies with young children. In this article, we examine dis/ability and race talk in the context of picture-book reading, analyzing the ways four white, nondisabled teacher candidates attempted to discursively resist deficit-based framings of dis/ability and race with small groups of young children in preschool classrooms. Findings revealed how—despite stated intentions to advance educational justice—teacher candidates drew on discourse models that reinforced status quo notions of normativity. We argue that understanding how teacher candidates navigate dis/ability and race talk with young children in the context of literacy instruction can lend insight into the teacher education experiences needed to support these critical conversations.
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Sorsby, Angela J. y Margaret Martlew. "Representational demands in mothers' talk to preschool children in two contexts: picture book reading and a modelling task". Journal of Child Language 18, n.º 2 (junio de 1991): 373–95. http://dx.doi.org/10.1017/s0305000900011119.
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ABSTRACTShared book reading is considered to be an influential factor in language and literacy development and has been associated with more complex and demanding forms of tutorial language use. The present study seeks to examine mothers' discourse in joint picture book reading in terms of the level of representational demand which it places on the child, that is the extent to which it requires the child to engage in abstract thought. This was compared with the language used in another interactive, but more product oriented task, modelling a clown using play-doh. Twenty-four mother child dyads (in which the mean age of the children was 4;2) were videotaped while engaged on these tasks and the conversation was analysed for representational demand (levels of abstraction), interactive features and communicative function. The mother's conversation was found to be at a higher level of abstraction in reading than in play-doh modelling. The accuracy of child responses to high level requests for information was superior for reading, while responses to low level requests were similar in both situations. The interactive categories were more utterance-based and less attention-based than in the modelling task.
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Sari, Novi Engla y Dadan Suryana. "Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development". JPUD - Jurnal Pendidikan Usia Dini 13, n.º 1 (30 de abril de 2019): 43–57. http://dx.doi.org/10.21009/10.21009/jpud.131.04.
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The challenge for early childhood educators to be able to provide a touch of education that is creative, innovative, smart, and fun to develop children's intelligence optimally. This study aims to develop Thematic Pop-Up Book products as learning media for the development of Early Childhood languages. The research subjects were 15 participants in class B6 of Khaira Ummah Islamic Kindergarten in the City. The research and development used data analysis using descriptive statistical analysis techniques. The results of the validity test and the practicality of the development of Pop-Up Book media at Khaira Ummah Islamic Kindergarten in Padang City were declared valid by media experts with an average score of 95%. Media Thematic Pop-Up Books, about Healthy and Unhealthy Foodstuffs were also declared valid by material experts with an average score of 95%. The results of the trial of thematic Pop-Up book products in Khaira Kindergarten Islamic Ummah were stated as a practical medium for children with a percentage increase in the test reaching 96%. Based on these results indicate that Pop-Up Book media products get a positive response from children and teachers. Media Pop-Up Book for further research can be used as a medium to improve children's cognitive, and interest in reading.
Key Words: Thematic Pop-up Book, Early Childhood Education, Language Development
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Häikiö, Tarja Karlsson. "Cultural participation for, with and by children – Enhancing children’s agency through art pedagogy, visual knowledge-building and learning". Nordic Journal of Art and Research 7, n.º 1 (2 de mayo de 2018): 19. http://dx.doi.org/10.7577/information.v7i1.2630.
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This article focuses on how children's rights in society can be manifested with cultural tools and through cultural participation. The article discusses cultural participation for, with and by children based on the core ideas of a Swedish governmentally initiated strategy implemented in the 1970s. The right for children to take part in cultural activities, to be culturally active and to express themselves is based on the UN Convention on the Rights of the Child (1989). Art education and visual activities for children in formal and informal cultural environments and the use of contemporary art will be discussed. An art-based project in collaboration between a cultural institution and preschool and younger children is described. The main purpose of the article is to analyse what impact the use of cultural participation and cultural tools has on children's collective experience and learning, as well as to discuss and contextualise the relationship between culture, preschool and school as it is influenced by global and societal changes, particularly the increasing visual impact in society through the use of digital media and multimodality. The results show how an art gallery visit and the use of cultural narratives, such as art educational activities at a preschool based on work with a picture book, create visual knowledge and contribute to children’s agency and understanding of equity as one of the aims in the early childhood education curriculum.
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Luo, Rufan, Kelly Escobar y Catherine S. Tamis-LeMonda. "Heterogeneity in the trajectories of US Latine mothers’ dual-language input from infancy to preschool". First Language 40, n.º 3 (30 de mayo de 2020): 275–99. http://dx.doi.org/10.1177/0142723720915401.
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We longitudinally examined the trajectories of Latine mothers’ ( N = 116) language input to their children during book-sharing interactions at four points in development, when children were between ages 2 and 5 years. Mother–child dyads were video-recorded sharing a wordless picture book, and transcriptions of mothers’ and children’s language yielded word types in Spanish and English at each assessment wave. Three distinct trajectories of change in mothers’ dual-language use were identified. Some mothers shifted from Spanish-dominant input to more balanced input between English and Spanish; other mothers provided English-dominant input and used more English and less Spanish over time; and the remaining mothers were stable in their Spanish-dominant input across child ages. Mothers’ immigration background, educational level, and children’s preschool language experiences each uniquely predicted trajectories of maternal language input. In general, children showed similar trajectories as their mothers, although mismatch occurred for some dyads at the later ages. The dual-language environments of Latine children are dynamic and shaped by individual and contextual factors.
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Bogdanov, Andrey Petrovich. "“Mother School" of Grand Duke Alexei Petrovich of Russia". Исторический журнал: научные исследования, n.º 3 (marzo de 2020): 96–110. http://dx.doi.org/10.7256/2454-0609.2020.3.32756.
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This article reviews the emergence and content of textbook system for “Mother School”, written by the court poet and educator Karion Istomin for Grand Duke Alexei Petrovich of Russia. The concept belonged to grandmother of Alexei Petrovich – Grand Duchess Natalia Kirillovna, who enrolled her son Peter to “Mother School” at the age of 3 instead of usual 5. The idea of preschool education was advanced by the prominent pedagogue John Amos Comenius based on his concept of developmental psychology. The very thought that a child is not a small adult and his perception transforms with age was innovative for the Age of Scientific Revolution. In the countries of Central and Western Europe, where John Amos Comenius pursued his activity, promotion of this thought encountered difficulties. Although in Russia, where the works of Comenius enjoyed wide popularity, was created a solid foundation for assimilation of this thought. All children of the Romanov family (there is no records on education of their predecessors) received multiple educational toys and visual materials, which were purchased at first, and later illustrated in books. By combining the Russian tradition with the ideas of Comenius, Karion Istomin the entire series of books, in which upbringing and education was in the form of pictures and poems to them. The most famous book, which retains its relevance today, is the unique Russian Alphabet Book (Bukvar). The author is first to examine the entire system of these textbooks, which mark gradual transformation from visual learning to logical.
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Dierker, Lisa C. y Barbara Sanders. "Developmental and Individual Differences in Children's Ability to Distinguish Reality from Fantasy". Imagination, Cognition and Personality 16, n.º 1 (septiembre de 1996): 25–49. http://dx.doi.org/10.2190/kekg-5p6c-g153-5e86.
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The present study focuses on children's developing ability to categorize real and pretend events, their understanding regarding the permanence of the state of pretense, and the potential effects that emotional tones have on these abilities. Children's involvement in imagination was also assessed as a possible factor contributing to individual differences in reality/fantasy understanding. Sixty male and female children selected from university preschool and kindergarten classes judged happy, neutral, and frightening pictures selected from children's books according to whether they believed that the event could happen in real life. Findings show that kindergartners perform significantly better than preschoolers in distinguishing real from pretend events. Overall, children made significantly fewer correct distinctions between reality and fantasy for the frightening pictures than for both the happy and neutral pictures. Individual difference analyses between children judged to be differentially involved in fantasy did not reveal any differences in their ability to distinguish between real and pretend events. Theoretical and practical implications of these findings are discussed.
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Curenton, Stephanie M. y Laura M. Justice. "African American and Caucasian Preschoolers’ Use of Decontextualized Language". Language, Speech, and Hearing Services in Schools 35, n.º 3 (julio de 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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Popović, Ana y Mira Perić. "Bioethics in the Future: Ecological Upbringing from a Preschool Age. A Drama Music Workshop as an Example". Pannoniana 3, n.º 1-2 (1 de diciembre de 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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Fogle, Stephen. "Dance and Music in Children’s Literature: A Qualitative Study of Intergenerational Solidarity Themes". Innovation in Aging 4, Supplement_1 (1 de diciembre de 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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Murray, Lynne, Jeff E. Pella, Leonardo De Pascalis, Adriane Arteche, Laura Pass, Ray Percy, Catharine Creswell y Peter J. Cooper. "Socially anxious mothers' narratives to their children and their relation to child representations and adjustment". Development and Psychopathology 26, n.º 4pt2 (noviembre de 2014): 1531–46. http://dx.doi.org/10.1017/s0954579414001187.
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AbstractAnxious mothers' parenting, particularly transfer of threat information, has been considered important in their children's risk for social anxiety disorder (SAnxD), and maternal narratives concerning potential social threat could elucidate this contribution. Maternal narratives to their preschool 4- to 5-year-old children, via a picture book about starting school, were assessed in socially anxious (N= 73), and nonanxious (N= 63) mothers. Child representations of school were assessed via doll play (DP). After one school term, mothers (Child Behavior Checklist [CBCL]) and teachers (Teacher Report Form) reported on child internalizing problems, and child SAnxD was assessed via maternal interview. Relations between these variables, infant behavioral inhibition, and attachment, were examined. Socially anxious mothers showed more negative (higher threat attribution) and less supportive (lower encouragement) narratives than controls, and their children's DP representations SAnxD and CBCL scores were more adverse. High narrative threat predicted child SAnxD; lower encouragement predicted negative child CBCL scores and, particularly for behaviorally inhibited children, Teacher Report Form scores and DP representations. In securely attached children, CBCL scores and risk for SAnxD were affected by maternal anxiety and threat attributions, respectively. Low encouragement mediated the effects of maternal anxiety on child DP representations and CBCL scores. Maternal narratives are affected by social anxiety and contribute to adverse child outcome.
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Shih, Yi-Huang. "The Research of Early Childhood Art Education in Taiwan". Children and Teenagers 1, n.º 1 (11 de abril de 2018): 24. http://dx.doi.org/10.22158/ct.v1n1p24.
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<p><em>In general, the research of early childhood art education </em><em>has its importance. For this reason, </em><em>research into early childhood art education </em><em>in Taiwan has been emphasized by scholars, in the hope that</em><em> </em><em>preschool</em><em> teachers can better understand the </em><em>early childhood art education. By reading, analyzing and discussing related studies, </em><em>t</em><em>his paper aims to explore the research of early childhood art education </em><em>in Taiwan. Hopefully, such an exploration can help teachers </em><em>understand </em><em>concepts related to </em><em>early childhood art education, and most importantly develop an excellent praxis of early childhood art education. After reading, analyzing and discussing related studies, the research issues of early childhood art education </em><em>in Taiwan </em><em>we identified are as follows: (1) young children’s art making processes, (2) the practice of implementing an aesthetic thematic curriculum, (3) the development of learning indicators of the aesthetic domain for kindergarten curriculum in Taiwan, (4) the teaching principles of aesthetic education in early childhood, (5) multicultural art education for children, (6) investigation of art education in kindergartens, (7) children’s art learning with parents, (8) making use of picture books to design a suitable art integrated curriculum for children, (9) teaching art appreciation in kindergarten, (10) employee retention and collaboration with art institutions on early childhood education, (11) integrating mangrove environmental education into art teaching for young children, and (12) the progress of implementing aesthetic feelings by integrating a community based viewpoint.</em></p>
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Horvath, Martine. "Picture books". Early Years Educator 14, n.º 10 (febrero de 2013): 47. http://dx.doi.org/10.12968/eyed.2013.14.10.47.
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Horvath, Martine. "Picture books". Early Years Educator 14, n.º 11 (marzo de 2013): 47. http://dx.doi.org/10.12968/eyed.2013.14.11.47a.
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Horvath, Martine. "Picture books". Early Years Educator 14, n.º 9 (enero de 2013): 47. http://dx.doi.org/10.12968/eyed.2013.14.9.47a.
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