Dissertationen: „Pandas – Children's picture books“

1

Craig, Ashley B. „Gender Stereotypes about Emotion Portrayed in Children's Picture Books“. NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-05022008-085227/.

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The purpose of the present study was to investigate the emotional messages in childrenâs picture books and how they differ by both gender and age. Specifically, I hypothesized that female characters would be illustrated and described in the text as more emotional than males especially with regards to love, sadness, and fear whereas male characters were hypothesized to be illustrated and described more often as angry than females. These differences were also considered by age of the character, especially for sadness and anger whereby adult males were hypothesized to be portrayed showing the least sadness and adults were hypothesized to be portrayed expressing more anger than children. Lastly, the present study was intended to examine the gender-emotion stereotypes in childrenâs picture books over time, and so a sample of current best-selling books published between 1950 and present were selected. Results revealed that gender-emotion stereotypes were less prevalent than expected, but that in fact females were portrayed expressing more love than males and males more anger than females. Further, adults were portrayed expressing more love and anger than children. Limitations and implications for future research are discussed.

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2

Weaver, Charlene. „Characterization of Autism Spectrum Disorders in Children's Picture Books“. Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2336.pdf.

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3

Leach, Karen Dupree. „Aggression in Popular Children's Picture Books: A Content Analysis“. BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4102.

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The purpose of this thesis is to assess children's exposure to aggression through popular children's picture books. Little research has been performed regarding aggression in such books. By analyzing 301 picture books, this study found that the average picture book contained 1.36 aggressive acts, and that aggressive acts were more likely to be included in picture books meant for older children. Verbal aggression was the most widely used type of aggression in children's picture books. There was no significant relationship between the type of character (human or nonhuman) and whether the character acted aggressively. Male characters were more likely to be shown aggressing towards other male characters; they were also more likely to be shown using physical aggression and violent ideation. Aggressive acts in children's picture books are more likely to be portrayed as unjustified, with no consequences, and no adult involvement to help resolve the situation. Children's picture books could be a useful tool for parents, teachers, and adults to teach children about aggression and appropriate solutions for resolving conflict.

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4

Nowak, Kelly Ann. „MY MOMMY DIED, IS THERE A BOOK ABOUT ME?: DEATH AND DYING IN CHILDREN'S PICTURE BOOKS, 2000 - 2006“. Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174786861.

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5

Anderson, Cheri Louise 1949. „Children's interpretations of illustrations and written language in picture books“. Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282764.

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Children's responses to picture books are documented through this qualitative research involving a case study of three students in an intermediate elementary classroom. The study focuses on multiple ways of knowing through examining students' responses to these books through language and art. Specific research questions within this context are: How is the learning environment constructed to support children's responses to picture books? How do children respond to picture books?, What are the children's responses to the illustrations in picture books? and How do children create their own interpretations of the illustrations and written language in picture books? The theoretical frame for this study is based in semiotic theory and transactional theory as well as reader response research, picture books and response, visual literacy, children's responses to art, literary content analysis of picture books, reviews of picture book illustrations, interviews with illustrators, and illustrators reflecting on their artistic processes. The curriculum design developed of this study integrates children's literature and art. The curriculum cycle was an introduction of a picture book or textset, followed by a literature discussion, studio art experiences, and a reflective interview. The infusion of fine arts into the classroom curriculum more closely resembles the multiple ways children approach learning in the world outside school. The combination of written language and illustration in picture books can provide children with an introduction to literature and literacy. In the study, students were encouraged to read a variety of picture books and respond through literature discussion and art experiences. The findings related to the case study of three students were organized within two main areas: meaning making within a picture book and meaning making within the artwork. The picture book was defined as a unique art form that was central to the lives of students as they developed visual literacy. The students' responses were extremely sophisticated and showed that they were capable of complex understandings of art and literature.

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6

Dietz, Kathryn Ann. „Cataloging of Children's Picture Books: Quality in the Age of Automation“. NSUWorks, 1996. http://nsuworks.nova.edu/gscis_etd/487.

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This study was an analysis of the quality of Machine Readable Cataloging (MARC) Records of children's picture books and easy readers in terms of accuracy and completeness of information. It was a case study which was based on the books in the Educational Media Collection (EMC) at the University of Wisconsin Oshkosh. The purpose was to determine to what extent there were elements of the MARC record as provided in The Guidelines for Standardized Cataloging of Children's Materials, referred to as The Guidelines, which were missing and/or incorrect in records retrieved from the OCLC utility. The catalogers at the Library of Congress are required to use these guidelines when cataloging children's materials. There were 3,098 records used in this study; 2,363 records were submitted to the OCLC database by the catalogers at the Library of Congress and 735 were submitted by the catalogers at OCLC Participating Libraries. Six guidelines were relevant to picture books and easy readers: placing the "j" code in the Target Audience Field, entering the elements of the record following the Anglo-American Cataloging Rules 2nd ed. 1988 Revision (AACR2R88) Level 2 description, including summary notes, providing the International Standard Book Number (ISBN), providing added entries for joint authors and illustrators and identifying the illustrators, and providing subject headings without juvenile form subdivisions. There were 9,849 errors which appeared on 3,098 records. This was an average of2.5 errors per record cataloged at the Library of Congress and 5.5 errors per record cataloged at the OCLC Participating Libraries. Once the errors were determined, analyzed, and noted, the author developed a policy/procedures manual for applying The Guidelines to the cataloging records for children's picture books and easy readers. The previously established policies of the EMC in regard to the handling of books in the Juvenile Collection were included. This manual, although designed using the EMC at the University of Wisconsin Oshkosh, could be of practical use to any cataloger of children's picture books and easy readers.

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7

Holiday, Steven John. „Where They Least Expect It: Product Placement in Children's Picture Books“. BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4434.

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Product placement has been intensely studied in almost every mass communications medium. One notable exception is in children's picture books where scholarship on the placement of products and brands has been severely underserved despite a steady presence in a medium integral to socialization and society. The present study recognizes the unique characteristics of the shared reading that takes place in this medium and explores its effects on memory for and attitudes toward product placements within children's picture books. Using a laboratory experiment, quantitative statistical analysis of resulting data, and qualitative exploration of themes resulting from subjects' responses, the present study demonstrates that the practice of shared reading positively affects both recollection and attitudes toward product placement in children's picture books. It also discusses the results in the context of their ethical and practical applications and implications.

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8

Caracciolo, Dana Andriana. „Children's Literature and Diabetes“. Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31824.

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My studies consider the genre of children's literature, specifically picture books, and their treatment of the topic of diabetes. I frame my argument with an examination of diabetes, the psychological effects of diabetes on the child, the need of thorough education about diabetes. I argue for the use of the picture book as an effect tool in educating and socializing the diabetic child. I first explore the implications of diabetes and the long term complications caused by one's poor control of the disease. I then explore the psychological ramifications of a chronic illness on the young child. Next I assert the need to combine the physiological and psychological factors of diabetes into a responsible text for children, one which both serves as an educating tool and a source of comfort in difficult times with the disease. I conclude my studies with critiques of existing materials in the limited genre and compare them to the story I have written for children about diabetes.
Master of Arts

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9

McIntyre, Joseph C. „Gender and Race in Children's Picture Books: A Tragedy in Three Studies“. Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052849.

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Research has demonstrated that male central characters outnumber female central characters. In a series of studies, I demonstrate that this imbalance is even more acute in the books that children read, that it is far worse for boys than for girls, and that teachers do not act to expose children to a wider range of central characters.

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10

Carter, Victoria Chillik. „An Approach to Authoring and Publishing Children’s Literature“. Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1185390312.

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11

Lewis, David Harry. „The metafictive in picture books : a theoretical analysis of the nature and origins of contemporary children's picture books, with case studies of children reading picture book texts“. Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021312/.

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The thesis is about picture books and how children read them, and is divided into three parts. In part one I identify a striking parallel between certain exemplary contemporary picture books and the tendency within adult fiction known as postmodernism or metafiction. I enlarge upon this analogy and attempt to establish a tentative taxonomy of metafictive picture books. Part one concludes with an account of an early attempt at exploring how young children read such texts, and with the establishing of the core questions of the thesis: i.e. what is the relation of the metafictive picture book to the form in general?; why is such a highly self-conscious, reflexive form of text found in picture books for young children?; and how do young children read such books? In part two I begin by reviewing the available literature on picture books and then attempt to construct a theory of picture book text. These core theoretical chapters (chapters five, six and seven) are concerned with the nature of pictorial representations and how readers read them; with a revisionist account of the historical origins of the picture book; and with the developing of a view of the picture book as a distinctivelypolysysiemic form of text - i.e. a form of text closely akin to the novel. An attempt is then made to answer the first two of the three main questions. The final part of the thesis explores, through a number of case studies, how young children might construe metafictive texts and traces some of the different ways in which they attempt to make sense of them.

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12

Mines, Heather. „The relationship between children's cultural literacies and their readings of literary texts“. Thesis, University of Brighton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341283.

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13

Moran, Renee Rice. „Examining Social Justice Issues in Eight Children’s Picture Books“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3611.

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14

Lim, Young Sook. „Facilitating young Korean children's language development through parent training picture book interaction /“. Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7783.

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15

Tian, Ping. „Multimodal evaluation: sense and sensibility in Anthony Browne's picture books“. Thesis, Dept. of Linguistics, Faculty of Arts, 2011. http://hdl.handle.net/2123/13123.

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16

Valentine, Valerie D. „An Investigation of Authenticity and Accuracy in Children’s Realistic Fiction Picture Books Set in Appalachia“. Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1202328969.

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17

Sung, Yoo Kyung. „A Post-Colonial Critique of the (Mis)Representation of Korean-Americans in Children's Picture Books“. Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194907.

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This study explores how imagined communities based on U.S. mainstream values and social attitudes are embedded in multicultural children's literature through a critical content analysis of cultural representations in 24 Korean-American picture books. Korean-American culture is often defined through other Asian cultures in picture books and the collective interpretations of Asian culture perpetuate otherness and marginality of Korean-American culture. Otherness can be viewed through postcolonialism as a way to rethink and reconstruct the ways in which racial, ethnic, and cultural others have been repressed, misrepresented, omitted, and stereotyped by colonial mentality (Xie, 2000).The term "Asian American" was used after the Civil Rights movement by Asian Americans to claim a lawful right as representative citizens to reconstruct their own collective identities (Chae 2008). This collective identity of Asian American enhances misrepresentations of Korean culture as one of the Asian cultures. Korean-American culture in picture books is misrepresented through confusion with other Asian cultures, misunderstandings of Asian-Americans, and social mind-set of Korean-Americans. The study discusses the dominant social attitudes toward Korean-Americans as forever `new' foreigners because of the dominance of contemporary picture books which depict Korean-Americans only as recent immigrants. Ahmad (1996) states that postcolonial perspectives are often a polite way of saying "not-White" or Korean-Americans are "not-America-but-inside-America."A critical content analysis of 24 picture books published in the U.S. and 98 reviews of those books examines the representation and misrepresentation of Korean culture and Korean-American culture through the frame of critical discourse analysis and cultural studies. This study contributes to the previous studies of multicultural children's literature by differentiating from the collective approaches in which ethnic groups were grouped together in data collection and analysis.The findings of this study indicate that the "cultural diversity" celebbrated by U.S. multiculturalism has actually contributed to reinforcing the image of Korean-Americans as one of the Orientals by focusing too strongly on difference. The use of multicultural children's literature in classrooms needs to include a focus on difference as a tool used by readers to understand, not stereotype, a particular cultural group and should be combined with a focus on human connection and commonality.

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18

Valentine, Valerie D. „An investigation of authenticity and accuracy in children's realistic fiction picture books set in Appalachia“. Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1202328969.

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19

Panaou, Petros Coats Karen. „Complex crossings European picture books and the construct of child-ness in national, European, and global contexts /“. Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417799091&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1205257790&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Karen Coats (chair), Jan Susina, Christopher Breu. Includes bibliographical references (leaves 289-303) and abstract. Also available in print.

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20

Alharbi, Sara Abdullah. „Immigrant Children's Perspectives of Books that Share Stories of Early School Experiences“. Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752399/.

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Guided by the importance of children's voices and perspectives, this study aims at finding the immigrant children's perspectives of books that share stories of early school experiences of immigrant children. Before working with children, there was a careful selection process and analyzing of the three picture books chosen for the study using critical content analysis and childism lenses. The participants are three Arab immigrant children at the age of 6 who are bilingual and attended school in the U.S for one year, at least. With acknowledgement to reader-response theory, the data collection process started with an introductory home visit, followed by three individual interactive read-aloud sessions using interviews, audio records, and observations. The data collection involved field notes of non-verbal responses of the participants and these notes supported analysis of the eight transcripts. Thematic analysis is used in analyzing the data of each story, followed by identifying finding themes across all three stories. The seven themes found across all three stories are discussed in the final chapter and include: Children can have empathy for characters, understand social injustices in the stories, be agents to change injustice in the stories, and are curious about different cultures. The children's personal stories shared during this research are the most valuable outcome because they reflect the real experiences of those most affected by the research topic. The study also explains how listening to immigrant children's personal stories is an act that supports justice and helps to fight against any kind of prejudice those children might face. The study emphasizes that children have the ability to engage in sophisticated conversations about themselves and their life experiences through the use of appropriate tools combined with believing in the children's rights.

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21

McAdams, Laurie Anne. „How Does the Use of Picture Books During Instruction Improve Student Word Choice in Writing?“ Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3226.

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The purpose of my research was to determine how the use of picture books during instruction would improve student word choice in writing. Donald Graves (2003), a renowned researcher in the teaching of writing, states, "All children need . . . to be surrounded with poetry, stories, information books, biography, science and history, imaginative and factual books." Graves' research presents successful classroom instruction when teachers incorporate literature as a fundamental part of their reading and writing instruction. Likewise, Susan Anderson McElveen and Connie Campbell Dierking (2000) conducted a study with their students using picture books as "precise examples" to teach writing. Their analysis of data showed that using children's literature, or picture books, served as a "bridge that linked the target skill with the reason for thinking, speaking, and writing like a writer" with their students. The subjects of my study were my fourth-grade students. I obtained data for this study from student writing samples, anecdotal records of my students, my daily reflections, class discussions, debriefings, and writing activities. I assessed students' writing samples using criteria for assessing word choice in the 6-Point Writing Guide in Vicki Spandel's (2005) Creating Young Writers. This study found that the majority of my students demonstrated improved word choice in their writing. Limitations of this study are discussed, as well as implications for future use of picture books during instruction.
M.Ed.;
Department of Teaching and Learning Principles
Education
Elementary Education

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22

Robertson, Joanna Marie. „Fourth- and fifth-grade classroom case study of response to multimodal representations in children's picture books“. Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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23

Nephew, Irene J. „An ethnographic content analysis of children's fiction picture books reflecting African American culture published 2001-2005“. Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1802.

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24

Danowski, Jesica L. „The Portrayal of Older Characters in Popular Children's Books: A Content Analysis from 2000 to 2010“. BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2469.

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While picture books are often viewed as educational resources for young readers, it is crucial to not overlook the images and content this literary medium contains. Research suggests that repetitive messages encompassing a stereotypical nature cultivate lasting impressions on young audiences. One portrayal often associated with negative implications is the depictions of older characters in children's first literature. This investigation analyzed a selection of picture books from the New York Times best sellers list, the Book Sense best sellers list, and the Caldecott award winners for the years 2000–2010. In an attempt to provide a time spectrum communicating the levels of ageism that remain prevalent within the last decade, over 700 illustrated literary works were included in this exploration. Although conclusions supported a continuation of the under-representation of senior adults that is congruent to similar studies, findings suggested a significant improvement in the overall portrayal of older characters in illustrated books. This result communicates an optimistic outlook in continuing the promotion of positive attitudes for children regarding the aging process.

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25

Al, Khaiyali Al Tiyb. „Exploring the use of children's picture books to explicitly teach reading comprehension strategies in Libyan EFL classrooms“. Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628809.

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Reading comprehension is an essential part in developing any language and literacy program. Many literacy programs have taken care to focus on improving reading comprehension instruction at different grade and ability levels, including English as a Second Language and English as a Foreign Language (ESL/EFL). Despite these efforts, there are classrooms that ignore the need for instruction in reading comprehension, and there seems to be little consensus on the best type of reading comprehension instruction. In fact, many educators continue to struggle to find the appropriate ways to effectively and explicitly teach comprehension strategies.

Consequently, this dissertation study is an attempt to elicit the general perceptions and experiences of English as a Foreign Language learners and their teachers toward one promising approach incorporating children's picture books to initiate explicit instructional practice with reading comprehension strategies. Two English language teachers and 40 students from the seventh and eighth grades at two different urban schools in Sabha City, Libya participated in this study. Participants' semi-structured interviews and classroom observations were implemented as primary data sources, while surveys and classroom documents were used as secondary sources during data collection. Based on holistic and in-depth firsthand analysis of the collected data, findings indicated that Libyan EFL students in the participating classrooms reacted positively toward the use of picture books to learn some reading comprehension strategies. Additionally, both Libyan EFL teachers affirmed that using children's picture books for explicit comprehension strategy instruction increased the students' abilities to understand what they were reading. Other specific findings demonstrated that Libyan EFL seventh and eighth graders were able to apply several types of comprehension strategies including cognitive and metacognitive strategies while reading picture books and the English language textbook sections. Students' preferences for reading some of the assigned picture books aligned with their preferences for using different types of reading comprehension strategies. Despite some concerns that were reported by the participants regarding time and vocabulary instruction, this study could contribute to enrich the body of research in the area of reading comprehension instruction, particularly in Libyan EFL classrooms.

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Knight, Karenanne. „Text and image : an investigation into children's picture books in the development of child literacy : a rationale“. Thesis, University of Winchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550229.

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This research has been written up as a piece of creative writing and an accompanying reflexive rationale which explores childhood; learning to read and theories of reading and learning; reading, reading schemes and the National Curriculum; the creation of the picture book in terms of the text, image and narrative and how children respond to both the reading scheme book and the commercial picture book as reading material. The aim is to show how the fusion of text and image in Children's Picture Books are crucial to the development of Child Literacy. Using reflexive research, the thesis investigates the fusion of text and image in the picture book and discusses the different ways it can be used to create a desirable reading form. It then discusses the importance of what children read and how they read it before engaging in a series of experiments to gauge children's responses concerning the format of their reading books. The thesis then uses the results of these experiments to create and design a thirty-one picture storybook series based on the fusion of text and image, using a unique methodology called 'lost and found', for the pre-reader to fluent reader, of which two books are presented in this thesis. Through the ongoing reflexive rationale I describe this process as the writer and illustrator of the picture book material, namely the picture book maker. The thesis traces the evolution of the initial story concepts from the technical process to the final product or dummy book, then it evaluates how successful they might be in developing literacy. The thesis combines both reflexively critical and creative elements, though it is fundamentally a creative body of work, with an accompanying reflexive rationale, which is built on an underlying body of theoretical knowledge.

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Gomm, Robert Jeffrey. „Content Analysis of 50 Picture Books for Latino Immigrant Children: Implications for Supportive Bibliotherapy“. BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/2940.

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This study analyzed the content of 50 children's picture books, specifically award-winning picture books created for and/or about Latino immigrant children. Familiar artwork, situations, and characters help Latino immigrant children identify with the stories. Information from this analysis will help parents, teachers, and school mental health professions select appropriate books for bibliotherapy aligned with Latino immigrant children's needs. Based on this study's analyses, two resources are included: (a) a list of 20 children's picture books that address four or more Latino immigrant challenges and (b) a handout with common challenges facing immigrant children and books to specifically meet each of those challenges. Additionally, the information from this analysis will inform and encourage authors and illustrators to consider more adequately addressing specific challenges faced by Latino immigrant children.

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Moulton, Emily Ellen. „Confronting Bullying: Searching for Strategies in Children's Literature“. BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1854.

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Literature is a great resource for teaching valuable principles to children, including how to cope with bullying. However, no analyses exist regarding the appropriateness of these books. Children's books were identified as potential stories for bibliotherapy with elementary school children who face bullying. Information presented in selected books was compared to the current research literature on bullying. Each book's content was analyzed according to important variables, including the type of bullying behavior, gender of the perpetrator and target, presence of bystanders, adult involvement, and resolution of the problem. Verbal bullying was most commonly observed, followed closely by physical bullying. The majority of bullies were male, though targets were equally likely to be male or female. Many stories included bystanders and adults, who responded most often by supporting the target. Of the multiple types of resolution, the most commonly observed were for the target to receive support from others or to develop self confidence or other personal coping skills. While much of the information presented was in accordance with the current research literature on bullying, some was not. For example, the books were accurate in portraying the majority of bullies as male, but less accurate with regard to the gender of targets—in reality, the majority of targets are also male. The books were also correct in showing that verbal bullying is more commonly observed than physical or relational bullying. The sample included bullying occurring frequently on the playground, which is in line with the research, but also very often in the classroom, which is not supported by the research to date. Overall, the portrayals of bullying situations in the sample were generally in accordance with what has been reported in the bullying research. All of the collected information was consolidated into three charts to help practitioners select bullying-themed books to read with children who struggle with this common problem.

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Yello, Nicole. „A contact analysis of Caldecott medal and honor books from 2001-2011 examining gender issues and equity in 21st century children's picture books“. Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/645.

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An abundance of research has been conducted about the importance of including books and literature as part of a young child's developmental process. Much of this research suggests that picture books are vital to a young child's healthy development and "are important influences that shape us by reflecting the politics and values of our society" (Fox, 1993, p. 656). This study was completed to analyze character roles and gender representation of male and female characters exclusively in children's picture books. The entire population of Caldecott Award and Honor Medal books published between 2001 and 2011 was utilized for a frequency analysis. Each Caldecott Award and Honor Medal book meeting this study's criteria was examined, read and analyzed. Books included only works of fiction and were delimited to exclude biographies, autobiographies, informational books, concept books and poetry. A total of 24 books were used in the data analysis. This research attempted to answer the following question: Are males and females equitably represented in recently published children's literature? From a content-analysis approach, within a historical perspective, this research aimed at examining if gender bias still dominates the literature, and if so, to what extent. The intellectual interest of this project is in discovering male and female presence and imagery in children's picture books.
B.S.
Bachelors
Education and Human Performance
Elementary Education

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30

Nowak, Kelly. „My mommy died, is there a book about me? Death and dying in children's picture books, 2000-2006 /“. Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174786861.

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31

Trotter, M. Louise. „Young children's conversations with picture books : a case study of two first graders in a reading intervention program /“. The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487864986610524.

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32

Kneen, Bonnie. „Granpa and the polyphonic teddy bear in Mr Magritte's gorilla park complexity and sophistication in children's picture books /“. Diss., [Pretoria : s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-01122004-122527/.

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33

Chang, Mi-Kyoung. „A Critical Content Analysis of Korean-to-English and English-to-Korean Translated Picture Books“. Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301535.

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This study explores cultural representations and cultural adaptations made by translators in translated children's picture books. This study has two focuses. In the first part of this study, which is a critical content analysis, I examine the cultural representations depicted in Korean-to-English and English-to-Korean translated picture books, using cultural studies as a theoretical framework. In the second part of this study, I compare original and translated editions of Caldecott and popular Korean picture books to find out how the translators adapt cultural, ideological, and linguistic conflicts in the process of translation, using translation as a dialogic process. For the first part of this study, I found four categories related to the cultural representations: (1) a sense of belonging and societal membership; (2) constructing and challenging gender stereotypes; (3) constructing images of childhood; and (4) dominant visual images of South Korea/the United States. These findings indicate that the insider authors of Korean culture try to show authentic images of South Korea, using contemporary fiction stories. The Korean translated books also deal with various images of American culture authentically from historical fiction to contemporary fiction. However, a small number of books do not show broad cultural representations of both cultures. In the second focus of this study on cultural adaptations, the analysis directly compared original and translated editions of the same texts. The themes of cultural familiarity, adaptations regarding illustrations, completely different translations, omissions, additions, and changes of titles or book jackets were identified. These findings indicate that most American and Korean translators purposely made cultural adaptations in the process of translation in order to help target readers to have better understanding of these international books. Additionally, they did not change essential authentic features, such as the characters' names and geographic names. I also found mistranslations between the original and translated editions of books. These changes could have occured because the translators lacked knowledge of both cultures or of the deep structures of the stories. The implication section provides recommendations to publishers, translators, educators, parents, teacher educators, and researchers and suggestions for further research.

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Al-Yaqout, Ghada Q. O. „'Inside, outside, 'app'side down' : defining the picturebook series“. Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607850.

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List, Helen Marguerite. „The Use of Animal Subject Matter in Children's Picture Books Published in the United Kingdom Between 1955 and 1969“. Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521028.

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Ussery, Susie Robin. „A descriptive study of how African Americans are portrayed in award winning African American children's picture books from 1996-2005“. Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-03302006-101045.

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Lebedeva, Maria. „A play of signifiers : absence and presence in the picturebooks of Shaun Tan“. Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79950.

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Thesis (MA)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: This thesis is an exploratory study into the signification potential of contemporary, postmodern picturebooks, specifically focusing on the way in which a seemingly 'simplistic' medium has the potential to initiate a vastly complex play of meanings. Picturebooks are traditionally considered to be a medium which implies a child reader, and conveys a simple linear narrative for educational and entertainment purposes. Traditional picturebooks thus assume a clear division between an author and reader, whereby the author is a 'knowing' adult, who conveys a moral or message to a passive child reader. These assumptions are arguably unsettled by the appearance of postmodern picturebooks, broadly defined as a medium which, while retaining the traditional picturebook format, opens itself up to multiple interpretations, instead of presenting the reader with an encoded message or 'meaning'. A number of postmodern picturebook authors, such as Shaun Tan, intentionally subvert the traditional dynamic between the author and reader of picturebooks by creating complex texts which display a general absence of clear accessible 'meaning', thereby allowing the reader to actively participate in the meaning-making process. With aid of the theories of signification set out by poststructuralist Jacques Derrida, this study aims to illustrate how a purposeful absence of apparent 'meaning' in picturebooks has the potential to allow for unlimited interpretations of a single text, thus by extension widening the 'implied' audience of such picturebooks. The objective is to set postmodern picturebooks apart from other texts (in particular more traditional picturebooks), and to provide a new outlook on the ways picturebooks are created, and the way they are read.
AFRIKAANSE OPSOMMING: Hierdie tesis is 'n ondersoekende studie na die betekenispotensiaal van kontemporêre, post-moderne prenteboeke, met spesiale verwysing na die manier waarop 'n sogenaamde “simplistiese” medium die potensiaal openbaar om 'n hoogs-komplekse verskeidenheid betekenisse te ontlok. Prenteboeke word tradisioneel gesien as 'n medium van eenvoudige, liniêre vertellings gerig op die jong leser met die doel om op te voed of te vermaak. Tradisionele prenteboeke handhaaf dus 'n duidelike afbakening tussen die leser en die outeur, die sogenaamde “alwetende” volwassene, wat 'n morele les/ boodskap aan 'n passiewe, jong leser oordra. Hierdie veronderstelling word egter omvergewerp deur die verskyning van die post-moderne prenteboek wat, alhoewel in die tradisionele formaat van die prenteboek gegiet, die leser die geleentheid bied om veelvoudige interpretasies te maak in plaas van om net die beoogde geënkodeerde betekenis of boodskap van die boek te aanvaar. 'n Aantal post-moderne prenteboekskrywers soos Shaun Tan het die tradisionele dinamiek tussen prenteboekskrywer en -leser bewustelik omver kom werp deur komplekse teks te skep wat gekenmerk word aan die afwesigheid van 'n duidelik waarneembare betekenis en wat die leser dus toelaat om aktief deel te neem aan die interpretasieproses. Die doel van hierdie studie is om met behulp van die betekenispotensiaal-teorie, soos uiteengesit deur post-strukturalis Jacques Derrida, te illustreer hoe die doelbewuste weglating van 'n duidelik waarneembare betekenis of boodskap dit moontlik maak om die teks op veelvoudige maniere te interpreteer en daarmee saam ook die lesersprofiel van prenteboeke te verbreed. Die hoofdoel van hierdie studie is dus om die post-moderne prenteboek te onderskei van die tradisionele prenteboek en ander tekste en om nuwe waarnemings en insigte te verskaf in die wyse waarop prenteboeke geskep en gelees word.

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Knight, Linda. „An investigation from the view of the illustrator, into the representational stereotypes contained within UK-published, children's picture books, 1960-1994“. Thesis, University of Wolverhampton, 1999. http://hdl.handle.net/2436/109115.

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miao-tzu, chou, und 周妙姿. „Children's Vociferating In Picture Books“. Thesis, 2006. http://ndltd.ncl.edu.tw/handle/7x5j33.

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碩士
國立臺東大學
兒童文學研究所
94
The purpose of this study was based on children’s emotional problems caused by parents’ over coaching or ignoring. Fourteen picture books were selected to be discussed. Based on children’s psychologic perspective, the study analyzed the emotional response of the characters of the picture books for helping children abreact their emotion. According to the analysis of association between picture books and children psychology, picture books are necessary for children to enrich their imagination. Moreover, the picture books demonstrate numerous oral and rhyming literacy in text and the concerned of subject for children in context. Therefore, the characters in the picture books help children with the characteristic of identification, replacement and imitation. To sum up, picture books could be the consoling books for the children’s metamood. The conflicts between children and adults are often due to the teacher who is self-righteous, the mother who opposes them in doing anything and the father who is too busy to talk to them. Because of these problems, it causes the children to constrain their feelings and also deprives their human rights. Therefore, the children lose their rights from their parents and the educational system. Their emotional problems also produce some conversion of emotions and mental behaviors. The irony of picture books, points out the self-contradiction between the adults and the children, it also expresses the offensiveness and judgment in the picture books. The results of the research shows us picture books could be the solution to children’s emotions. It not only inspires their mind but also comforts their heart. Because of the consideration of perceptual and rational knowledge, picture books have become powerful literature in children’s world.

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Lin, Ying-cheng, und 林盈呈. „Portrayal of The Elderly in Children's Picture Books“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/33863022373371688524.

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碩士
實踐大學
家庭研究與兒童發展學系碩士班
96
The Purpose of this study is to understand the portrayal of the elderly in children’s picture books published in Taiwan area. This paper adopted the method of content analysis and based on the Category List to analyze “theme” and “pictures” of the old people’s looks, health, personality traits and roles in children’s picture books. Through quantity analysis, the researcher proposes the following conclusions: 1. Most of the pictures showed senile characteristics of the elderly in the part of face features and hair styles. The elderly were most presented in stereotype. 2. Old women were most in poor health than old men. 3. Most of the aged possessed good characteristics, skills and showed wisdom, which revealed the values of the elderly. Very few of old people showed unadaptable in society, this kind of topics were good points to arouse children’s attention to care about the poor old hearts. 4. The aged expressed solicitude for others and also were repaid by good ways. Children’s picture books played a positive and significant education role. 5. No matter the books were written by the authors of eastern or western, most of the elderly were described benevolent and friendly. Eastern authors described the old people’s intrinsic characteristics and feelings most, western authors emphasized the extrinsic performance more. As the negative personality of the elderly, very less showed in eastern writings. According to the conclusions, the researcher proposes suggestions as follows: 1. Parents can guide children not only to appreciate the positive characteristics of the elderly but also to tolerate and care their negative images and defects. 2. Teachers can use intergenerational programs to promote children’s attitude toward the elderly, and increase the chances of learning “anticipatory socialization”. 3. Compare with the writings of western, eastern writings related local aged are minority. Researcher encourages and expects more local writings related the local elderly are published in Taiwan area. 4. “Successful aging” is one of the healthy policies for the elderly by Taiwan government these years. Suggestions for follow-up researchers interested in analysing if the picture books reflect the real society.

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林怡湘. „Application of Digital Collage to Children's Picture Books“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/85733745247714548165.

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Shih, Pei-Chun, und 施佩君. „Applying Picture Books to Cultivate Children's Prosocial Behavior“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/fbvjau.

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碩士
國立臺中教育大學
幼兒教育學系碩士在職專班
106
This study aims to explore the changing course and impact of the application of picture books to cultivate children's prosocial behaviors with both qualitative and quantitative methods. The first purpose is to explore children’s changing course of behaviors in the process of teaching prosocial behaviors with picture books. The second purpose is to explore the changes in children’s prosocial behaviors after the implementation of the prosocial behavior picture book teaching. The researcher selected a group of 29 mixed-age young children in a kindergarten that is affiliated with the middle school where the researcher has a teaching position. The content of the twelve selected picture books included four themes: caring, sharing, helping, and collaborating. The picture book teaching activity was designed to be 12 sessions for twelve weeks, with one session of fifty minutes per week. This study collected qualitative observations and anecdotes of prosocial behaviors and quantitative data that consisted of the pre-test and post-test scores by using children’s prosocial behavior scale; there were also a teacher version and a mother version of the same scale. After the end of the twelve sessions of picture book teaching, the researcher summarized the changing course of children's prosocial behavior into four stages: the initial stage, the awareness stage, the proactive stage and the stability stage. SPSS paired samples t-test was used to test the pre-test and post-test scores by using the teacher version and the mother version of the children's prosocial behavior scale. There were three main findings: (1) In the teaching of picture books, young children’s performance of prosocial behaviors presented a gradual maturation; (2) there were positive improvements of the children’s prosocial behaviors after the picture book teaching; (3) prosocial behaviors create a more harmonious class atmosphere.

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Lo, Yi-Shan, und 羅以珊. „Young Children's reading of Picture-Text Relationship in Perspectival Counterpoint Picture Books“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/46860465699054180241.

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碩士
國立新竹教育大學
幼兒教育研究所
100
This study aims to understand how young children read pictures and words in picture books, and how they construct story via the information conveyed by pictures and words. Four 6-year-old children participated in the study, and two of them had been learning to read words and two had not. Three picture books—Rose’s Walk (Hutchins, 1968/1993), Lily Takes a Walk (Kitamura, 1998) and Time to Get Out of the Bath,Shirley (Burningham, 1978/2003)—were selected as the reading materials because of their use of perspectival counterpoint picture-text relationship in the books. In this type of picture book, the text and the picture show perspectives of different characters, thus readers need to read words and pictures at the same time in order to get the whole story. The children were asked to read the pictures books with the researcher, followed by semi-structured interviews regarding their understanding of the picture-text relationship. The children were also asked to draw a picture from the books after reading each book and inscribe their pictures. The types of picture-text relationship used in their own creation were then analyzed. There are four major findings. First, the children who could read and who could not had similarities but also differences in reading text and pictures. Second, the children used multiple ways to read the pictures and words in picture books. Third, the children had different responses toward the three picture books used in this study. Fourth, their drawings provided an alternative way for adults to understand children’s understanding of the picture-text relationship. Based on the results, the thesis gave recommendations to kindergarten teachers, parents and future researchers.

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Huang, Chuen-ling, und 黃春玲. „Content Analysis of Taiwan Aborigines’Images in Children's Picture Books“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/51166185114362426049.

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碩士
實踐大學
家庭研究與兒童發展學系碩士班
99
School-age children interpret life through listening to stories. If technology is an expression of human intelligence, then stories are an expression of our souls. Picture books are similar to many story books. They are not only tools to inherit culture but also medium to understand the world. Children, through the symbolic language and inner dialogue in picture books, think about cultures of different ethnic groups, whether people have the same faith and attitudes. These books provide broader, diverse values for children to understand and make judgments. 　Therefore, through content analysis of the children's picture books about indigenous people published in our country from 1966 through 2010, researchers sorted out the distribution of the publication years, story topics, the ethnic groups and gender of the leading characters in the stories, and authors/illustrators background. They examined the image types of the indigenous people presented in the picture books. They studied whether the image types of the indigenous people shown in the picture books contain stereotypes, prejudice, etc. After research and analysis, the following findings and results were obtained. 　The image types of indigenous people presented in the children's picture books in our country: 1. Appearance category: Although the appearance category does not have a high proportion in the text of the picture books, the appearance image of indigenous people was mainly expressed in the pictures. 2. Traditional culture category: The highest proportions were in social life (91.7%), values (93.3%), and tribal geography (79.7%). 3. Ethnic relations category: Tribal history and ethnic groups origin (87.7%) were mentioned most frequently in the picture books. 4. Contemporary life category: Cultural innovation (0.7%), tribal development (3.3%), social dilemma (4%), cultural heritage (12%). The picture books rarely mentioned the cultural innovation, tribal development, and social dilemma of the indigenous people. 　2000 to 2010 was the peak of development of picture books about indigenous people. The largest number of picture books of indigenous people was published in this period. Story's themes were dominated by myths and legends, followed by tribal origins, fables. The top five ethnic groups accounted for the most leading roles in the picture books were Thao, Bunun, Paiwan, Saisiyat, and Amis. The gender of the leading roles in the stories was dominated by male. The second in proportion was books in which the gender of the leading role cannot be recognized or male and female were both leading roles. Picture books with female leading characters were the least available. 　It was found out through research, there was a lack of in-depth tribal culture and tribal perspectives in the text of most picture books, there were stereotypes.

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王明秀. „Preschool children's reading responses on picture books of heath“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/emr6nn.

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Stevenson, Deborah Jane. „"For all our children's fate" : children's literature and contemporary culture /“. 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9934125.

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Liu, Wei-ting, und 劉瑋婷. „An Investigation on Illustrators of Children's Picture Books in Taiwan“. Thesis, 2006. http://ndltd.ncl.edu.tw/handle/xpdnjn.

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碩士
國立臺灣科技大學
設計研究所
94
The purpose of our research is to study the present position of children's illustrators and describes the picture book industry. We indicate the interdependence relationship between the whole picture book industry and the illustrators and the problem as well as the plights that illustrators face in the ideal and real life, and provide suggestions for improvement based on the research results. The research methods are mainly classified into three types: in-depth interview, questionnaire, and document analysis. The in-depth interview uses stratified samples and purposive sampling to select ten well-known illustrators of young, middle, and old age respectively for the interview; while questionnaire uses snowball sampling to investigate the present position,the primary methods of document analysis is to collect all Chinese and English journals, thesis, relative reports, and etc. related to the picture book industry , and then to further arrange and analyze them. Through interview and survey, we made the following conclusion and suggestions, which include four parts. Part I: Complete description of the present position of illustrators and the whole industry. Part II: The plights that Taiwanese illustrators face at present. Part III: The direction of future efforts on the environment of the picture book industry. Part IV: Suggestions for improvement of the plights that the illustrators and the picture book industry face. These four parts are as follows: Part I: The present position of the creators and the whole industry are as follows: 1.The illustrators' creating experience and working attitude. 2. The present position of Taiwanese children's picture book industry. 3. Real survey on children's illustrators. 4. The present position of illustration selection and the involvement of new talents. Part II: The plights that Taiwanese illustrators face are as follows: 1. Lack of strong leadership in Taiwanese picture book industry. 2. The picture book market is affected by the imported books. 3. In the situation of unfair treatment and insufficient income. 4. A part-time job to keep creating. 5. Insufficient income influences creating quality. 6. Difficulty of communication and co-ordination affects creating. 7. Lack of educational training of illustration talents in Taiwan. 8. A high threshold for new talents to join book illustration creating. 9. The significance and fairness of illustration selection competition. Part III: The direction of future efforts on the environment of the picture book industry, which includes: 1.Set up quality control mechanism of domestic picture books. 2. Professional editing and art editing to control quality of picture books. 3. Pictures and words weigh equally to make works better. 4. Develop the periphery products to create a new environment. 5. Value development of local culture in picture books more. Part IV: Suggestions for improvement of the plights that illustration and the picture book industry face are as follows: 1.The government authorities assist and guide international exchange of picture books. 2. The government assists and guides the illustrators create and grow. 3. The government assists and guides the existence and development of the publishers. 4. The civil organizations maintain close cooperation with the government. 5. Improve the illustrators' plights of the living. 6. The publishers should set up the picture book industry standard process. 7. Develop rewarding measures to keep the talents and enhance creating quality. 8. Establish the agent system. 9. Develop periphery products properly. 10. Implement cultivation of illustrators from educational system. 11. Establish perfect illustration selection system. 12. Provide the display space for new talents.

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Pan, Ting-Hua, und 潘婷樺. „Collaborative Action Research on Children's Life Education Through Picture Books“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/jh3u6s.

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碩士
國立東華大學
幼兒教育學系
101
Abstract This study aimed to explore the application of picture books in the teaching processes of children's life education, and the subsequent changes of the teacher and children. Collaborative action research was adopted, and children’s life education was conducted under the cyclic mode of "execution-review-modification-re-execution." Data collections included observations, interviews, notes on teaching discussions, reflective journals, and related documents. Trustworthiness was established by triangulation and peer debriefing. Conclusions of this study were as follows: 1. The teaching processes included three stages: (1) The pre-instruction stage: categorizing children's life education into "self, human-self, and human-environment" domains, and then choosing the proper picture books. (2) The actual teaching activity: including motive-arousing, appreciation of picture books, group discussion, extended activities, and sharing and learning worksheets. (3) The teaching reflection stage: including the processes of discussion, reflection, and modification between the researcher and the collaborative researcher. 2. The changes of children after the teaching course were: (1) The domain of self relationship: realizing the origin of life, confirming self-confidence, and recognizing the right understanding about what death is. (2) The domain of human-self relation: showing love to families by concern and objective actions, being willing to express the opinions, and having the ability to appreciate the others. (3) The domain of human-environment relationship: assuming the good attitude of respecting life and establishing the concept of being environmentally friendly. 3. The changes of teachers included adjustment of cognition of life, respecting individual differences, and improving the accuracy of teaching skills. Finally, the study proposed some suggestions for early childhood teachers, parents, and future researchers.

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Hung, Wei-Yu, und 洪葦聿. „The Survey of Children's Picture Books Published by Taiwanese Government“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/13775669759152579040.

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碩士
國立臺灣師範大學
設計學系
102
The paper collects children picture books published by Taiwanese government from 1973 to 2012, to explore and analyze trends and preferences, as well as library collection management. As there have been no literature to review or quantitatively analyze children picture books published by official agencies, the paper adopts data analysis and two-phase online search to build up database for official children's books, before analyzing and assuming its management, usage and limitations from user and researcher perspective. Observations and conclusions include: 1. Children picture books published by central and local governments are mostly related to education, governing bodies or policy, and shifted to localization in recent years. 2. Since 2002, local governments increase publications significately, while central government slows down. 3. Due to differences in access and target audience, popularity of these children's books greatly varies in libraries. 4. While topics are getting diverse, they mostly remains local and limited. 5. Official publications are lacked of creativity and breakthroughs. 6. By choosing local illustrators, it is possible to compile talent list and spread cultural concepts. 7. Government bodies rarely systematically distribute event and online information, and therefore limits possibilities. 8. Changes in official attitudes promote government publication diversification, though with mixed results. 9. Library do not fully exercise its responsibility to monitor official publications and regularly organize promotional events. It is necessary to adjust in management to enhance user's rights.¬¬

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Lin, cheng ping, und 林正苹. „A teacher used picture books executed children's positive emotional teaching“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/77405218895824156351.

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碩士
國立臺灣師範大學
人類發展與家庭學系
100
The study used cherry preschool cherry class to implement the positive emotions teaching. Self-confidence, joy, contentment, and optimism are the theme of picture books teaching for a period of eight weeks by teacher Chen. The design and planning mainly to teacher Chen, researcher supplemented, executed by Chen, researchers interviewed teacher Chen after teaching to promote the teaching in the design, implementation, review and improve inter-non-stop cycle. Researcher used observation, recording, accessible way to collect field data, including the planning of the classroom environment, teacher-student interaction and teaching activities carried out in order to facilitate understanding of the actual situation. The study found that teacher Chen defined key teaching objectives of, and provided a stable environment and routine schedule for children learning, in the design. Teacher Chen continued to improve in the implementation of instructional design, and used the picture books to help children understand positive emotions, and used questions to encourage children to express positive emotions, and also to provide children sufficient time to review their life experience. Teacher Chen from understand the operation of the positive emotional teaching, teaching skills increasingly mature that, tried different ways of teaching in the course. In addition, the number of arrangements of teaching, choice of books drawn to discuss the subject of screening, and the integration of the curriculum were the difficulties encountered by Teacher Chen. Finally, according to the findings, recommendations related units.

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Dissertationen zum Thema „Pandas – Children's picture books“

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