Artículos de revistas sobre el tema "Children's Books – Animals"
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Qadr, Fadjaruddin, Agung Budi Prasetijo y Ike Pertiwi Windasari. ""Animal Introduction" Application For Children". Ultimatics : Jurnal Teknik Informatika 11, n.º 2 (16 de enero de 2020): 65–71. http://dx.doi.org/10.31937/ti.v11i2.1249.
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Introducing animals in early childhood can foster children's love for animals. Some media for introducing animals to children are diverse, one of which is a book about animals. Books about animals display various types of animals and information on these animals. But books about animals are less effective in helping parents teach children about animals because they are less interactive. With the development of technology, especially smart phones can help users spread information. Smartphones can load images, videos& text. To help parents introduce animals to children, an animal recognition application on smart phones was developed. The development method used is MDLC, which consists of 6 stages: concept, design, material collection, merging, testing, and distribution. This application is made using the Java programming language on Android with Android Studio. This applications can be used as an interactive learning media to introduce animals to children. This application can display images, videos, animal information and some quizes.
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Panaou, Petros, Eunhye Son, Maggie Chase y Stan Steiner. "Beginning Readers’ Interest in Animal Books: An Analysis of Data Collected from the Children’s Choices Project". Journal of Literary Education, n.º 1 (8 de diciembre de 2018): 175. http://dx.doi.org/10.7203/jle.1.12346.
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This article describes a reading interest study, which analyzed 330 titles selected over a ten-year period by beginning readers (Grades K-2) across the United States (U.S). for ILA’s Children’s Choices project. Its aim was to determine if young children’s reading interests have changed since earlier studies were conducted in the US. Specifically, a team of four researchers analyzed Children’s Choices books selected by 5,000 beginning readers (K-2) every year, from 2005 to 2014. This article illuminates the study’s methodology, its findings, and implications for understanding the reading interests of contemporary young children. By examining and comparing the books that were selected by children as their favorites and looking for possible patterns and trends, the study found that animals (66%) was the prevailing feature. Researchers then examined and identified distinct ways in which animals are represented in the selected titles, creating a spectrum from totally human-like animal characters to animals that are true to their animal forms.
Key words: Reading interest study, Children's Choices project, Beginning readers, Animal books, humor
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Este artículo describe un estudio sobre interés en la lectura que analiza 330 títulos seleccionados sobre un periodo de diez años por primeros lectores (grado K-2) a lo largo de Estados Unidos por el proyecto Children’s Choices. El objetivo era determinar si los intereses lectores de los niños y niñas habían cambiado respecto de anteriores estudios llevados a cabo en EEUU. Específicamente, un equipo de dos investigadores y dos investigadoras analizó los libros seleccionados cada año por un total de 5000 lectores (K-2) de 2005 a 2014. Este artículo arroja luz sobre la metodología de estudio, los hallazgos e implicaciones para comprender los intereses lectores del alumnado contemporáneo. A través del examen y la comparación de los libros que fueron seleccionados como favoritos por este alumnado y buscando posibles patrones y tendencias, el estudio encontró que los animales (66%) eran la característica preferida. La investigación, pues, examinó e identificó distintas maneras en las cuales los animales son representados en los títulos seleccionados, creando un espectro que comprende desde animales totalmente humanizados hasta animales representados en su forma animal real.
Palabras clave: Estudio sobre interés lector, Proyecto Children’s Choices, Primeros lectores, Libros de animales, humor
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Aquest article descriu un estudi sobre interès en la lectura que analitza 330 títols seleccionats al llarg d’un període de deu anys per primers lectors (grau K-2), al llarg d’Estats Units pel projecte Children’s Choice. L’objectiu era determinar si els interessos lectors dels infants havien canviat respecte d’anteriors estudis duts a terme als EUA. Específicament, un equip de dos investigadors i dos investigadores va analitzar els llibres seleccionats cada any per un total de 5000 lectors (k-2) de 2005 a 2014. Aquest article fa alguns aclariments respecte de la metodologia d’estudi, les troballes i implicacions per tal de comprendre els interessos lectors de l’alumnat contemporani. A través de l’examen i la comparació dels llibres que van ser seleccionats com a favorits per aquest alumnat i tot buscant possibles patrons i tendències, l’estudi va concloure que els animals (66%) eren la característica preferida. La investigació, doncs, va examinar i identificar distintes maneres en les quals els animals són representats en els títols seleccionats, tot creant un espectre que comprén des d’animals totalment humanitzat fins animals representats en la seua forma animal real.
Paraules clau: Estudio sobre interés lector, Proyecto Children’s Choices, Primeros lectores, Libros de animales, humor
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Williams, Brett. "1930s Animals as Hard Times Heroes in American Children's Books". Central Issues in Anthropology 6, n.º 2 (marzo de 1986): 43–51. http://dx.doi.org/10.1525/cia.1986.6.2.43.
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Zhurcheva, O. V. y L. A. Andreeva. "ALEXANDRA BOSTROM – CHILDREN'S WRITER". Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 24, n.º 82 (2022): 87–94. http://dx.doi.org/10.37313/2413-9645-2022-24-82-87-94.
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Тhe article attempts to indicate the place and significance of A.L. Bostrom as a children's writer of the late XIXth – early XXth centuries, and for the first time outlined ways to analyze the writer's works intended for children's reading, which inscribe a significant page in the history of children's literature in the region. Here we consider the poetics of her two books, which can be described as a book for girls "Two little Worlds", where the formation of the psychology and character of a little girl takes place under the influence of a change in the socio-cultural context; and a book for boys “How Yura gets to know the life of animals”, where the main element is the popularization and practical application of scientific knowledge about nature. In the process of studying regional literature, the need to popularize forgotten names became obvious, which includes the name of the writer A.L. Bostrom. Her work at one time met the needs for high-quality prose for children, and, most importantly, it was an example of a special, female "useful" writing for children. The manner of narration, the image of a woman as the first mentor of a small child, to some extent, should have served as a model for the behavior of enlightened parents.
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Öztürk, Ali Osman y Halime Yeşilyurt. "The Relationship between Animals and Humans in Else Günther's Children's Books". Kronstädter Beiträge zur germanistischen Forschung 22 (20 de mayo de 2022): 233–48. http://dx.doi.org/10.31926/kbzgf.2022.22.14.
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Im Laufe der Zeit änderte sich die Bedeutung der Tiere für die Menschen, d.h. sie wurden mal als Freund oder niedliches, treues Lebewesen, mal als gemein oder wertlos angesehen. Mal wurden sie als Handelsware unterschätzt, mal als Besitzobjekt oder Erziehungsmittel überschätzt. Bei Else Günther, einer der bekanntesten und viel gelesenen Kinderbuchautorinnen der Nachkriegszeit, sind die Tiere beliebte Figuren der Handlung, in der es meistens um wirklichkeitsnahe Situationen aus dem ganz normalen Alltag des menschlichen Lebens geht. In ihren Kinderromanen spielen die Tiere eine besondere Rolle für die Sozialisierung der Kinder und Jugendlichen. Im vorliegenden Artikel werden die Facetten der Mensch-Tier-Beziehung untersucht bzw. welche Rolle die Tiere bei der Wahrnehmung des Anderen spielen.
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Gilang, Banon y Sheila Mei Santi. "Design of Educational Media for Endangered Animals and Extinct Animals Endemic to Indonesia for Grade 4 Elementary School Students in Bandung district". ArtComm : Jurnal Komunikasi dan Desain 3, n.º 2 (12 de noviembre de 2020): 158–78. http://dx.doi.org/10.37278/artcomm.v3i2.356.
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Endemic Indonesian animals are native Indonesian animals that cannot be found in other countries, that’s why their existence must be protected and studied by children, especially those with endangered status. However, the population of these animals is decreasing and even extinct. Not many people know about endangered animals that are endemic in Indonesia and extinct animals in Indonesia, especially in grade 4 elementary school in Bandung who have started to studying these animals. The knowledge about endangered animals and Indonesian endemic animals in schools is still ineffective and boring because the media to used is school textbooks which are dominated by text. Children's illustration books are a solution for elementary school. Data collection techniques used are interviews and questionnaires. The main media for the illustration book is "Ayo!! Mengenal Dunia Hewan" with supporting media : bookmarks, stickers, key chains, puzzles, and posters. The design was made to increase the knowledge of 4th graders elementary school about endangered animals and Indonesian endemic animals.
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Fathoni, Kholid, Yuliana Setiowati y Rozy Muhammad. "Rancang Bangun Aplikasi Modul Pembelajaran Satwa Untuk Anak Berbasis Mobile Augmented Reality". JURNAL MEDIA INFORMATIKA BUDIDARMA 4, n.º 1 (29 de enero de 2020): 32. http://dx.doi.org/10.30865/mib.v4i1.1797.
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Education in children is a very important part of life to achieve success in the future. Early on, children must be taught knowledge, especially related to the daily environment, including: introduction of animals. Among the characteristics of children's learning is interesting. So far, conventional learning in the form of books makes children bored, so it takes creativity or interactive learning methods, one of which is multimedia-based learning. One of the multimedia technology developed at this time is augmented reality. Mobile augmented reality based applications can be used as learning media for animal recognition for children. This interactive learning media based on Mobile Augmented Reality, called ARnimal, combines picture books and augmented reality applications. The markers contained in the picture book will be captured by the camera from the mobile device and then processed and appear animated 3D animals on the screen in realtime. By combining the real and virtual world, ARnimal can stimulate the imagination of children so that children are more enthusiastic in learning. The results of this ARnimal trial on several types of smartphones show that all ARnimal functions are running well. ARnimal was also tested on some children who were accompanied by their parents and the results of the questionnaire showed that the application was easy to use, helped with education, had similarities with real animals and had an attractive appearance.
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Xouplidis, Panagiotis. "Teaching cats in Children’s Literature". Journal of Education Culture and Society 11, n.º 2 (11 de septiembre de 2020): 311–21. http://dx.doi.org/10.15503/jecs2020.2.311.321.
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Aim. The aim of the research is the comparative study of literary cat characters in Children’s Literature texts in Greek and Spanish and their instructive function in the transmission of social stereotypes.
Methods. The research subscribes to the field of Literary Animal Studies based on the theory of Children’s Literature (Lukens, 1999) and through the intercultural perspective of Comparative Children’s Literature (O’Sullivan, 2005). Published children’s books from Greece, Spain and Spanish-speaking America were compared using textual analysis methods of Imagology (Beller & Leersen, 2007). Stereotyped variants were identified and organized in categories related to name, physical appearance, gender, behavior, and function of literary cat characters.
Results. After examining a corpus of 37 books, 23 in Greek and 17 in Spanish (Argentina, Chile, Colombia, Mexico, Spain), textual analysis findings were compared, organized, and classified by language, country and readers’ age groups to locate that literary cat characters are usually pets or feral, and they remain consistently stereotyped as anthropomorphic and subversive. Cats with seven lives and magical powers are common perceptions, dominating in both cultural contexts, stereotypes extended to strong superstitions about black cats.
Conclusions. In Children's Literature texts, cats are linguistically, literally, and socially defined literary constructs, can have usually human-like features, intercultural influences, and are potentially shaped by intertextual relations. They serve also as a narrative motif for the transmission of social values about non-human animals and the textual familiarization of nonadult readers with society’s cultural stereotypes.
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Andrianova, Anastassiya. ""Friends, not food": Depictions of Animals in Vegan Picturebooks". Children's Literature Association Quarterly 48, n.º 3 (septiembre de 2023): 236–59. http://dx.doi.org/10.1353/chq.2023.a921310.
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Abstract: Like mainstream children's literature, vegan picturebooks teach children fundamental cultural messaging about food, what (or whom) to eat or not to eat. In doing so, many of these books use some iteration of animals as "friends, not food" to recalibrate the human-animal relationship. Such framing of animals as "friends" or "food" is integral to telling the truth about animal use and consumption by humans, but it can also be problematic because it risks reducing ethical veganism to a dietary practice alone, rather than a holistic philosophy and praxis of animal empowerment. To expose the realities of animal consumption, moreover, some vegan picturebooks include graphic depictions of cruelty to animals, which may not be age-appropriate for younger readers. Informed by critical animal studies (CAS) and vegan studies, this paper analyzes two discursive strategies found in popular vegan picturebooks: encouraging empathy through interspecies similarities ("friends") and foregrounding the impact of what we eat on humans, animals, and the environment ("food"). Vegan picturebooks are selected from recommended lists on vegan blogs, and their popularity is qualitatively analyzed based on reader feedback in online customer reviews. The conclusion reflects on the broader influence of vegan picturebooks on younger readers, provides more context for their focus on animals as food, and considers whether a gentler message of interspecies compassion and an aspirational, rather than identity-based, veganism might be more persuasive in spreading veganism, given its potential to reach vegan allies and other non-vegans.
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Corr, Charles A. "Pet Loss in Death-Related Literature for Children". OMEGA - Journal of Death and Dying 48, n.º 4 (junio de 2004): 399–414. http://dx.doi.org/10.2190/hxqy-du5d-yc39-xkj9.
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The death of a pet—or, as some prefer to call it, a companion animal—is a frequent subject in death-related literature for children. Pets are important to children for many reasons; for example, they serve as friends, playmates, and sources of unconditional love. In addition, pets help teach children about the responsibilities that are involved in caring for another living creature. Also, because the life cycles of most animals that become pets are much shorter than those of the humans who care for them, pets often teach children important lessons about loss, death, grief, and coping. For all of these reasons, when I began writing about death-related literature for children my attention was soon drawn to books within that general category that told stories about the death of a pet. In this article, my purpose is to describe and examine a selected sample of 20 books for children whose principal subject or story line is concerned with pet loss. Full bibliographical information for each of these books appears in the list of “Children's Literature” at the end of this article.
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Derri Ris Riana y Syaifuddin. "Environmental Saving Model in South Kalimantan in Children's Stories: Environmental Literacy from An Early Age". Lentera: Jurnal Ilmiah Kependidikan 1 (31 de agosto de 2022): 215–21. http://dx.doi.org/10.33654/iseta.v1i0.1704.
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Abstract. The urgency of saving the environment is urgently carried out at this time when the environmental crisis hits the South Kalimantan region. Ecological disasters due to the unwise management of natural resources show the impact of human treatment on nature. Concern for nature needs to be increased from an early age to increase knowledge and behavior in preserving nature. One of the media in increasing concern for nature is through reading materials in the form of children's stories. Through children's stories, concern for the environment can be increased by language that is aesthetically pleasing and close to the child so that environmental values are easily internalized without seeming patronizing. The problem is how the model of environmental conservation in the South Kalimantan region in children's stories. This study aims to explore environmental saving models in the South Kalimantan region in children's stories to improve environmental literacy from an early age. The method used is qualitative with an ecocritic approach. Ecocritics are used to analyze data on children's stories related to environmental rescue models. The primary sources used in this study are two children's story books entitled Menyelusuri Tepian Pulau Kaget by Drs.M. Yusransyah and Aku, Pramuka, and Lingkungan Hidup by Hardiansyah Asmail. The secondary data used are books, journals, and other references related to the research. The results showed that the environmental saving model seen in children's stories in South Kalimantan, among others, carried out bekantan conservation, protection of endemic animals in South Kalimantan; fostering biodiversity; and managing nature wisely. This research is expected to contribute to real practices of saving the environment, especially in Kalimantan Selatan.
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Idelson-Shein, Iris. "“Their Eyes Shall Behold Strange Things”: Abraham Ben Elijah of Vilna encounters the Spirit of Mr. Buffon". AJS Review 36, n.º 2 (noviembre de 2012): 295–322. http://dx.doi.org/10.1017/s0364009412000207.
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The turn of the nineteenth century saw the publication of an abundance of travel narratives and texts in natural history written by maskilic Jews in Hebrew, Yiddish, and German in Hebrew characters. Several of these were maskilic translations of German children's books such as Georg Christian Raff'sNaturgeschichte für Kinderor Joachim Heinrich Campe's travel stories for children. Others were fragmentary translations of German science books such as Anton Friedrich Büsching'sNeue Erdbeschreibung. These translations were inspired by the maskilim's desire to acculturate their fellow Jews according to the standards of the European “high culture” of their time. The scientific, geographical, and philosophical knowledge offered by the source texts, combined with the rhetoric of voyage and discovery, as well as the stories of domesticating and acculturating “savage” peoples and wild animals, provided the maskilim with a compelling platform for disseminating maskilic knowledge, ideology, and goals.
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Kangas, Patrick C. "A Demonstration on the Role of Animals in Ecosystems: Why Aren't There Any Good Children's Books about Ecosystems?" American Biology Teacher 52, n.º 1 (1 de enero de 1990): 50–52. http://dx.doi.org/10.2307/4449025.
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Dewi, Sinta y Nuryansyah Adijaya. "Readability analysis of teaching materials of English courses class 2 and 6 elementary school". LADU: Journal of Languages and Education 2, n.º 3 (31 de marzo de 2022): 121–24. http://dx.doi.org/10.56724/ladu.v2i3.120.
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Background: Textbooks are one of the learning media used by elementary school students. Textbooks function to support teachers in the learning process and become a source of knowledge for students in following the learning process. Books as teaching materials are books that contain various subject matter produced by an author based on the applicable curriculum and serve as guidelines for teachers and students in the learning process.
Purpose: This study focuses on the study to describe the level of readability of teaching materials adapted to children's cognition.
Design and methods: The method used is a qualitative method with data analysis of readability text on webfx . The data used as a source in this study is in the form of text contained in teaching materials for English lessons for grades 2 and 6..
Results: Based on the results of the readability text on webfx , only a book with the title Knowing Kinds of Animals Using the Game "Card Hunting" is intended for grade 4 according to with the level of child cognition intended for grade 2, the age range of 8-9 years shows conformity, meaning that it is easy to understand. With an average readability of about 82 out of 100%. That textbook Easy to understand by 8 to 9 years old. Because one of the characteristics of a good textbook can be analyzed from the use of its structure and linguistic symbols. This means that all the information contained in the text book can be easily understood by readers or children at their age.
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Girsang, Holly Natalyn Esahita Br y Ivan Kurniawan. "Perancangan Buku Ilustrasi Pengaruh Positif Hewan Peliharaan Pada Psikologi Anak". DIVAGATRA - Jurnal Penelitian Mahasiswa Desain 2, n.º 2 (30 de octubre de 2022): 160–73. http://dx.doi.org/10.34010/divagatra.v2i2.8315.
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Humans have various views about pets. Pets are animals that have been tamed and live side by side with humans. Information about the influence of pets on the psychology of children is not widely disseminated. Psychology is an important thing in human life. However, people do not understand psychology. Pets have an influence on a child's psychology which includes social, mental, mental, and physical. Pets can help children practice various positive things through activities that are done together. Pets have no breed limit to keep. The types of pets in this design are dogs, cats, rabbits, hamsters, and fish. The number of people who do not care and understand about psychology is the basis of the problem. Illustrated books become media in the design that provide information about children's activities with pets and their effects on children.
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Dea Fadilla Chairunisa, Indah Cahyani Futri, Sherly Arlena Utami, Vera Wati y Nova Asvio. "RAGAM ANAK BERKEBUTUHAN KHUSUS (ABK) DAN PROBLEMATIKA ANAK TUNARUNGU SERTA CARA MENGATASINYA DI SEKOLAH ALAM MAHIRA BENGKULU". Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, n.º 04 (20 de agosto de 2023): 498–510. http://dx.doi.org/10.36989/didaktik.v9i04.1644.
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The research objective with this study is to explore the Variety of Children with Special Needs (ABK) and the Problems of Deaf Children and How to Overcome Them in the Alam Mahira School Bengkulu. This study uses descriptive qualitative research where direct research is spaciousness. The informants in this study were 2 teacher and 1 student from the Alam Mahira Bengkulu School. This research addresses children with special needs by showing photos, videos, letter cards, sentence cards, ear anatomy, miniature objects, finger alphabet, ear models, half body torsos, fruit puzzles, animal puzzles, construction puzzles, cylinders, models. geometry, triangular tower, ring tower, rectangular tower, atlas, globe, wall map, custom house miniature. The results of the study show that there are several types of children with special needs (ABK) found in the field, including learning dyslexia (learning difficulties), ADHD (difficulty focusing), Autism (nervous disorder), Speech Delay (speech delay), Down Syndrome (physical and mental retardation). ), Mental Impairment (abnormalities below average – IQ), Deaf (hearing impairment). In this study it was more focused on children with special needs of the deaf. The results of the research show that deaf children need learning media in the form of visual aids to enrich their language vocabulary. The visual aids include miniature animals, miniature humans, relevant pictures, illustrated library books, and children's play equipment.
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Suharni, Suharni, Eel Susilowati, Masimbangan S. Harlina y Muhammad Hanif. "Penerapan Augmented Reality dengan Markerless Pada Aplikasi Pengenalan Jenis Hewan Herbivora, Karnivora, dan Omnivora". Journal of Information System Research (JOSH) 4, n.º 2 (28 de enero de 2023): 492–500. http://dx.doi.org/10.47065/josh.v4i2.2748.
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An introduction to the types of herbivores, carnivores, and omnivores needs to be given to children aged 4 to 6 years, and elementary school students. Submission of material using books is not enough to stimulate the mind, feelings and attention, hence the children feel bored. Several studies that have implemented still have limitations, such as there are no animation features, sound and screenshot share. The purpose of the application of Augmented Reality (AR) with the markerless method in the application of the introduction of herbivores, carnivores, and omnivores is to be able to display the object in three dimensions accompanied by animation features, sound and share information about the animal to social media. This goal is expected to increase children's desire to know more about various types of animals, and applications made can be fun learning media. The method used in this research is waterfall, and the application software is Unity. Application testing is using the blackbox technique to test the functions of the buttons and features displayed in the application. The results of the application trials show that all the button functions that are tried to be pressed will display the scene as expected and the results are 100% valid. From the results of the application trials, it shows that the application has been successfully created in accordance with the desired goal, which can be used as a learning medium for children.
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Heny Sulistyowati. "LANGUAGE SKILLS OF DEAF CHILDREN AT JOMBANG STATE EXCEPTIONAL SCHOOL". Jurnal Disastri (Jurnal Pendidikan Bahasa dan Sastra Indonesia) 3, n.º 2 (17 de agosto de 2021): 90–96. http://dx.doi.org/10.33752/disastri.v3i2.1780.
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Deaf children show hearing difficulties from mild to severe categories, classified into hearing loss and deafness. Deaf people are people who have lost the ability to hear so that it hinders the process of language information through hearing, either using or not using hearing aids where the hearing limit they have is sufficient to allow the success of the process of language information through hearing. Deaf children need learning media in the form of teaching aids to enrich their language vocabulary. The props include miniature animals, human miniatures, relevant pictures, illustrated library books, and children's play tools. The method used in this study is a qualitative descriptive method through an observation. Observations are carried out in stages over several days starting from making an approach to making direct observations of objects. The results of observations made to Agus are guided by 4 language skills. Based on the four language skills, the object is able to master in writing skills. Listening skills are not mastered because the object has problems in hearing but can be overcome by the lip motion method. Object reading skills can understand but difficult to convey as well as speaking skills.
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Bedford, April Whatley. "Children's Books: Animal Antics". Childhood Education 88, n.º 3 (30 de abril de 2012): 195–98. http://dx.doi.org/10.1080/00094056.2012.682555.
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Ford, Kim, Carol Avery, Terrell Young, Mingshui Cai, Fran Wilson, Jeffrey S.Kaplan y Diana Porter. "Children’s Literature Reviews: Orbis Pictus Award Winners". Language Arts 87, n.º 2 (1 de noviembre de 2009): 151–57. http://dx.doi.org/10.58680/la20099007.
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True to the tradition of the Orbis Pictus Award, the committee has selected one award-winning book, five honor books, and eight recommended books from among more than 325 titles of nonfiction for children submitted. This year, the books explore history, biography, art, and the animal world. Regardless of the subject matter or the reading level, all are books that entice a child to turn another page and keep reading. In selecting books, the committee looks for accuracy of presentation with appropriate documentation, organization of material that contributes to clarity and accessibility, an engaging style of writing and design, and potential contribution to the curriculum.
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Ван, Б. "IMPROVISATION TECHNOLOGIES IN CHILDREN'S PIANO PLAYING AS A METHOD OF DEVELOPING THE ABILITY TO PERCEIVE MUSIC". Человеческий капитал 1, n.º 11(179) (16 de noviembre de 2023): 92–96. http://dx.doi.org/10.25629/hc.2023.11.08.
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В статье рассматриваются возможность использования в детском музицировании на фортепиано навыков импровизации как метода развития способности восприятия музыки. При этом данная способность декларируется как ключевой компонент учебного процесса фортепианного класса. Автор указывает на необходимость продвижения моделей обучения, направленных на стимулирование интереса и увлечениях учащихся, более активное их участие в занятиях, в том числе и в собственном исполнительстве. На начальном этапе следует дать возможность ребёнку музицировать в разных регистрах клавиатуры – просто нажимать клавиши и пытаться ощутить интонационную краску полученного собственными пальцами звучания, представить возможные образные характеристики предполагаемых музыкальных «персонажей», знакомых по собственному небольшому жизненному опыту, впечатлениям от прочитанных книжек, игр, природы, окружающих его людей и животных. Далее предлагается использовать, в частности, простейшие технологии импровизации («развитие мелодии», «видеть картинки и играть», «ситуационные модели»), основанные на содержании ранее полученных знаний по игре на фортепиано, поощрение к использованию этой информации в своём музицировании. Стимулируя музыкальное восприятие начинающего пианиста можно развивать его творческие способности, сублимированные до ощущения художественной красоты произведения, генерируя более глубокие интерпретационные качества учащегося. The article deals with the possibility of using improvisation skills in children's piano musicianship as a method of developing the ability to perceive music. At the same time, this ability is declared as a key component of the piano class teaching process. The author points out the necessity to promote teaching models aimed at stimulating the students' interest and hobbies, their more active participation in lessons, including in their own performance. At the initial stage, the child should be given the opportunity to play music in different registers of the keyboard – just press the keys and try to feel the intonation colour of the sound obtained by his/her own fingers, to imagine possible imaginative characteristics of the supposed musical "characters" familiar from his/her own small life experience, impressions from books, games, nature, people and animals around him/her. Further it is suggested to use, in particular, the simplest improvisation techniques (“melody development”, “see pictures and play”, “situational models”), based on the content of previously acquired knowledge of piano playing, encouraging to use this information in their own music-making. By stimulating the musical perception of the beginning pianist, it is possible to develop his/her creative abilities, sublimated to a sense of the artistic beauty of the piece, generating deeper interpretive qualities in the student.
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KAPLAN, Tuba y Elif AYDIN. "ANIMAL MYTHS IN CHILDREN’S BOOKS". Gaziantep University Journal of Social Sciences 21, n.º 1 (26 de enero de 2022): 525–44. http://dx.doi.org/10.21547/jss.982582.
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Thornton, Jackie. "Book Review: Animal Shenanigans: 24 Creative, Interactive Story Programs for Preschoolers". Reference & User Services Quarterly 55, n.º 1 (25 de septiembre de 2015): 65. http://dx.doi.org/10.5860/rusq.55n1.65a.
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If your storytimes are feeling a bit stale and in need of some inspiration, get ready to walk on the wild side with Rob Reid’s Animal Shenanigans: 24 Creative, Interactive Story Programs for Preschoolers. Reid uses his experience as a professor of children’s literature and an author of beloved books on children’s programming to craft this guide to animal-themed story programs. As the title indicates, the book features two dozen thirty-minute storytime plans for a preschool audience, although the plans could also be adapted for an older group.
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Kazakova, Elena. "A New Popular Science Book Of The 1920s: About What and How?" Children's Readings: Studies in Children's Literature 20, n.º 2 (2021): 281–307. http://dx.doi.org/10.31860/2304-5817-2021-2-20-281-307.
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Existing researches on early Soviet books focus on illustrated books. This article, however, attempts to build a more diverse view of the children’s book of the 1920s, drawing on a corpus of 142 complete texts of various orientations. In the first part of the article, all the texts in the sample are grouped by subject and characterized. The predominant place is occupied by the so-called production book in the broadest sense: devoted not only to production processes, but technology, technologies, and resources. It turns out that the “resource approach” is characteristic not only for production books, but also for books about animals or human health. The second part of the article is devoted to the analysis of artistic methods used in popular science texts and the analysis of innovative methods in the design and illustration of books.
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Kazakova, Elena. "A New Popular Science Book Of The 1920s: About What and How?" Children's Readings: Studies in Children's Literature 20, n.º 2 (2021): 281–307. http://dx.doi.org/10.31860/2304-5817-2021-2-20-281-307.
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Existing researches on early Soviet books focus on illustrated books. This article, however, attempts to build a more diverse view of the children’s book of the 1920s, drawing on a corpus of 142 complete texts of various orientations. In the first part of the article, all the texts in the sample are grouped by subject and characterized. The predominant place is occupied by the so-called production book in the broadest sense: devoted not only to production processes, but technology, technologies, and resources. It turns out that the “resource approach” is characteristic not only for production books, but also for books about animals or human health. The second part of the article is devoted to the analysis of artistic methods used in popular science texts and the analysis of innovative methods in the design and illustration of books.
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Booth, Emily y Rebecca Lim. "The Picture of Privilege: Examining the Lack of Diverse Characters in 2018 Australian Children’s Picture Books". Jeunesse: Young People, Texts, Cultures 14, n.º 1 (1 de junio de 2022): 65–83. http://dx.doi.org/10.3138/jeunesse-14.1.02.
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This article explores the findings from the first “diversity count” of Australian children’s picture books, conducted in 2019 in partnership with advocacy group Voices from the Intersection (VFTI). Specifically, this article explores the eighty-three percent of 2018 Australian children’s picture books that did not feature a marginalized protagonist: namely, those that featured human characters who could not be identified as marginalized in any way, animals, and inhuman protagonists. We propose that the Australian publishing industry, rather than suffering from a “diversity deficit,” instead overrepresents a narrow demographic of human experiences and non-human protagonists. We suggest that the oversaturation of the local children’s picture book market with such similar stories disadvantages all children, who are denied a rich and diverse reading experience, as well as the opportunity to see themselves and their peers depicted. This article provides greater insight into the current debates about diversity and inclusion in children’s media.
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Sousa, Eunice, Victor Quintino, José Teixeira y Ana Maria Rodrigues. "A Portrait of Biodiversity in Children’s Trade Books". Society & Animals 25, n.º 3 (1 de junio de 2017): 257–79. http://dx.doi.org/10.1163/15685306-12341447.
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Indirect experiences are important in the public perception of nature and may influence attitudes towards conservation. Biodiversity and the environment are frequently presented in children’s books and promote children’s attitudes and emotions about biodiversity. We examined how biodiversity was portrayed in 164 books directed at six- to eight-year-old children. Living beings and habitats were found in 98% and 80% of the books, respectively, and included 441 different organisms in a total of 21,786 occurrences. The living beings in the books weren’t representative of the global biodiversity and were dominated by few iconic nonhuman organisms, mostly mammals, especially companion animals or other domesticated animals. The representations were strongly biased towards anthropomorphization of nonhuman animals who inhabited limited common habitats. This may contribute to the idea that all biodiversity lives in forests and humanized habitats, and is limited to nonhuman animals under human mastery or to few inaccessible megafauna.
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Restrepo-Sáenz, Ana María y Emmanuel Neisa Chateauneuf. "Preparing Children for an Unpredictable World in the Middle of a Crisis: La Aldea's Approach". Journal on Education in Emergencies 9, n.º 1 (2023): 242. http://dx.doi.org/10.33682/h7ws-7nkh.
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No one was prepared when COVID-19 hit. While education systems all over the world turned to distance learning, countries like Colombia faced a significant challenge: only 75 percent of Colombian teachers had received training in online teaching, 64 percent of school principals considered the technology available to schools to be insufficient, and only 67 percent of 15-year-old students had internet access (OECD 2019). And what about the families living in at-risk contexts and facing additional economic and health pressures? The time was ripe to scale up La Aldea—a flexible, learner-centered strategy whose content and methods are designed to meet the needs of the child at the end of the proverbial "last mile." La Aldea is a strategy created by ClickArte, a Colombian organization that specializes in designing and implementing educational projects. Using its print books, radio shows, digital content, songs, and games, La Aldea was disseminated throughout the country via UNICEF Colombia's education in emergencies strategy. It also provided online training sessions to 4,220 teachers. It ultimately reached 87,667 families and children. This immediate, comprehensive, multimedia, multistakeholder plan was adapted to reach every child in Colombia's formal and nonformal education settings in migrant and conflict-affected communities. La Aldea education strategy is composed of carefully crafted stories whose main characters are animals found in Colombia (such as macaws, tapirs, owls, anteaters, among others). The stories and activities that make up La Aldea are metaphors of society: children, families, and teachers can self-identify with the situations being portrayed, hence giving schools material to integrate playfully into the teaching curricula, while at the same time nudging children's cognitive, citizenship, and social-emotional skills—and, of course, COVID-19 awareness.
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Al Anshory, Abdul Muntaqim y Ma'rifatul Munjiah. "ADAB AL-ATHFAL FI KITAB AL-QIRAÁH AL-RASYIDAH (DIRASAH FI AL-QIYAM AL-DINIYYAH)". LiNGUA: Jurnal Ilmu Bahasa dan Sastra 15, n.º 2 (31 de diciembre de 2020): 123–38. http://dx.doi.org/10.18860/ling.v15i2.9161.
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This study aims to determine the form of children's literature and religious values in the book al-Qira'ah al-Rasyidah Volume 1. This research is qualitative research with a content analysis approach. The data was collected through documentation techniques. The data was further analyzed using qualitative data analysis techniques, including data reduction, data presentation, and drawing conclusions or verification. The results showed that: (1) children's literature containing religious values in the book Al-Qira'ah al-Rasyidah Volume 1 contained in 13 stories, with various forms of children's literature, namely: realism (stories of realism and animal stories), traditional literature (fable), and fantasy literature (fantasy stories), (2) religious values contained in children's literature in the book al-Qira'ah al-Rasyidah Volume 1 generally takes the form of worship and morals, namely: responsibility, loving plants, sincerity, not making animals wrong, empathizing like visiting sick people, not looking down on others, positive thinking, diligently working, using time well, honesty, not sacrificing the interests of others for personal gain, keep promises, diligent, educate children wisely, cooperative and not selfish.
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Setiawan, Kristiana Melanie, Terra Bajraghosa y Edi Jatmiko. "Perancangan Buku Taktil dengan Media Clay sebagai Media Pengenalan Hewan untuk Tunanetra Usia Anak-Anak". Fenomen: Jurnal Fenomena Seni 1, n.º 1 (14 de febrero de 2023): 1–16. http://dx.doi.org/10.24821/fenomen.v1i1.8616.
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Tunanetra merupakan kondisi seseorang yang memiliki keterbatasan dalam penglihatannya. Untuk dapat menyerap informasi, mereka menggunakan indera pendengaran dan peraba. Oleh karena itu, tunanetra membutuhkan sarana dan pra-sarana khusus seperti buku braille. Buku braille memberikan suatu kemudahan bagi mereka untuk membaca seperti orang-orang awas. Tetapi, buku braille sendiri masih memiliki kekurangan yakni belum mampu memberikan akses terhadap bentuk-bentuk yang mampu memvisualisasi braille tersebut, sulit diakses karena keterbatasan jumlah buku, proses produksi yang susah dan memakan banyak biaya. Lalu, media apa yang mampu memberikan semua yang tunanetra butuhkan dalam satu buku?Dengan menggunakan identifikasi 5W+1H, tedapat pertanyaan apa, siapa, kenapa, kapan, dimana, dan bagaimana perancangan itu dibuat. Dari situ ditemukanlah media utama buku taktil yang mampu memberikan informasi melalui bentuk, tekstur, dan ukuran mengenai hewan-hewan yang ada di sekitar lingkungan kehidupan berupa ayam, kucing, burung, tikus, kambing, dan bintang laut dengan clay sebagai bahan utama dalam merancang bentuk-bentuk visual hewan secara semi 3D. Pengambilan data dilakukan dengan cara wawancara, pengamatan, dan uji media langsung. Perancangan buku taktil ini diharapkan mampu membantu tunanetra khususnya usia anak-anak dalam menyerap dan memahami informasi secara keseluruhan dalam satu genggaman mereka, melatih kemampuan motorik dan sensorik serta menjadikan proses pembelajaran lebih menyenangkan.Kata Kunci : Buku taktil, Pengenalan hewan, Braille, Clay, Tunanetra usia anak-anak TACTILE BOOK DESIGN USING CLAY AS A MEDIUM FOR ANIMAL RECOGNITION FOR YOUNG CHILDREN WITH BLINDNESSBlind is a condition of someone who has limitations in their vision. To be able to absorb information, they use their sense of hearing and touch. Therefore, the blind need special facilities and infrastructure such as braille books. Braille books make it easy for them to read like people with normal vision. However, braille books themselves still have drawbacks, namely not being able to provide access to forms that able to visualizing braille, difficult to access because of the limited number of books, the production process is difficult and costs a lot. Then, what media can provide everything that the blind need in one book?By using the 5W + 1H identification, there are questions of what, who, why, when, where, and how the design was made. From there it was found that the main medium of tactile books was able to provide information through shape, texture and size about animals that exist around the environment in the form of chicken, cat, bird, mouse, goat and starfish with clay as the main material in designing semi 3d animal visual shape forms. Data collection was carried out by means of interviews, observations, and direct media tests. The design of this tactile book is expected to be able to help the visually impaired, especially children, in absorbing and understanding overall information in one hand, training motor and sensory abilities and making the learning process more enjoyable.Keywords : Tactile book, Introduction to animals, Braille, Clay, Children’s blind age
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Mossberg, Mari. "Boost Your Brain. Om lexikal kreativitet i faktaböcker för barn i ett svensk-engelskt perspektiv". Språk och stil 33 (15 de marzo de 2024): 164–95. http://dx.doi.org/10.61965/sos.33.2023.18958.
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This study investigates the expression of lexical creativity in Swedish and English nonfiction books for children aged 3–12. The first part examines the pattern of lexical creativity in 14 nonfiction books, originally written in Swedish. In these books, simile, metaphor, anthropomor- phism, neologism and wordplay are the most common categories of lexical creativity, whereas alliteration, allusion and other creative expressions are much less frequent. These findings are compared with the expressions of lexical creativity in two English nonfiction children’s books of similar contents. Analysis reveals that one of the books, Moira Butterfield’s How Animals Build, has a pattern of lexical creativity much like that of the Swedish books. In the Swedish translation of this book, most of the lexical creativity is preserved. The other English book, General Knowledge Genius! by Chrisp et al., exhibits a non-target-like pattern of lexical creativity, resulting in a considerable loss of lexical creativity, in particular alliteration, in the Swedish translation. The article ends by discussing the main factors related to the neutralisation of lexical creativity in these books, namely divergent genre norms in the source and target cultures, target group adap- tation as well as the translator’s effort to maintain the stylistic level and coherence.
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Haigh, Susan. "Children’s input is vital to creating an online library that meets children’s information needs". Evidence Based Library and Information Practice 1, n.º 1 (15 de marzo de 2006): 86. http://dx.doi.org/10.18438/b83012.
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A review of
Druin, Allison. “What Children Can Teach Us: Developing Digital Libraries for Children with Children.” The Library Quarterly 75.1 (January 2005): 20-41.
Objective – Through use of an interdisciplinary research team that included children, the study aimed to demonstrate that including children in the design of a digital library for children would result in some new approaches that would improve the site’s usability for the target user group.
Design – Case study.
Setting – The research was conducted at University of Maryland over a four-year period and involved an interdisciplinary research team of adult researchers from information studies, computer science, education, art, and psychology as well as seven children aged 7-11.
Subjects – Seven children participated in the design team over two years; 153 children were observed and interviewed in the design phase; and the resulting new approaches were validated post-launch by analysis of International Children’s Digital Library (ICDL) (http://www.icdlbooks.org) users and usage patterns from November 2002-November 2003 (over 90,000 unique users and 19,000 optional questionnaire respondents).
Method – The study included seven children in the design team for a digital library of international children’s books, which resulted in new approaches to collection development, cataloguing, and the search interface. In the design phase, research methods involving the seven children included brainstorming techniques, “cooperative inquiry”, low-tech prototyping; and lab use studies. The team also undertook observation and interviews of 153 children engaged in searching and selecting books from public library catalogues. In validating the new approaches that resulted from the design research, the team employed web log analysis, a voluntary online survey, and working with children in local schools to understand their use of ICDL.
Main results – The inclusion of children’s viewpoints in the design stage of the ICDL had an impact in three areas: collection development, metadata, and interface design.
For collection development, the research showed that kids were interested in books about children from other cultures and other times in history; in animals, both real and make-believe; in books that are sensitive to other cultures; and in books that are in good condition. For metadata, the research showed that children do not distinguish ‘fiction’ and ‘non-fiction’; look for ‘scary stuff’ or ‘gross stuff’; are often seeking books that make them feel a certain way; care about the look of book covers and may recall books by jacket colours; and use free vocabulary like ‘princesses’ and ‘jokes’. For interface design, the children’s involvement led to more search options (utilizing the new categories of metadata that were created), and customization options such as ability to choose different forms and colour palettes for book readers (e.g. the comic book reader, the spiral book reader).
Web log and survey data, as well as lab tests, showed that the innovations resulting from the children’s design input were used. Of the over 90,000 unique users who visited the site in its first year, “genre” and “color” were statistically the fourth and fifth most popular search categories. In lab tests, girls used “color” twice as often as boys, and older boys preferred “genre” while younger children did not pay attention to that category.
Conclusions – A first conclusion is that children’s input is vital to creating an online library that meets children’s information needs, tendencies and preferences. Also, seven design principles emerged:
1. Children’s input is invaluable and they should be involved in the design of their libraries.
2. Digital collections for children should consider works both contemporary and historical, and in different languages and representative of different cultures.
3. A variety of search interfaces are needed and it is particularly important to express categories with visual icons.
4. Additional metadata can be needed to reflect children’s views of relevant search criteria.
5. Interfaces should be customizable, such as providing various formats of reader that could themselves be customized in colour.
6. Tools should be suitable for use from the home and for collaborative use, such as use by a parent with a child.
7. Innovation requiring high bandwidth must be balanced with a low bandwidth version to assure broadest possible use.
Lastly, the researchers concluded that more research is merited to assess the broader impact of digital libraries on children as searchers and readers.
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Pokhrel, Dilip. "Children’s Literature: A Reading of Posthumanism and the Animality". Journal of Aadikavi 12, n.º 1 (31 de diciembre de 2023): 39–52. http://dx.doi.org/10.3126/joaa.v12i1.65811.
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This article explores posthumanism as a philosophy that places an emphasis on human relationships with the natural world by looking at representations of animality in children’s play as well as in children’s books such as Where the Wild Things Are, Virginia Wolf and No Fits to comprehend the significance of philosophy in children’s literature and lives. The authors contend that children and adults can maintain a connection to the natural world even when they are unable to be in it themselves by encouraging a sense of wilderness or connection to nature. This can be done by engaging in literature and engaging in animal play. I discuss connections between children’s stories and bodies using a mixed-methods approach that combines educational theory, ecocriticism, and qualitative research. I highlight how becoming animals through narrative engagement and play reflects posthumanist theory in practice and fosters a child’s embodied knowledge of nature. The authors also discuss how posthumanist worldviews can be supported by embodied educational strategies that value animal play. They contend that philosophical change is essential if humanity is to survive the upcoming ecological and technological changes.
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Shao, Yun-Long y Yi-Huang Shih. "The effects of interactive electronic picture books on young children’s oral expression skills". International Journal of Education and Practice 12, n.º 2 (15 de marzo de 2024): 312–23. http://dx.doi.org/10.18488/61.v12i2.3680.
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The application of interactive electronic picture books can strengthen young children’s reading comprehension skills. Interactive electronic picture books that involve interaction with sensors, with the interaction integrated into the story, should be developed to enhance children’s reading experience and improve their oral expression skills. Interactive electronic picture books that involved children manipulating stuffed animals containing sensors that provided feedback were developed for this study. Visual, auditory, and tactile stimuli can be used to create an interactive feedback system. Data was collected through semi-structured interviews with teachers, who gave their opinions regarding the curriculum of their preschool. The results indicate that the intuitiveness of the system helped improve the children’s reading experience, strengthened their motivation to read, and improved their cognitive abilities. In addition, interactive electronic picture books were found to improve the children’s oral expression skills.
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Axelsson, Marcus y Charlotte Lindgren. "Sven Nordqvist’s Pettson and Findus Series and Children’s Education". Climate Literacy in Education 1, n.º 2 (8 de enero de 2024): 64–69. http://dx.doi.org/10.24926/cle.v1i2.5764.
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This article explores how Sven Nordqvist’s books about Pettson and Findus may be used to initiate dialogues in preschool on the relationship between humans and nature. We argue that Nordqvist’s books are especially fitting for ecocritical dialogues on three levels, on which they depart from today's ecocentric aspirations. These levels include (1) the main characters’ view of nature as a resource, (2) the untraditional representation of plants, and (3) the characters’ assumptions of control and superiority over nature, especially over (other) animals. Another implication of the article is that pre-ecocriticism children’s books, and books that are not climate fiction can be useful in preschool discussions thematizing the relationship between humans and nature.
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Duckworth, Melanie. "Agency and Multispecies Communities in Picture Books". Environmental Humanities 14, n.º 1 (1 de marzo de 2022): 162–81. http://dx.doi.org/10.1215/22011919-9481495.
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Abstract This article discusses two children’s picture books, The Snail and the Whale (2003), written by Julia Donaldson and illustrated by Axel Scheffler, and The Secret of Black Rock (2017) by Joe Todd-Stanton, as vibrant and fantastic engagements with multispecies worlds. Drawing on new materialism and multispecies studies, the article argues that these two picture books exemplify the possibilities inherent in children’s literature of imaging encounters with multispecies communities and apprehending the dynamic agencies of the material world. With reference to the real marine animals and environments alluded to by the books, it addresses the limitations and opportunities of anthropomorphism, and the significance of the concept of agency in the environmental humanities and children’s literature studies. It argues that the gleeful rhymes of The Snail and the Whale and the awe-inspiring illustrations of The Secret of Black Rock are not mere entertainment but serious and playful explorations of connections between bodies and language, stories and communities, children and adults, human and non-human animals, rocks and fish, and agency and the more-than-human world.
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McNair, Jonda C., Deanna Day, Karla J. Möller y Angie Zapata. "Children’s Literature Reviews: Our Favorite 2013 Poetry Books". Language Arts 91, n.º 6 (1 de julio de 2014): 443–48. http://dx.doi.org/10.58680/la201425474.
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This column presents what we consider to be the most notable poetry books published in 2013. We selected a total of ten titles; they focus on a range of topics such as animals, plants, fairy tales, imaginary creatures, and civil rights leaders.
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Zlatnar Moe, Marija y Tanja Žigon. "When the audience changes". Translation and Interpreting Studies 15, n.º 2 (8 de abril de 2020): 242–60. http://dx.doi.org/10.1075/tis.20015.zla.
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Abstract Much is expected to change when a work of fiction is translated from one language and culture to another, but the intended reader is not. This paper deals with the issue of the change of the intended reader from adult to child/adolescent in translations of fiction from English into Slovene. The intended reader is most likely to change in translations of comics/cartoons, fantasy, and realistic fiction with child or animal protagonists. The reasons for the change can be both textual and extra-textual: on the one hand, books are categorized as children’s books by libraries, award boards and marketers, as well as by the publisher’s choice of translator, while, on the other hand, individual translation decisions on the microlevel can help move a book from one category to another.
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Armstrong, Rebecca M., Jessica Paynter y Marleen F. Westerveld. "Fiction or non-fiction: Parent-reported book preferences of their preschoolers with autism spectrum disorder". Autism & Developmental Language Impairments 4 (enero de 2019): 239694151989673. http://dx.doi.org/10.1177/2396941519896736.
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Background and aims Children’s early interactions with books are important for fostering development of oral language and emergent literacy skills. It is not known whether children diagnosed with autism spectrum disorder show different preferences for text types in the home environment prior to school entry. The current study aimed to: (i) investigate parent-reports of the favourite books of their children with autism spectrum disorder compared to typically developing children and (ii) identify whether there are differences in the reasons why books were preferred across the two groups. Methods Participants included children (aged 26–70 months) with autism spectrum disorder ( n = 41) and typically developing peers ( n = 164). Parent-reports of their child’s current favourite book/s were coded as fiction versus non-fiction and also category type. Parents also reported why the book was considered a favourite and this was coded. Results There were no differences between groups for fiction versus non-fiction, with both groups preferring fiction (>95% of responses). A strong category preference for animal topics across both groups was present. Significant group differences were found when asked to select specific reasons for favourite book preferences. Conclusions This study provides preliminary evidence of similarities between preschool children with autism spectrum disorder and typically developing peers’ preferences for fiction books during the early years. Implications It should not be assumed that children with autism spectrum disorder have different preferences for book types compared to typically developing children in the early years of development. Providing preschoolers with a range of book types during the preschool years will help to facilitate early language and emergent literacy skills.
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McNair, Jonda C., Alan R. Bailey, Deanna Day y Karla J. Möller. "Children’s Literature Reviews: 2012 Notable Poetry Books". Language Arts 90, n.º 6 (1 de julio de 2013): 457–63. http://dx.doi.org/10.58680/la201323848.
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This column presents what we consider to be the most distinguished poetry books published in 2012. There are 13 titles featured, and they are about a wide range of topics—presidents, animal epitaphs, bees, math, the ocean, and others. This selection of notable poetry books features themed collections, picturebooks featuring a single poem, an anthology, and two titles that parody the work of famous poets such as William Carlos Williams, Langston Hughes, Edgar Allan Poe, Emily Dickinson, and Walt Whitman.
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Hart, Karen. "School can be wild!" Early Years Educator 22, n.º 3 (2 de septiembre de 2020): 42. http://dx.doi.org/10.12968/eyed.2020.22.3.42.
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Pittenger, John B. "Body proportions as information for age and cuteness: Animals in illustrated children’s books". Perception & Psychophysics 48, n.º 2 (marzo de 1990): 124–30. http://dx.doi.org/10.3758/bf03207078.
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Иванкива, Марина Владимировна. "LITERARY CARTOGRAPHY: MAP AS A PARATEXTUAL ELEMENT IN BRITISH CHILDREN’S LITERATURE". ΠΡΑΞΗMΑ. Journal of Visual Semiotics, n.º 2(28) (20 de abril de 2021): 28–42. http://dx.doi.org/10.23951/2312-7899-2021-2-28-42.
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Объект исследования данной статьи – литературная карта как визуальный элемент детской книги на рубеже XIX–XX веков – малоизученная область визуальной культуры детства. Карта становится важной составляющей визуальной культуры детства во второй половине XIX века. Целью исследования было проследить становление картографической традиции в детской литературе Великобритании. Для достижения поставленной цели потребовалось, во-первых, изучить ведущие современные направления в изучении литературной карты. Во-вторых, сформировать терминологический аппарат для описания карты как документального и эстетического объекта в рамках литературного произведения, который в силу малой изученности отсутствует в русском языке. В-третьих, описать пять литературных карт из классических произведений британской детской литературы Золотого периода в их взаимодействии с текстом. В результате работы автор приходит к выводу, что, являясь важным паратекстуальным элементом детской книги, эти карты представляют различные типы взаимодействия с основным текстом: карта-сюжет, карта-документ эпохи, карта-рассказчик, карта-память. Since one of the first representations of the Earth in “The Map Psalter”, marine maps from the Age of Discovery and the first literary atlases, maps have held a special place in British culture. Since the map of the Treasure Island, which is considered to be a pioneer of the kind, from Robert Louis Stevenson’s novel of the same name, maps have always played a significant role in British children’s literature. A literary map, especially a map in children’s books, is an important paratextual element. Although the roles and functions of maps may vary greatly, the place of a map (most frequently it is an endpaper or a frontispiece) makes literary cartography the first visual element for the reader, which enables a map to set the setting, genre, and particular audience expectations. The fact that it is not an obligatory element of a book makes the presence of a map in a book an essential part of the author’s artistic vision and a key (para)textual element of the book. The five maps from the classic books written for younger readers between 1883 and 1926 may prove that maps perform multiple functions and play a greater role than that of beautiful drawings on frontispieces. The maps are the 17th-century marine map of the imaginary island from Robert Louis Stevenson’s Treasure Island; the actual map of India from Rudyard Kipling’s Kim; the map of Kensington Gardens presumably drawn by a child from James M. Barrie’s Peter Pan in Kensington Gardens; the map of the Thames Valley inhibited by anthropomorphic animals from Kenneth Graham’s The Wind in the Willows. The analysis of these maps’ paratextual powers and textual-visual interactions leads to the conclusion that the five literary maps from the classic children’s books of the Golden Age period reveal the five potential ways of interaction between the textual and the visual: map as a plot device, map as a document, map as a narrator, map as the transcendent, and map as memory, correspondingly. The conclusion poses the following questions: What happens to maps during the act of translation from English into Russian or any other language? Is it possible to translate cartography? How crucial is the omission of a map? The answers to these questions are yet to be discovered.
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Eka Prastyawan, Rikat, Oikurema Purwati y Fabiola D. Kurnia. "RHETORIC SYMBOLS AS THE KEY IN ORGANIZING IDEAS OF NARRATIVE TEXTS FOUND IN DR. SEUSS CHILDREN BOOKS". International Journal of Advanced Research 10, n.º 05 (31 de mayo de 2022): 756–62. http://dx.doi.org/10.21474/ijar01/14766.
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The aim of this research was to describe how the rhetoric symbols were reinforced to organize the Ideas of Narrative Texts found in Dr. Seuss Children Books. He had written the children books more than 60 childrens books including several of the most popular childrens narrative books of all time coming from America. This study was descriptive Qualitative by using textual analysis. The sources of data of this research were Dr. Seuss children books in the form of narrative Horton Hatches the Egg, Thidwick-the Big Hearted Moose, The Kings Stilts, and Bartholomew and the Oobleck while the data in this research were all kinds of information in the sources of data referring to the focus of research. They were analyzed synchronically and diachronically in the process of data analysis. The result showed that the rhetoric symbols were synergized to the other symbols such as animals, natures, and objects which were wrapped in the concept of id, ego, and superego through the generic structure of texts involving orientation, complication, evaluation, resolution, and coda. Its hoped it could give the contribution to the concept of creative writing especially in narrative.
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McClure, Amy A., Joan Bownas, Lisa Dapoz, Karen Hildebrand, Peggy Oxley, Lillian Webb y Lynda Weston. "To See the World Afresh: Talking about Poetry". Language Arts 76, n.º 4 (1 de marzo de 1999): 332–40. http://dx.doi.org/10.58680/la199939.
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Reviews 31 collections of children’s poetry that help students see the world from a fresh perspective. Notes how they were used in a variety of classrooms and how children responded to them. Organizes the books in terms of: making the ordinary extraordinary; looking at relationships in new ways; new views of the world; and a fresh look at animals.
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Barkovskaya, Nina. "LITERARY CYNOLOGY. BOOK REVIEW OF: MARINA S. KOSTYUKHINA. FROM MUMU TO SONYA DOGGY: THE IMAGE OF A DOG IN CHILDREN’S LITERATURE AND SCHOOL READING. ST. PETERSBURG: PUBLISHING HOUSE OF THE RUSSIAN STATE PEDAGOGICAL UNIVERSITY NAMED AFTER A. I. HERZEN, 2021". Children's Readings: Studies in Children's Literature 22, n.º 2 (2022): 429–36. http://dx.doi.org/10.31860/2304-5817-2022-2-22-429-436.
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A new monograph by M. S. Kostyukhina, author of the books “Toy in Chil- dren’s Literature”, “Children’s Oracle”. Through the Pages of Desk-Printed Books”, explores the dynamics of the principles and methods of creating the image of a dog in the Russian literature of the 19th-20th century. The review characterizes the principles of systematization of literary material, notes the role of illustrative and reference apparatus, and points out the practical significance of the monograph for educators, teachers of literature, as well as parents. Cross-cutting ideas of the monograph are identified: the relevance of children’s literature about animals to the general historical and cultural situation and the dominant literary trend, the high educational potential of such works, the gradual strengthening of not only the socially critical but also the philosophical component of such literature addressed to children.
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Adler, Isabell K., Daniela Fiedler y Ute Harms. "Darwin’s tales–A content analysis of how evolution is presented in children’s books". PLOS ONE 17, n.º 7 (13 de julio de 2022): e0269197. http://dx.doi.org/10.1371/journal.pone.0269197.
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In science, certain theories led to a paradigm shift in human being’s approach to explain nature, such as the theory of relativity, the quantum theory, and the theory of evolution. The latter explains the emergence of biodiversity on Earth and all living beings’ relatedness, including humans. Accordingly, evolutionary theory is a central part of scientific literacy. However, scholars have demonstrated that misconceptions emerging in childhood hinder learners from grasping evolutionary processes. Implementing evolution in early science education could enhance scientific ideas as a basis for subsequent learning at school. Currently, children’s literature that deals with evolution is increasing and may enable more children to encounter evolutionary theory before entering school. This explorative study aimed to analyze how children’s books about evolution approach explaining this complex topic to young children in terms of covered contents, underlying concepts and use of language. We conducted (1) a text-based qualitative content analysis of 31 children’s books in the categories of organismal context, evolutionary principles, and misconceptions, and (2) a computer-supported content analysis of 33 word labels concerning (a) scientific terms and (b) verbs expressing evolutionary change. Although evolution is a universal concept, children’s books seem to promote specific contexts such as animal and human evolution. Even though the principle of selection requires an understanding of complex interactions between individuals and environmental factors, this principle was more frequent than the principles variation and inheritance. Phylogenetic history was covered more often than basic evolutionary processes, and evolutionary change was mainly mentioned at the species level over long periods. Besides, most books conveyed misconceptions such as transformationist, teleological or anthropomorphic reasoning. Consequently, books covering evolution may bias children’s first ideas concerning this topic or introduce unscientific ideas. Based on our results, we propose implications for early evolution educators and education researchers.
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Tetrault, Simone. "The Influence of Early Childhood Media in Promoting Speciesist Ideologies". Animal Ethics Review 3, n.º 1 (7 de febrero de 2023): 11–18. http://dx.doi.org/10.31009/aer.2023.v3.i1.03.
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While communications and media research has been conducted on the influence of children’s literature in shaping the attitudes of children towards various marginalized groups, the specific impact of anthropocentric viewpoints and speciesist ideologies conveyed through imagery and narrative in early childhood literature has been largely overlooked. The goal of this article is to use a critical literacy approach to analyze poignant examples of early childhood literature in the English language canon, and to draw links between the ways in which these media normalize the oppression of non-human animals in similar ways to that of other historically marginalized human groups. The author argues that seemingly innocuous works such as baby board books, picture books, and nursery rhymes, can have a profound impact on shaping the attitudes of children towards non-human animals, and thus, demonstrate a pressing need for more narratives that decenter human characters and interests, emphasize the personhood of non-human animals, and take an anti-speciesist approach towards storytelling in order to work towards dismantling systems of oppression that actively harm non-human animals.
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Hu, Jiming, Xiang Zheng, Peng Wen y Jie Xu. "Mapping the Topics and Evolutions of Chinese Children’s Bestsellers". Libri 70, n.º 4 (18 de noviembre de 2020): 305–17. http://dx.doi.org/10.1515/libri-2019-0072.
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AbstractChildren’s books involve a large number of topics. Research on them has been paid much attention to by both scholars and practitioners. However, the existing achievements do not focus on China, which is the fastest growing market for children’s books in the world. Studies using quantitative analysis are low in number, especially on the intellectual structure, evolution patterns, and development trends of topics of children’s bestsellers in China. Dangdang.com, the biggest Chinese online bookstore, was chosen as a data source to obtain children’s bestsellers, and topic words in them were extracted from brief introductions. With the aid of co-occurrence theory and tools of social network analysis and visualization, the distribution, correlation structures, and evolution patterns of topics were revealed and visualized. This study shows that topics of Chinese children’s bestsellers are broad and relatively concentrated, but their distribution is unbalanced. There are four distinguished topic communities (Living, Animal, World, and Child) in terms of centrality and maturity, and they all establish their individual systems and tend to be mature. The evolution of these communities tends to be stable with powerful continuity.
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Ganea, Patricia A., Lili Ma y Judy S. DeLoache. "Young Children’s Learning and Transfer of Biological Information From Picture Books to Real Animals". Child Development 82, n.º 5 (16 de junio de 2011): 1421–33. http://dx.doi.org/10.1111/j.1467-8624.2011.01612.x.
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