Bibliographies thématiques / Pandas – Children's picture books

Littérature scientifique sur le sujet « Pandas – Children's picture books »

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Publié le 26 juillet 2024

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Articles de revues sur le sujet "Pandas – Children's picture books"

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Leddy, Thomas. « Aesthetics and Children's Picture-Books ». Journal of Aesthetic Education 36, no 4 (2002) : 43. http://dx.doi.org/10.2307/3301567.

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Nakahara, S. « Smoking in children's picture books ». Tobacco Control 12, no 1 (1 mars 2003) : 110. http://dx.doi.org/10.1136/tc.12.1.110.

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Yilmaz, Aynur, et Şengül Pala. « Sports in Children's Picture Books ». Universal Journal of Educational Research 7, no 3 (mars 2019) : 824–38. http://dx.doi.org/10.13189/ujer.2019.070324.

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Serafini, Frank, et Richard Coles. « Humor in Children's Picture Books ». Reading Teacher 68, no 8 (27 avril 2015) : 636–38. http://dx.doi.org/10.1002/trtr.1361.

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Pennell, Beverley. « Ideological Drift in Children's Picture Books ». Papers : Explorations into Children's Literature 6, no 2 (1 juillet 1996) : 5–13. http://dx.doi.org/10.21153/pecl1996vol6no2art1398.

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Lee, Eunjoo, et Sungeun Yang. « Children's Divorce Adjustment in Picture Books ». Korean Journal of Human Ecology 30, no 6 (31 décembre 2021) : 923–34. http://dx.doi.org/10.5934/kjhe.2021.30.6.923.

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Moon, Cliff. « Reflections : Children's lives and picture books ». Literacy 27, no 1 (avril 1993) : 10–14. http://dx.doi.org/10.1111/j.1467-9345.1993.tb00078.x.

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Stallcup, Jackie E. « Power, Fear, and Children's Picture Books ». Children's Literature 30, no 1 (2002) : 125–58. http://dx.doi.org/10.1353/chl.0.0698.

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Chencheng, Mao, et Sharul Azim Sharudin. « Application of Mianzhu New Year Painting Art Style in Childrens Picture Books ». Advances in Humanities Research 2, no 1 (7 septembre 2023) : 37–46. http://dx.doi.org/10.54254/2753-7080/2/2023011.

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This paper analyzes the attraction of children's language learning and literacy through the collation of Chinese Mianzhu New Year's Paintings art style, analyzes the attraction of children's language learning and literacy through the reading of early children's New Year's Paintings art style picture books, summarizes the use of pre-school children's favorite picture book survey reports and data, and analyzes the case of the excellent picture book design that has won awards for integrating the Chinese traditional art style, and the result shows that Mianzhu New Year's Paintings art style has great potential to be explored in the field of picture books. The results show that Mianzhu Nianhua art style in the field of picture books has great potential to be explored, and its artistic characteristics have strong extensibility and integration, and the use of saturated, bright colors combined with children's favorite picture book themes will be more attractive to children to read picture books. This study provides a new design reference for the integration of traditional Chinese art styles with children's picture books, which can enhance children's language learning and literacy skills while promoting the traditional Chinese art of Mianzhu New Year's Paintings.
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Gao, Xiaoya. « Analysis of the Visual Design of Children's Picture Books from the Perspective of Chinese Traditional Culture ». Highlights in Art and Design 3, no 3 (20 juillet 2023) : 79–82. http://dx.doi.org/10.54097/hiaad.v3i3.11273.

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In the five thousand years of vicissitudes of life, countless bright traditional culture was born in this land under our feet, affecting generation after generation of Chinese children, become the cornerstone of the continuation of Chinese civilization. The creators of Chinese children's picture books should assume their responsibilities and missions, actively explore how to interpret traditional culture in children's picture books, and contribute to the growth of children, the unity of the nation and the development of the country. In today's era when visual culture is widely used, the mainstream of children's picture books is to let traditional Chinese culture into children's lives, so that the teaching of picture books can realize the inheritance of Chinese culture. China has a long history and rich folk tales. These outstanding works represent the culture and wisdom of the Chinese nation. They are passed on continuously and have a strong cultural heritage. Nowadays, many picture books re-interpret and arrange these historical and folk stories through visual design, enriching children's reading content, cultivating children's Chinese culture literacy, and having a profound impact on their language expression ability, understanding ability, artistic appreciation ability and many other aspects. Based on this, this paper will analyze the visual design of children's picture books from the perspective of traditional culture to explain the general direction of the current children's picture books in the creation of traditional culture.
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Thèses sur le sujet "Pandas – Children's picture books"

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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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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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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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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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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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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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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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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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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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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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Livres sur le sujet "Pandas – Children's picture books"

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Billet, Marion. Noodle loves the park. London : Nosy Crow Ltd, 2013.

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Barber, Antonia. The monkey and the panda. London : Frances Lincoln, 1995.

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Barber, Antonia. The monkey and the panda. New York : Macmillan Books for Young Readers, 1995.

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Antony, Steve. Thank you, Mr. Panda. New York, NY : Scholastic, Incorporated, 2017.

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Dahl, Michael. Gilda the giraffe and Papaya the panda. Minneapolis, Minn : Picture Window Books, 2006.

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Foreman, Michael. Panda's puzzle, and his voyage of discovery. (Harmondsworth) : Puffin, 1987.

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Foreman, Michael. Panda's puzzle and his voyage of discovery. London : Pavilion, 1999.

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Stimson, Joan. Big Panda, Little Panda. London : AndréDeutsch Children's Books, 1993.

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1932-, Rutherford Meg, dir. Big panda, little panda. London : Hippo Bks., 1994.

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Slade, Suzanne. What's the difference ? : An endangered animal subtraction story. Mount Pleasant, S.C : Sylvan Dell Publishing, 2010.

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Chapitres de livres sur le sujet "Pandas – Children's picture books"

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West, Elizabeth. « Pioneering picture books ». Dans The Women Who Invented Twentieth-Century Children's Literature, 184–211. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003306870-7.

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Zhai, Xinchao, Kay L. O’Halloran, Lyndon Way et Sabine Tan. « Gender Stereotypes in Children's Picture Books ». Dans A Multimodal Approach to Challenging Gender Stereotypes in Children's Picture Books, 185–212. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003145875-13.

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Moya-Guijarro, A. Jesús, et Eija Ventola. « Picture Books, Gender and Multimodality ». Dans A Multimodal Approach to Challenging Gender Stereotypes in Children's Picture Books, 1–20. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003145875-1.

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Serrato, Phillip. « Conflicting Inclinations : Luis J. Rodríguez’s Picture Books for Children ». Dans Ethnic Literary Traditions in American Children's Literature, 191–204. New York : Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101524_16.

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Lester, Neat A. « For All My Children, or Approaching African American Children’s Picture Books ». Dans Ethnic Literary Traditions in American Children's Literature, 99–113. New York : Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101524_9.

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Calvo-Maturana, Coral, et Charles Forceville. « The Depiction of Family and Self in Children's Picture Books ». Dans A Multimodal Approach to Challenging Gender Stereotypes in Children's Picture Books, 239–67. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003145875-15.

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Nodelman, Perry. « Gender Assumptions in Picture Books about Boys in Dresses ». Dans A Multimodal Approach to Challenging Gender Stereotypes in Children's Picture Books, 87–104. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003145875-6.

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Ali, Ameera. « Discursive representations of disability in children's picture books on disabled parents ». Dans Disability Representation in Film, TV, and Print Media, 180–97. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003035114-10.

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Tang, Fengling, Pan Yue-Juan et Niwen Wu. « Construction of Children's Cultural Identity in Chinese Context : Understanding Young Children's Perspectives via Popular Picture Books ». Dans The SAGE Handbook of Global Childhoods, 438–50. 1 Oliver's Yard, 55 City Road London EC1Y 1SP : SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529757194.n37.

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Elorza, Izaskun. « Ideational Construal of Male Challenging Gender Identities in Children's Picture Books 1 ». Dans A Multimodal Approach to Challenging Gender Stereotypes in Children's Picture Books, 42–68. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003145875-4.

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Actes de conférences sur le sujet "Pandas – Children's picture books"

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Burke, Amy. « Meta-Narratives in Children's Picture Books About Adoption ». Dans 2023 AERA Annual Meeting. Washington DC : AERA, 2023. http://dx.doi.org/10.3102/2009423.

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Sullivan, Ashley. « Using Children's Picture Books and Children's Songs With Trans* Characters to Promote Inclusivity and Resistance ». Dans 2022 AERA Annual Meeting. Washington DC : AERA, 2022. http://dx.doi.org/10.3102/1886976.

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Lo, Yafen. « Unpacking Taiwanese Culture Portrayed in Children's Picture Books in the United States ». Dans 2023 AERA Annual Meeting. Washington DC : AERA, 2023. http://dx.doi.org/10.3102/2009422.

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Xue, Mengying. « Decoding Diversity : An Analysis of Diversity and Inclusivity in Children's Picture Books ». Dans 2024 AERA Annual Meeting. Washington DC : AERA, 2024. http://dx.doi.org/10.3102/2104615.

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Peng, Cong. « The Analysis of Role of Language in Picture Books on Children's Art Education ». Dans 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Paris, France : Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.24.

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Xue, Mengying. « A Critical Multicultural Analysis of Pluralism in Asian American–Themed Children's Picture Books ». Dans 2023 AERA Annual Meeting. Washington DC : AERA, 2023. http://dx.doi.org/10.3102/2013940.

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King, Christina. « "We Came to America" : Exploring Contemporary Representations of Immigration Experience in Children's Picture Books ». Dans 2021 AERA Annual Meeting. Washington DC : AERA, 2021. http://dx.doi.org/10.3102/1679600.

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Yao, Ying. « How to Improve Children's Reading and Writing Literacy Using by Chinese Original Picture Books ». Dans 2021 AERA Annual Meeting. Washington DC : AERA, 2021. http://dx.doi.org/10.3102/1680787.

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Wiseman, Angela. « Children's Digital and Visual Responses to Social Justice Picture Books in a Third-Grade Classroom ». Dans 2019 AERA Annual Meeting. Washington DC : AERA, 2019. http://dx.doi.org/10.3102/1440646.

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Wee, Su-Jeong. « Children's Perspective-Taking and Understanding of Bullying Through Role-Playing Based on Bullying-Themed Picture Books ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1578402.

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Rapports d'organisations sur le sujet "Pandas – Children's picture books"

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Budgeon, Machaila. References to Gendered Grief in Children's Media : A Content Analysis of Grief Picture Books. Portland State University Library, janvier 2015. http://dx.doi.org/10.15760/honors.147.

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