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1

Fathoni, Kholid, Yuliana Setiowati e Rozy Muhammad. "Rancang Bangun Aplikasi Modul Pembelajaran Satwa Untuk Anak Berbasis Mobile Augmented Reality". JURNAL MEDIA INFORMATIKA BUDIDARMA 4, n. 1 (29 gennaio 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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Booth, Emily, e 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. 1 (1 giugno 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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Duckworth, Melanie. "Agency and Multispecies Communities in Picture Books". Environmental Humanities 14, n. 1 (1 marzo 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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Shao, Yun-Long, e 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. 2 (15 marzo 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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Ganea, Patricia A., Lili Ma e Judy S. DeLoache. "Young Children’s Learning and Transfer of Biological Information From Picture Books to Real Animals". Child Development 82, n. 5 (16 giugno 2011): 1421–33. http://dx.doi.org/10.1111/j.1467-8624.2011.01612.x.

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Tetrault, Simone. "The Influence of Early Childhood Media in Promoting Speciesist Ideologies". Animal Ethics Review 3, n. 1 (7 febbraio 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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Cantero, Hervé. "The ANZAC Tribulations at Gallipoli in Recent Australian Children’s Literature". Australia, n. 28/3 (15 gennaio 2019): 85–96. http://dx.doi.org/10.7311/0860-5734.28.3.08.

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Generations of Australian children have been presented with iconic figures and values associated with the events of 1915 at Gallipoli and involved in the ritual practices of remembrance exemplified by Anzac Day ceremonies throughout a corpus of children’s literature which ranges from picture books for pre-schoolers to young adult fiction. This paper aims to broadly identify the narrative strategies at work in a selection of recent stories of brave animals helping the Aussie boys under fire or paeans to the duty of personal and communal remembrance and to examine them in a larger context of national self-representation.
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Chaung, Ya-Jane, Chen-I. Chu e Bao-Yuan Huang. "Research on Self-Developed Children’s Epidemic Prevention Picture Nooks, Related Teaching Aids and Anti-Epidemic Objects". International Journal of Social Sciences and Artistic Innovations 3, n. 1 (30 marzo 2023): 1–7. http://dx.doi.org/10.35745/ijssai2023v03.01.0001.

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Situational picture books and teaching aids were created with epidemic prevention as the main focus of this research. Through the invention patent and design patent, this product was exhibited in the Green Idea International Invention Competition and won the bronze medal. The design concept included “mask knowledge and etiquette”, “healthy eating knowledge”, “correct steps to wash hands”, and “epidemic precautions” to make small anti-epidemic items, namely “mask creative shape stickers”, “mask pocket bags”, and “mask creative shape stickers”. There were small stickers with eyes, mouths, and ears in the shape of small animals designed to be attached to the mask to increase children’s interest and willingness to wear them. The “Mask Carrying Bag” allowed children to store masks and avoid losing them after use. After the production of teaching aids, the quantitative research was completed, and the data from 100 research subjects confirmed reliability and validity through a questionnaire survey. Then, 34 education and security personnel were invited as research subjects to conduct pre-and post-tests. Through the dependent sample t-test, the effectiveness of research and development products was validated. The results showed that situational picture books, related teaching aids, and anti-epidemic objects were significantly better than traditional epidemic prevention teaching aids in improving children’s hand-eye coordination, promoting children’s interpersonal interaction, completing storage, promoting parent-child interaction, and practicality.
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Tarłowski, Andrzej. "Parent-Child Conversations About Biological Kinds as a Potential Contributor to the Variability in Biological Knowledge". Psychology of Language and Communication 23, n. 1 (1 gennaio 2019): 238–76. http://dx.doi.org/10.2478/plc-2019-0011.

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Abstract There is a growing body of research on variability in the early development of biological knowledge. Most of the studies focus on the variability related to culture and direct exposure to nature, however, there is also data suggesting that parental input plays an important role. In children’s first years of life, parents play a key role in scaffolding development. It is therefore very important to provide a detailed account of how parents contribute to children’s understanding of living things, and how they convey biological knowledge through everyday conversations. The present article provides a review of the literature on variability in biological knowledge and parent-child conversations about biological kinds. It also presents original data from parent-child interactions while viewing picture books. Eighteen parent-child dyads who differed in the level of parental expertise within biology, talked while viewing books containing 24 photographs of animals and plants. The speech analysis specified labeling, perceptual and conceptual descriptions, relational, and mentalistic talk. Parents also completed a questionnaire on the child’s interests. The results showed that biology expert families produced more content overall, and a higher proportion of relational content than lay families. The findings help elucidate the specific role parents have in shaping children’s early biological understanding. In particular, I discuss the role of relational language in shaping children’s ontological commitments.
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Dea Fadilla Chairunisa, Indah Cahyani Futri, Sherly Arlena Utami, Vera Wati e 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. 04 (20 agosto 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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Heny Sulistyowati. "LANGUAGE SKILLS OF DEAF CHILDREN AT JOMBANG STATE EXCEPTIONAL SCHOOL". Jurnal Disastri (Jurnal Pendidikan Bahasa dan Sastra Indonesia) 3, n. 2 (17 agosto 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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Ван, Б. "IMPROVISATION TECHNOLOGIES IN CHILDREN'S PIANO PLAYING AS A METHOD OF DEVELOPING THE ABILITY TO PERCEIVE MUSIC". Человеческий капитал 1, n. 11(179) (16 novembre 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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Leddy, Thomas. "Aesthetics and Children's Picture-Books". Journal of Aesthetic Education 36, n. 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, n. 1 (1 marzo 2003): 110. http://dx.doi.org/10.1136/tc.12.1.110.

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Yilmaz, Aynur, e Şengül Pala. "Sports in Children's Picture Books". Universal Journal of Educational Research 7, n. 3 (marzo 2019): 824–38. http://dx.doi.org/10.13189/ujer.2019.070324.

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Serafini, Frank, e Richard Coles. "Humor in Children's Picture Books". Reading Teacher 68, n. 8 (27 aprile 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, n. 2 (1 luglio 1996): 5–13. http://dx.doi.org/10.21153/pecl1996vol6no2art1398.

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Lee, Eunjoo, e Sungeun Yang. "Children's Divorce Adjustment in Picture Books". Korean Journal of Human Ecology 30, n. 6 (31 dicembre 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, n. 1 (aprile 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, n. 1 (2002): 125–58. http://dx.doi.org/10.1353/chl.0.0698.

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Chencheng, Mao, e Sharul Azim Sharudin. "Application of Mianzhu New Year Painting Art Style in Childrens Picture Books". Advances in Humanities Research 2, n. 1 (7 settembre 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, n. 3 (20 luglio 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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Sinamo, Junita, Lestari Sri Wahyuni Panjaitan e Mei Lastri E. F. Butar Butar. "Building Children's Social Skills Through Picture Story Books". JURNAL TALITAKUM 3, n. 1 (7 luglio 2024): 14–21. http://dx.doi.org/10.69929/talitakum.v3i1.11.

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This research explains the role of picture books in developing children's social skills. Through a careful literature review, this research identified several key aspects, ranging from understanding social skills to practical strategies for incorporating picture books into children's education. Reading picture books can develop children's social skills such as empathy, critical thinking skills, communication, cooperation and tolerance. Picture books allow children to feel like they will act out emotions as characters in the story., understand the plot of the story, identify problems and find solutions, and learn about cooperation and respecting differences. Practical strategies such as reading aloud, using stories as starting points for conversations, and using stories as examples to resolve conflicts can help maximize the benefits of picture books for children's learning. Incorporating picture books into a child's education helps children develop social skills that are important for life success while providing a fun and meaningful learning experience for early childhood. Keywords: Social Skills, Early Childhood, Picture Story Books
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Sinamo, Junita, Lestari Sri Wahyuni Panjaitan e Mei Lastri E. F. Butar Butar. "Building Children's Social Skills Through Picture Story Books". JURNAL TALITAKUM 3, n. 1 (15 luglio 2024): 14–21. http://dx.doi.org/10.69929/520k6m64.

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Abstract (sommario):
This research explains the role of picture books in developing children's social skills. Through a careful literature review, this research identified several key aspects, ranging from understanding social skills to practical strategies for incorporating picture books into children's education. Reading picture books can develop children's social skills such as empathy, critical thinking skills, communication, cooperation and tolerance. Picture books allow children to feel like they will act out emotions as characters in the story., understand the plot of the story, identify problems and find solutions, and learn about cooperation and respecting differences. Practical strategies such as reading aloud, using stories as starting points for conversations, and using stories as examples to resolve conflicts can help maximize the benefits of picture books for children's learning. Incorporating picture books into a child's education helps children develop social skills that are important for life success while providing a fun and meaningful learning experience for early childhood.
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Koda, Naoko, e Kanae Hara. "Anthropomorphized animals in picture books". Proceedings of the Annual Convention of the Japanese Psychological Association 84 (8 settembre 2020): PO—008—PO—008. http://dx.doi.org/10.4992/pacjpa.84.0_po-008.

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Oh, Han-Na, e Yu-Na Kim. "Children’s critical thinking responses in shared reading picture books: Focusing on animal characters". Journal of Korea Open Association for Early Childhood Education 27, n. 6 (31 dicembre 2022): 231–60. http://dx.doi.org/10.20437/koaece27-6-09.

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Woo, In-Hae, e Sun-Hee Park. "Analysis of Picture Books and Children's Peer Relations in CooperativeActivities with Picture Books". Journal of Children's Literature and Education 18, n. 2 (30 giugno 2017): 101–31. http://dx.doi.org/10.22154/jcle.18.2.5.

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Lamme, Linda Leonard, Danling Fu e Ruth Mckoy Lowery. "Immigrants as Portrayed in Children's Picture Books". Social Studies 95, n. 3 (maggio 2004): 123–30. http://dx.doi.org/10.3200/tsss.95.3.123-130.

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ONODERA, Rika. "Depictions of Grandparents in Children's Picture Books". Journal of Educational Sociology 75 (2004): 5–23. http://dx.doi.org/10.11151/eds1951.75.5.

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Liang, Chunyan. "Multi-Mode Discourse Comparative Analysis of Multi-Country Flower Mulan Children's Picture Books". Journal of Education and Educational Research 4, n. 3 (20 agosto 2023): 182–84. http://dx.doi.org/10.54097/jeer.v4i3.11407.

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Abstract (sommario):
Children's picture books are multimodal texts that contain cultural ideology, and children's picture books that tell traditional Chinese stories also play a role in cultural communication. Among the many traditional cultural stories, the image of Hua Mulan, as a representative of my country's outstanding traditional character stories, is widely spread in different cultures in the world. This study takes two Mulan children's picture books from three different cultures in China and the United States as the research object, and compares the performance of the graphic and text modes of the two picture books in the three levels of multimodality, in order to evaluate the background behind the traditional Chinese stories. The spread effect of cultural connotation in other cultures.
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Oktavianti, Annisa Ika, e Nuzulul Alifin Nur. "Picture Book Development as a Response to the Early Literacy Crisis and Efforts to Increase Children's Interest in Reading". Jurnal Pengabdian Masyarakat 5, n. 1 (6 giugno 2024): 165–73. http://dx.doi.org/10.32815/jpm.v5i1.1394.

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Purpose: The objective of this research is to enhance children's enthusiasm for reading and improve their literacy abilities by introducing innovative forms of children's literacy media, such as picture books. The researchers created a visual publication specifically designed for sixth-grade students at SD Negeri 2 Pandeyan. The purpose of this book is to inspire and engage youngsters, ultimately fostering a greater enthusiasm for reading and addressing the issue of early literacy challenges. Method: The research employed a qualitative methodology. The activity is structured into three distinct stages: (1) preparation, involving observations and interviews; (2) implementation, which includes creating picture books, promoting children's literature and picture books, and engaging in group reading sessions; and (3) evaluation, which entails self-reflection and assessing the performance of the service program. Practical Applications: Seventeen grade VI children at SD Negeri 2 Pandeyan strongly valued picture books as a form of non-academic reading. Schools should maintain children's literature, particularly picture books, by offering non-academic reading resources to foster a greater interest in reading. Conclusion: Therefore, the specific early literacy crisis in Pandeyan Village can be mitigated. It is crucial to foster children's interest in reading at a young age in order to cultivate their literacy skills, which will then be sustained throughout their adult lives.
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32

Chen, Menglin, e Yu-Che Huang. "Analysis on the Role of Picture Books in Children's Cognitive Development Education". Educational Administration: Theory and Practice 30, n. 1 (3 novembre 2023): 125–40. http://dx.doi.org/10.52152/kuey.v30i1.767.

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Picture books have been a staple in children's literature for centuries, with the earliest known examples dating back to the 15th century. These books are designed to engage young readers through a combination of words and pictures, to develop literacy skills and promote cognitive development. Picture books are an important tool for teaching young children new words and concepts as well as providing them with education. Numerous studies have investigated the effects that reading aloud together has on the relationships that develop between parents and children. A brand-new line of research has recently been initiated to investigate the qualities of children's picture books that encourage learning and the application of that education in the wider world. Children's symbolic development, analogical reasoning, and thinking that is rooted in fantasy may impede their ability to retrieve information from picture books, according to the findings of the research presented here. After that, we take a look at the developing corpus of research on the effect of picture book characteristics on children's learning and transfer of scientific concepts, problem-solving skills, morals, and words and letters from picture books. In each area of learning, we investigate how the development of children might interact with the qualities of books in order to influence their acquisition of knowledge. We come to the conclusion that the ability of children to learn and transfer knowledge from picture books can be hampered by certain book qualities, and that future research should examine the interplay between the developing capacities of children and the characteristics of books and how they affect their learning.
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33

Blachman, Eve. "The Important Books: Children's Picture Books as Art and Literature". Journal of American Culture 29, n. 2 (giugno 2006): 254–55. http://dx.doi.org/10.1111/j.1542-734x.2006.00362.x.

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BOOTH, JOSEPHINE, e MELANIE VITKOVITCH. "Perseverant responding in children's picture naming*". Journal of Child Language 35, n. 1 (3 gennaio 2008): 235–46. http://dx.doi.org/10.1017/s030500090700832x.

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ABSTRACTTwo groups of children were given pictures of animals to name as quickly as they could. The groups comprised 40 nursery aged children (mean age 3 ; 11) and 40 Year 2 children (mean age 6 ; 9) attending primary school in London. The 30 animals were presented one by one, on cards, and any errors made by the children were noted. Consistent with a similar object naming study with adults (Vitkovitch, Kirby & Tyrrell, 1996) and a study with children (Gershkoff-Stowe, 2002), picture naming errors referred to earlier named objects. However, while adults showed below-chance interference from objects that had only just been named (Lag 1), children were most susceptible to interference from very recently named objects (see also Gershkoff-Stowe, 2002). Furthermore, the proportion of younger children making Lag 1 errors was higher than the proportion of older children making Lag 1 errors. The results are discussed in relation to the activation levels of lexical representations.
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35

ERSAN, MERVE, e CİHAN BAYRAKTAR. "SYMBOLIC REPRESENTATION AND COLLAGE IN CHILDREN'S PICTURE BOOKS". TURKISH ONLINE JOURNAL OF DESIGN ART AND COMMUNICATION 11, n. 4 (1 ottobre 2021): 1360–75. http://dx.doi.org/10.7456/11104100/011.

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36

Golos, Debbie B., e Annie M. Moses. "Representations of Deaf Characters in Children's Picture Books". American Annals of the Deaf 156, n. 3 (2011): 270–82. http://dx.doi.org/10.1353/aad.2011.0025.

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37

Kertzer, Adrienne. "Saving the Picture: Holocaust Photographs in Children's Books". Lion and the Unicorn 24, n. 3 (2000): 402–31. http://dx.doi.org/10.1353/uni.2000.0031.

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38

Taylor, Nathan. "U.S. Children's Picture Books and the Homonormative Subject". Journal of LGBT Youth 9, n. 2 (aprile 2012): 136–52. http://dx.doi.org/10.1080/19361653.2011.649646.

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39

Strasser, Janis, e Holly Seplocha. "Using Picture Books to Support Young Children's Literacy". Childhood Education 83, n. 4 (giugno 2007): 219–24. http://dx.doi.org/10.1080/00094056.2007.10522916.

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40

Collins, Louise. "Autonomy and Authorship: Storytelling in Children's Picture Books". Hypatia 25, n. 1 (2010): 174–95. http://dx.doi.org/10.1111/j.1527-2001.2010.01090.x.

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Abstract (sommario):
Diana Tietjens Meyers and Margaret Urban Walker argue that women's autonomy is impaired by mainstream representations that offer us impoverished resources to tell our own stories. Mainstream picture books apprentice young readers in norms of representation. Two popular picture books about child storytellers present competing views of a child's authority to tell his or her own story. Hence, they offer rival models of the development of autonomy: neo-liberal versus relational. Feminist critics should attend to such implicit models and the hidden assumptions they represent in children's books.
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41

Gabelica, Marina. "Children's Electronic Literature Criticism: Exploring Electronic Picture Books". Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 6, n. 2 (10 agosto 2018): 99–113. http://dx.doi.org/10.14195/2182-8830_6-2_8.

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Abstract (sommario):
This paper researches the position and the genres of children’s electronic literature within the larger context of electronic literature, focusing on its most representative form — electronic picture books. It explores their rich narrative possibilities and regards them as an autochthonous children’s electronic literary genre, a gateway that leads a young reader into the world of electronic literature.
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42

Wei, Xi, e Jing Li. "Interactive design method for children's table screen". Journal of Innovation and Development 2, n. 3 (12 aprile 2023): 67–69. http://dx.doi.org/10.54097/jid.v2i3.7278.

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Abstract (sommario):
With the introduction of the national double reduction policy, the needs of children and parents have become diversified. Especially, traditional children's picture books can no longer meet the learning and living needs of contemporary children, and the cross-media development of children's books is the general trend. In children's reading scene quality began to improve the situation, interactive children's books on the table screen will also lead the tide. Table screen interaction will increase users' sense of reading experience by changing the way users read. Its significance lies in placing picture books, cards or other products related to the content of children's books in front of smart devices, and using auxiliary devices to convey users' interaction behavior between the desktop and the books to the smart devices. Through image processing technology, users' fingertip operation, painting, page turning and other behaviors can be identified to present another scene on smart devices, bringing users a more immersive learning experience.
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43

Choi, Han Ol. "A Study on the Characteristics of the Picture Book Preferred by Lower Elementary School Students Examined Through Books Borrowed From the School Library". Education Research Institute 21, n. 4 (30 novembre 2023): 183–206. http://dx.doi.org/10.31352/jer.21.4.183.

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Abstract (sommario):
This study analyzes the characteristics of picture books preferred by first and second graders, focusing on in-school library loan books of five public elementary schools in Korea. There are four criteria for preference analysis: ‘author’, ‘publisher and publishing year',‘genre',‘theme', and‘painting style'. The subjects of the study were 1,485 lower grades from five elementary schools in four regions, and the data targeted the top 100 picture books that these students borrowed from the school library from 2023.03.02. to 2023.08.31. As a result of the study, the countries preferred by the lower grades were Korea, Japan, the United States, and the United Kingdom in order, and the lower grades tended to prefer picture books with publication years after the 2000s. In addition, picture books with stories were preferred over verse picture books and information picture books, and fantasy stories were especially preferred. Next, the subjects of the lower grade's most preferred picture books were ‘growth’, ‘preference’, and ‘family’. Then 1st and 2nd graders preferred‘artist style' that shows well artist's personality. Research examining the preference for picture books of lower grades can provide a basis for future related research. First, it can be a starting point for research comparing parents and teachers' preferences for picture books with children's preferences within the concept of dual readers, and can provide clues to picture books that school teachers can use in the curriculum. It will also help you understand children's emotions through picture books and understand their level of understanding, emotions, and thoughts about picture books in depth.
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44

Russell, David L. "The Important Books: Children's Picture Books as Art and Literature (review)". Lion and the Unicorn 30, n. 2 (2006): 280–83. http://dx.doi.org/10.1353/uni.2006.0025.

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45

Cheetham, Dominic. "Translating Direction: Illustrations in Native and Translated Japanese Children's Literature". International Research in Children's Literature 3, n. 1 (luglio 2010): 44–60. http://dx.doi.org/10.3366/ircl.2010.0005.

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Abstract (sommario):
This paper examines the interaction of the visual and verbal texts for picture books and illustrated chapter books published in Japan. Japanese picture books are produced in both left-to-right and right-to-left gross textual directions. Visual-verbal interactions are examined for both directions, and the same kinds of interaction are found as for picture books produced in mono-directional languages such as English. Chapter books, however, are conventionally published in a right-to-left format. This means that unless some kind of action is taken by publishers, there is likely to be a conflict of direction between the visual and verbal texts. The publishing choices made for chapter books are discussed in terms of Even-Zohar's literary polysystem theory, and the reading effects of these choices are discussed in terms of Venuti's concepts of domestication and foreignization in translation.
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46

Fang, Mengyan, e Shuxian Zhong. "The Influence of Picture Book Teaching on Children’s Aesthetic Ability: The Mediating Role of Teachers’ Aesthetic Imagination Cognition". Advances in Social Sciences Research Journal 10, n. 5 (3 giugno 2023): 264–71. http://dx.doi.org/10.14738/assrj.105.14721.

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Abstract (sommario):
Picture book teaching is one of the important ways to improve children's aesthetic ability. Teachers' aesthetic cognition of picture book teaching is the prerequisite for developing children's aesthetic ability. This study aims to explore the current situation of teachers' cognition of children's aesthetic ability in picture book teaching and further examine the relationship between teachers' cognition of children's aesthetic ability in various dimensions. The results found that teachers' overall cognition of children's aesthetic ability in picture book teaching is at a moderately low level; teachers' cognition of children's aesthetic ability and its various dimensions are significantly positively correlated; teachers' cognition of aesthetic creation can directly predict aesthetic ability cognition; teachers' aesthetic imagination in picture book teaching has a mediating effect on aesthetic creation and aesthetic ability. Teachers should improve their aesthetic quality, fully explore the aesthetic resources of picture books, and promote the development of children's aesthetic abilities.
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47

BILEWICZ-KUŹNIA, BARBARA. "Inspiring Children's Mathematical Activity Through Contact with a Picture Book". Edukacja Elementarna w Teorii i Praktyce 16, n. 3(61) (21 luglio 2021): 27–41. http://dx.doi.org/10.35765/eetp.2021.1661.02.

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Abstract (sommario):
Children’s literature has a cognitive value and is a source of aesthetic experiences. Picture books with mathematical content are a special type of children’s books. The study aims to show that picture books where mathematical text is combined with images in an aesthetic form provide impulses to create educational situations that inspire mathematical activity. Based on the classification of mathematical activity by Ewa Kozak-Czyżewska, we developed our methodological proposals for stimulating creative and imitative mathematical activity in children. These suggestions are presented on the basis of our work with two books: Numbers written by Jacek Cygan and At our house written by Isabel Minhós Martins and Madalena Matoso. For the purpose of this study, educational classes with the use of mathematical literary texts were conducted for six-year-old children in kindergarten. It has been shown that picture books can inspire creative and imitative mathematical activity in children. By providing positive experiences, these texts can support the processes of learning mathematics, awaken children’s motivation to calculate and use mathematics in everyday life. The presented study may be used as a model of working with picture books with mathematical content in kindergarten.
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48

Chen, Feng, e Peng Yang. "The Role of Children's Picture Books in Promoting Innovation and Creativity among Children in China". Journal of Advances in Humanities Research 3, n. 2 (28 giugno 2024): 18–33. http://dx.doi.org/10.56868/jadhur.v3i2.215.

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Abstract (sommario):
This study explored the role of children's picture books in promoting innovation and creativity among young learners in China. Recognizing the potential impact of early literacy on cognitive development, this research aimed to objectively measure how engagement with picture books influences children's creativity. Employing a quantitative research methodology, the study gathered data from a diverse sample of 1000 children aged 5 to 8 years across various urban and rural schools in China. The study utilized a stratified random sampling technique to ensure a representative distribution across socioeconomic, educational, and cultural backgrounds. Our findings reveal a significant correlation between creativity, the frequency of reading, and the diversity of books read. Moreover, parental involvement emerged as the most influential predictor of creativity scores. Although digital books positively impacted traditional reading interactions, they substantially attained higher creativity levels. The study's robust statistical model explains 72% of the variance in creativity outcomes, emphasizing the predictability of factors. The conclusion underscores the essential role of diverse and interactive reading practices in fostering children's creativity. Implications of these findings suggest that integrating a variety of picture books and encouraging parental engagement in children's reading routines can significantly enhance creative development.
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Akıncı Cosgun, Aysegul, Şengül Pala, Julie Nurnberger-haag e Melek Merve Yılmaz. "Soft Corners and Sharp Edges: Exploring Inaccurate Geometric Shapes in Children's Picture Books". Ana Dili Eğitimi Dergisi 12, n. 3 (7 luglio 2024): 667–89. http://dx.doi.org/10.16916/aded.1369458.

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Abstract (sommario):
Given the inaccuracy of children's picture books on shapes published in English, there was a need to analyse Turkish picture books on shapes. In order to carry out the study on the accuracy of Turkish picture books, a rating rubric for English picture books was translated into Turkish. The Traffic Light Rating Rubric rates books as red (explicit inaccuracies), yellow (implicit inaccuracies or missing concepts) and green (correct concepts). As a result of the research, it was found that the findings for the Turkish books were consistent with the previous findings for the English books. In the majority of the books analysed, the geometric shapes were rated as incorrect (red). Given the importance of early mathematical study for long-term success, the Traffic Light Rating Rubric-Turkish Version is intended to provide guidance to book selectors such as librarians, parents and teachers, and ultimately authors and publishers who need to produce texts with the correct form.
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50

Kwon, Minjeong, Misook Moon e Donghyuk Jo. "A Study on the Effect of Sympathetic Activity on Children's Emotional Regulation Ability and Considerate Behavior: Focusing on the Use of Picture Books". Academic Society of Global Business Administration 19, n. 5 (31 ottobre 2022): 113–32. http://dx.doi.org/10.38115/asgba.2022.19.5.113.

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Abstract (sommario):
The purpose of this study is to determine the effect of sympathetic activity using picture books on children's emotional regulation ability and considerate behavior. The experiment was conducted by placing 17 people each in an experimental group and a control group. The experiment was conducted 14 times over 7 weeks, and it was verified by conducting pre- and post-tests on whether the use of picture books had an effect on infant emotional regulation and considerate behavior. As a result of the study, first, the effect of sympathetic activity using picture books to improve overall emotion regulation ability could be verified, but the effects of adaptive emotion regulation and negative emotion regulation, which are sub-factors, could not be verified statistically. Second, the effect of using the picture books on improving not only the overall considerate behavior but also the sub-factors of the considerate behaviors were statistically verified. Through this, it was verified that children's sympathetic activities using picture books have a positive effect on children's behaviors to recognize the thoughts and emotions of the other person, adjust and maintain them appropriately, and be considerate of the other person. In future research, measurement tools that can connect and measure the sub-factors of emotional regulation ability and considerate behavior more specifically are developed and need to be utilized in research.
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