Articoli di riviste: "Pandas – Children's picture books"

1

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 (2003): 110. http://dx.doi.org/10.1136/tc.12.1.110.

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

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Serafini, Frank, and Richard Coles. "Humor in Children's Picture Books." Reading Teacher 68, no. 8 (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 (1996): 5–13. http://dx.doi.org/10.21153/pecl1996vol6no2art1398.

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Lee, Eunjoo, and Sungeun Yang. "Children's Divorce Adjustment in Picture Books." Korean Journal of Human Ecology 30, no. 6 (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 (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, and Sharul Azim Sharudin. "Application of Mianzhu New Year Painting Art Style in Childrens Picture Books." Advances in Humanities Research 2, no. 1 (2023): 37–46. http://dx.doi.org/10.54254/2753-7080/2/2023011.

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Abstract (sommario):

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 (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, and Mei Lastri E. F. Butar Butar. "Building Children's Social Skills Through Picture Story Books." JURNAL TALITAKUM 3, no. 1 (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, and Mei Lastri E. F. Butar Butar. "Building Children's Social Skills Through Picture Story Books." JURNAL TALITAKUM 3, no. 1 (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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Woo, In-Hae, and 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, no. 2 (2017): 101–31. http://dx.doi.org/10.22154/jcle.18.2.5.

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Lamme, Linda Leonard, Danling Fu, and Ruth Mckoy Lowery. "Immigrants as Portrayed in Children's Picture Books." Social Studies 95, no. 3 (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, no. 3 (2023): 182–84. http://dx.doi.org/10.54097/jeer.v4i3.11407.

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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, and 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, no. 1 (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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Chen, Menglin, and Yu-Che Huang. "Analysis on the Role of Picture Books in Children's Cognitive Development Education." Educational Administration: Theory and Practice 30, no. 1 (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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Blachman, Eve. "The Important Books: Children's Picture Books as Art and Literature." Journal of American Culture 29, no. 2 (2006): 254–55. http://dx.doi.org/10.1111/j.1542-734x.2006.00362.x.

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ERSAN, MERVE, and CİHAN BAYRAKTAR. "SYMBOLIC REPRESENTATION AND COLLAGE IN CHILDREN'S PICTURE BOOKS." TURKISH ONLINE JOURNAL OF DESIGN ART AND COMMUNICATION 11, no. 4 (2021): 1360–75. http://dx.doi.org/10.7456/11104100/011.

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Golos, Debbie B., and Annie M. Moses. "Representations of Deaf Characters in Children's Picture Books." American Annals of the Deaf 156, no. 3 (2011): 270–82. http://dx.doi.org/10.1353/aad.2011.0025.

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Kertzer, Adrienne. "Saving the Picture: Holocaust Photographs in Children's Books." Lion and the Unicorn 24, no. 3 (2000): 402–31. http://dx.doi.org/10.1353/uni.2000.0031.

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Taylor, Nathan. "U.S. Children's Picture Books and the Homonormative Subject." Journal of LGBT Youth 9, no. 2 (2012): 136–52. http://dx.doi.org/10.1080/19361653.2011.649646.

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Strasser, Janis, and Holly Seplocha. "Using Picture Books to Support Young Children's Literacy." Childhood Education 83, no. 4 (2007): 219–24. http://dx.doi.org/10.1080/00094056.2007.10522916.

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25

Collins, Louise. "Autonomy and Authorship: Storytelling in Children's Picture Books." Hypatia 25, no. 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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Gabelica, Marina. "Children's Electronic Literature Criticism: Exploring Electronic Picture Books." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 6, no. 2 (2018): 99–113. http://dx.doi.org/10.14195/2182-8830_6-2_8.

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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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Wei, Xi, and Jing Li. "Interactive design method for children's table screen." Journal of Innovation and Development 2, no. 3 (2023): 67–69. http://dx.doi.org/10.54097/jid.v2i3.7278.

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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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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, no. 4 (2023): 183–206. http://dx.doi.org/10.31352/jer.21.4.183.

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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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Russell, David L. "The Important Books: Children's Picture Books as Art and Literature (review)." Lion and the Unicorn 30, no. 2 (2006): 280–83. http://dx.doi.org/10.1353/uni.2006.0025.

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Cheetham, Dominic. "Translating Direction: Illustrations in Native and Translated Japanese Children's Literature." International Research in Children's Literature 3, no. 1 (2010): 44–60. http://dx.doi.org/10.3366/ircl.2010.0005.

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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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Fang, Mengyan, and 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, no. 5 (2023): 264–71. http://dx.doi.org/10.14738/assrj.105.14721.

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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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BILEWICZ-KUŹNIA, BARBARA. "Inspiring Children's Mathematical Activity Through Contact with a Picture Book." Edukacja Elementarna w Teorii i Praktyce 16, no. 3(61) (2021): 27–41. http://dx.doi.org/10.35765/eetp.2021.1661.02.

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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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Chen, Feng, and 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, no. 2 (2024): 18–33. http://dx.doi.org/10.56868/jadhur.v3i2.215.

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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, and Melek Merve Yılmaz. "Soft Corners and Sharp Edges: Exploring Inaccurate Geometric Shapes in Children's Picture Books." Ana Dili Eğitimi Dergisi 12, no. 3 (2024): 667–89. http://dx.doi.org/10.16916/aded.1369458.

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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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Kwon, Minjeong, Misook Moon, and 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, no. 5 (2022): 113–32. http://dx.doi.org/10.38115/asgba.2022.19.5.113.

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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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Kim, Sera, and Sungeun Yang. "An Analysis on Queer Images in Children's Picture Books." Korean Journal of Human Ecology 31, no. 3 (2022): 301–15. http://dx.doi.org/10.5934/kjhe.2022.31.3.301.

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Chae, Jong Ok. "Children's Responses to the Characters of Fantasy Picture Books." Journal of Korean Child Care and Education 9, no. 6 (2013): 243–65. http://dx.doi.org/10.14698/jkcce.2013.9.6.243.

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Chen, Songjing. "Reading visual narratives: image analysis of children's picture books." Social Semiotics 24, no. 5 (2014): 623–27. http://dx.doi.org/10.1080/10350330.2014.950010.

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Meador, Karen S. "Models of divergent behavior: Characters in children's picture books." Roeper Review 21, no. 1 (1998): A1—A5. http://dx.doi.org/10.1080/02783199809553926.

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Yu, Xinyu. "Exploring visual perception and children's interpretations of picture books." Library & Information Science Research 34, no. 4 (2012): 292–99. http://dx.doi.org/10.1016/j.lisr.2012.06.004.

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Gordon, K. Lowry, and R. Scarfo. "The Portrayal of Food Variety in Children's Picture Books." Journal of the American Dietetic Association 96, no. 9 (1996): A89. http://dx.doi.org/10.1016/s0002-8223(96)00627-x.

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BYRNE, ELENA M., and SUSAN A. NITZKE. "Nutrition Messages in a Sample of Children's Picture Books." Journal of the American Dietetic Association 100, no. 3 (2000): 359–62. http://dx.doi.org/10.1016/s0002-8223(00)00109-7.

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Swain, Kelley. "Children's picture books in an age of climate anxiety." Lancet Child & Adolescent Health 4, no. 9 (2020): 650–51. http://dx.doi.org/10.1016/s2352-4642(20)30253-4.

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Cho, Boo-Kyung, and Jeongjun Kim. "The Improvement of Children's Creativity: Through Korean Picture Books." Childhood Education 75, no. 6 (1999): 337–41. http://dx.doi.org/10.1080/00094056.1999.10522053.

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Baird, Shirley B. "The Popularization of Folk Songs Through Children's Picture Books." Children's Literature Association Quarterly 11, no. 3 (1986): 142–44. http://dx.doi.org/10.1353/chq.0.0576.

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Nakahara, Shinji, Masao Ichikawa, and Susumu Wakai. "Depiction of Tobacco Use in Popular Children's Picture Books." Archives of Pediatrics & Adolescent Medicine 158, no. 5 (2004): 498. http://dx.doi.org/10.1001/archpedi.158.5.498-a.

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47

Cole, Ellen. "Gender Portrayal in Jewish Children's Literature." Judaica Librarianship 8, no. 1 (1994): 83–86. http://dx.doi.org/10.14263/2330-2976.1235.

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Abstract (sommario):

Current concerns with equality and equity focus the spotlight on gender, especially in a patriarchal religion and its observances, customs, and literature. When boys and girls read Jewish books they receive an image through word and picture of Jewish girls and women. This image can vary if the subject of the story is religious or cultural, if the time frame is past or present, if the locale is familiar or foreign, or if the plot conflict involves a male or another female. Gender can shift the fulcrum when the world seesaws between unfair and un equal. Books contain implicit and explicit norms about 'what little girls are made of.' This article examines the picture of the Jewish female found on the pages of various types of children's books including biblical, religious, historical, and secular experiences at reading levels from primary through young adult (Kindergarten-High School).

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48

Snyder, Carol. "Books Without Boundaries: Jewish Children's Books in the Secular Arena." Judaica Librarianship 8, no. 1 (1994): 100–101. http://dx.doi.org/10.14263/2330-2976.1240.

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Abstract (sommario):

Books with Jewish content are of universal interest and are important to individuals and to society. Through humor and personal experiences in writing and speaking about my Ike and Mama series, my middlegrade young-adult books, as well as my picture book, God Must Like Cookies, Too, I communicate to publishers, authors, and librarians the ways that my books have crossed over to the general marketplace. Why and how this came to be, and the newfound inclusion and interest of Jewish writers in the "multicultural" designation are also examined.

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49

Hughes, Laura. "Picture Book Reviews." Early Years Educator 23, no. 16 (2022): 41. http://dx.doi.org/10.12968/eyed.2022.23.16.41.

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Abstract (sommario):

A professional book with a difference; focusing on the evolutionary perspective around children's play. This is certainly a text which will get you thinking, reflecting, sparking your curiosity and wanting to research more! The picture books this month are a selection that can really be used to discuss a variety of important topics with young children, from the feeling of fear to perseverance.

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50

Le Thuy, Tien. "Reading picture book activities in the preschool." Journal of Science Educational Science 67, no. 4A (2022): 204–14. http://dx.doi.org/10.18173/2354-1075.2022-0107.

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Abstract (sommario):

This study aims to present the teachers’ view on making picture book reading a part of the teaching process in kindergarten, and how picture books were used to interact with children in purposeful activities. Quantitative and qualitative methods are combined to determine the current situation of using picture books and the effectiveness of organizing picture book reading activities for children in preschool. Research results show that most preschool teachers rate picture books as suitable learning materials to use in children's education programs. Children have positive reactions and express personal reasoning after interacting with picture books. However, teachers still have difficulty in classifying books suitable for children in each activity. Organizational forms and methods have not exploited optimally the value of picture books in developing necessary skills for preschool children.

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