Spain, where 80 % of the population live in cities, is a country that cares about providing a healthy environment for its children, judging by its active participation in programmes such as Ciudades ...amigas de la infancia and AICE (Asociación Internacional de Ciudades Educadoras) and its place in the latest UNICEF Innocenti Report Card 17. This interest in the well-being of children in urban environments certainly explains the widespread distribution of the writings, all translated into Spanish, of the Italian educational psychologist Francesco Tonucci, on the role of children in the urban ecosystem. Since the society depicted in children’s literature is constructed from the social spaces of childhood and depicts the society experienced by the child, we propose to see whether the children’s literature produced in Spain depicts the urban society experienced by the Spanish child in the 21st century, and whether it forms part of this vast national programme of reflection on the city and the child.
L’Espagne, où 80 % de la population vit en ville, est un pays qui se soucie d’offrir un environnement sain à ses enfants si l’on en juge par sa participation active au sein d’associations telles que ...Ciudades amigas de la infancia et l’AICE (Asociación Internacional de Ciudades Educadoras), ainsi que sa place dans le dernier Bilan Innocenti 17 de l’UNICEF. Cet intérêt pour le bien-être de l’enfant en milieu urbain explique certainement la très large diffusion des ouvrages, tous traduits en espagnol, du psychopédagogue italien Francesco Tonucci, sur le rôle des enfants dans l’écosystème urbain. La société figurée dans la littérature pour la jeunesse se construisant à partir des espaces sociaux de l’enfance et mettant en scène la société dont l’enfant fait l’expérience, nous nous proposons de voir si la littérature produite en Espagne pour les enfants met en scène la société urbaine dont le petit Espagnol fait l’expérience au xxie siècle et si elle s’inscrit dans ce vaste programme national de réflexion sur la ville et l’enfant.
•Preschool teachers use different types of picture books for mathematics instruction.•Most teachers use these books monthly or weekly for mathematics instruction.•General features are rated more ...important than domain-specific features.•Teachers prefer picture books with basic mathematical content.•Teachers’ rating of picture book features is influenced by preschool year taught to.
Preschool teachers’ selection and use of instructional materials play an important role in their provision of qualitative mathematics instruction. Picture books were recently shown effective for supporting early mathematical competencies. Picture book features further contributed to their effectiveness. The current study aimed to investigate teachers’ selection and use of picture books for mathematics instruction with special attention for their evaluation of picture book features. We also analyzed the contribution of teachers’ beliefs and children's age to teachers’ picture book selection and use. Sixty-six preschool teachers participated in an online interview about (a) their picture book use for (mathematics) instruction and (b) the domain-specific (i.e., numeracy) and general features they rate important when selecting a picture book for mathematics instruction. Teachers also filled in a questionnaire regarding their beliefs about mathematics and learning and teaching mathematics. Results showed that more than 90 % of the teachers used picture books for mathematics instruction. About 40 % used them at least once and maximum four times a week and 6 % used them on a daily basis. When selecting picture books for mathematics instruction, teachers rated general features more important than domain-specific features and features related to basic mathematical content more important than features related to complex mathematical content. Teachers’ instruction and scheme and formalism beliefs contributed to their preference for Arabic numerals and comparisons between quantities. Children's age was positively related to teachers’ preference for complex mathematical content. The limited focus on mathematical content when selecting and using picture books points to the importance of teacher professional development on the selection and use of picture books for enhancing early mathematical competencies.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Artykuł poświęcony jest czterem narracyjnym książkom obrazkowym obecnym na polskim rynku wydawniczym, które uznać można za przedstawiające wojnę w ujęciu uniwersalnym: Wrogowi D.Caliego i S. Blocha, ...Bajce o Wojnie J. Rudniańskiej i P. Fąfrowicza, Wojnie, która zmieniła Rondo R. Romanyszyn i A. Łesiwa oraz Wojnie J. J. Letrii i A. Letrii. Celem jest sprawdzenie, w jakim stopniu zagadnienie to omawiane jest w aspekcie emocjonalnym, intelektualnym oraz historycznym. Analiza elementów wizualnych i słownych prowadzi do wniosku, że książki te oddziaływają przede wszystkim afektywnie, a dominującą przedstawianą emocją jest lęk. Większość analizowanych książek dąży do jego łagodzenia, przede wszystkim przez wprowadzenie pozytywnego zakończenia. Jedynie Wojna wyłamuje się z tej konwencji, każąc pytać o granice pedagogiki grozy. Komponent intelektualny najsilniej reprezentowany jest we Wrogu, przynosząc refleksje na temat odpowiedzialności za wojnę oraz mechanizmy angażowania w nią jednostek. Zauważyć przy tym należy, że obecność tego aspektu w prezentacji konfliktu zbrojnego nie jest zależna od projektowanego przez wydawcę wieku odbiorców. Komponenty historyczne są słabo widoczne w omawianych utworach, pozostają niedopowiedziane, ale dostępne wiedzy dorosłego, lub dotyczą detali. Prowadzi to do wniosku, że analizowane książki kreują antywojenne postawy, przede wszystkim odwołując się do emocji, co nie zapewnia jednak bezpieczeństwa emocjonalnego dziecięcych odbiorców.
The present study investigated the moderation effect of visual temporal processing among the relationship between early picture book interaction experience and Chinese character reading of Chinese ...children with and without dyslexia. In total 118 Chinese children aged 8 to 10 years old were recruited from Taiwan. Half of them were typical learners, while the other half were identified as having dyslexia. We found children with typically developing showed significantly higher levels of early picture book interaction experience and visual temporal processing compared to those with dyslexia. Also, two groups of participants showed distinct profiles of visual temporal processing, early picture book interaction experience, and Chinese character reading. For typically developing students, visual temporal processing significantly contributed to Chinese character reading. In contrast, for students with dyslexia, the interaction between visual temporal processing and early picture book interaction experience was a significant predictor, and early picture book interaction experience’s significant contribution to Chinese character reading was only found for those who had better visual temporal processing.
•Examined the role of EPBIE and VTP in reading Chinese characters in children with and without dyslexia.•Children with dyslexia had lower EPBIE and VTP than typically developing children.•VTP moderated the link between EPBIE and Chinese character reading in children with dyslexia.•Findings emphasize cognitive and ecological factors in reading development in Chinese children with dyslexia.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
With the development of multimedia technology, the electronic reading method has greatly increased the enthusiasm for reading among initially less motivated children. This form of reading exhibits ...considerable potential, underscoring the necessity of determining the impact of employing such novel software on the emergent reading of young children in China. The aim of this research investigation is to contrast the influences of electronic books and printed book reading on story comprehension and reading motivation in Chinese five-year-olds. Preschoolers participating in this study were randomly selected from three different classrooms in a public kindergarten in Chongqing, China. These participants were again assigned to electronic and printed book reading groups according to their pretest scores. During the four-week reading intervention period, each preschooler read a picture book once a week, for a total of two books. The results indicate that the incorporation of screen-based reading for preschoolers holds promise in reducing reading fatigue and fostering interest in reading. In addition, there was a notable disparity in story comprehension levels, even though varying reading mediums were used in the two groups.
The paper examines the role of the picture book as a learning resource in preschool mathematics education and illustrates the possibilities for its application. The paper aims to examine whether ...preschool teachers use picture books in preschool mathematics education, what areas of mathematics they most use these for, and whether they recognize methodological advantages to their application. Results show that half of preschool teachers use the picture book as a teaching resource in preschool mathematics education, that it is mostly used to develop the concept of natural numbers and spatial relations, as well as that teachers clearly perceive methodological advantages.
In recent years, the digital picture book has been an increasingly important reading and writing medium for children. Research on the effects of digital picture books on learning has produced mixed ...results. As a potential tool, some researchers found that such books could foster and scaffold for developing emergent literacy in the early childhood education. However, some still have the skeptical attitude toward integrating the technology in picture books. This survey reviews techniques and emotional design that have been applied in picture books. We also compared and discussed different types of picture books.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The goal of the present study was to unravel the unique contributions of fathers, mothers, and preschoolers to conversations about gender during picture book reading, as well as examining the ...relationship between parents' gender messages and their stereotypes. The sample consisted of 142 families. During a home visit, triadic parent-child Gender Stereotypes Picture Book reading was filmed to code implicit and explicit forms of gender talk. A computer task (implicit attitudes) and questionnaire (explicit attitudes) were used to measure parents' gender stereotypes. As expected, the gender picture book evoked questions and statements about gender (mostly from mothers). Regarding implicit forms of gender talk (i.e., gender labeling and evaluating activities), we found no structural differences between the three family members in terms of expressing stereotypical or contra-stereotypical ideas. There were also no differences between boys and girls in (receiving and expressing) implicit gender messages about the pictures. Regarding conversations that included explicit forms of gender talk, we found a pattern in which children started most often with a stereotypical comment, followed by questions (mostly mothers), confirmations, and negations by the parents. It was remarkable that children frequently received mixed messages in response to their stereotypical comments, and that children tended to stick to their stereotypical opinion even when challenged by their parents. Parents' gender messages were not structurally related to their gender stereotypes. This study shows that children are a driving force of family conversations about gender, and reveals messiness in the gender messages children receive from their parents.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
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