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.
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.
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.
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.
Cet article aborde les enjeux de création d’une série d’albums pour enfants du point de vue de l’illustrateur. Les séries littéraires constituent un sujet d’études croissant, cependant encore peu ...étudié dans le champ de la littérature jeunesse, et encore moins dans les albums iconotextuels. Bien souvent abordée du point de vue de la réception, il y existe peu de recherches sur les stratégies créatives opérées par les auteurs et illustrateurs dans le processus de conception d’une série destinée aux jeunes enfants. L’article repose sur l’analyse génétique approfondie d’une série, en cours de réalisation, de dix albums pour enfants sur la pauvreté, coécrite avec Esther Duflo et publiée aux Seuil Jeunesse en 2022 et 2023. À travers l’établissement préalable de principes structurels, le travail de création procède au raccordement systématique des évolutions ultérieures de la série. La mise en place de liens mais également de mécanismes de fermetures clairement établis forment les conditions même de la persistance de la série dans la durée. Si, du point de vue du lecteur, la série peut sembler s’étirer à l’infini, elle constitue pour l’auteur un exercice constant de fermeture.
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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