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1.
Evelyn Arizpe 《Cambridge Journal of Education》2013,43(2):163-176
Wordless (or nearly wordless) picturebooks are intriguing in terms of how readers make meaning from them. This article offers a conceptualization of existing studies in the field of education that use wordless picturebooks with young readers. While some of these studies contribute to understanding meaning-making, the pragmatic use of wordless picturebooks often does not take account of their particular nature and of the heightened role of the reader, leading to a mismatch between what the picturebook expects from the implied reader and the researchers’ expectations of what ‘real’ readers must do with these books. By highlighting observations from children’s literature scholarship and reader-response studies, this article aims to encourage a more interdisciplinary understanding of meaning-making. It also seeks to persuade educational researchers and mediators to consider investigative approaches that are not based on verbalization but are more in tune with the invitations that wordless picturebooks extend to young readers. 相似文献
2.
Laverne Warner 《Early Childhood Education Journal》1990,18(1):16-19
Big — bold — beautiful — they're called big books, and preschool teachers are regularly discovering their exciting educational potential. Traditionally, using books with children is a practice that adults have used since they were first developed in the sixteenth century. Indeed, most preschool classrooms include centers which are called by a variety of names — book nook, book corner, book center, storytime center, reading center, or some other title. It's rare to find a child who does not respond to book reading or storytelling, and teachers of young children routinely plan time each day to read a book to their youngsters. Educationally, their use is acceptable practice for children of all ages.
Laverne Warner is a professor of early childhood education at Sam Houston State University, Huntsville, TX. This article draws on material published by the author in Texas Child Care Quarterly,(Summer, 1990), 13:4, 3–8. 相似文献
3.
幼儿绘本阅读教学的艺术同构策略 总被引：1，自引：1，他引：0
绘本一般借助于文字和图画共同讲述一个完整的故事,内容贴近幼儿生活,兼具文学性与艺术性,蕴涵着丰富的教育价值.利用绘本进行教学时,教师应努力利用其中的多元艺术表现形式,实现文学、音乐与美术形式的共通,以此深化和提升幼儿的绘本阅读经验与体验.具体而言,教师可以采取多样化情景创设、多元化表达表现、生活化行为迁移、多途径角色体验等策略进行艺术同构,激发幼儿阅读兴趣,促进幼儿与绘本的心灵对话和交流,提高绘本教学的效果. 相似文献
4.
幼儿读物是幼儿认识世界的重要媒介之一,幼儿读物对幼儿的发展有着不可替代的影响作用。笔者通过访谈、观察呼和浩特、乌兰察布市的一些图书市场,以及对幼儿家长的调查问卷,发现当前幼儿读物存在以下问题：幼儿读物的种类多但质量参差不齐;主题过于单一而缺乏创意;内容繁杂而良莠不齐;题材多外国经典而少本土原创;形式多样但安排不当;多媒体电子读物对幼儿图书阅读形成一定的冲击。 相似文献
5.
《Early childhood research quarterly》1998,13(2):295-318
In recent years, many scholars have called for greater inclusion of expository texts in early schooling. A first step in assessing the wisdom of these calls is to examine what young children actually know, and can learn, about the language of these reputedly-difficult texts. This study provides information about 20 preliterate kindergartners' knowledge of one genre of expository text, information books, at two points in time—in September, when the children first entered kindergarten, and in December, after children had spent 3 months in a classroom in which information books were read aloud on a near-daily basis. Children's pretend readings of an unfamiliar wordless information book in September contained key features of information book language: their December readings contained far greater use of these features, and among more children. These young children's fast-developing knowledge of information book language provides one indication that inclusion of such texts in early schooling may be well-advised. 相似文献
6.
齐童巍 《昆明师范高等专科学校学报》2011,(1):16-18
图画故事书是具有明确儿童读者意识的现代儿童文学形式,图画故事书的创作者们所秉持的理念与现代图画书理念是相通的。当代儿童文学研究者所秉持的图画故事书的理念也有与现代图画书非常接近的地方。中国儿童文学历史上一些十分优秀、有特色、有创意的原创图画故事书作品也印证了可以把＂图画故事＂看成是中国儿童文学现代自觉之后对图画书的习惯性称谓的想法。因此,可以认为图画故事书是中国儿童文学现代自觉之后,对图画书的习惯性称谓。 相似文献
7.
Meredith Gaffney 《International Journal of Inclusive Education》2016,20(10):1024-1031
We read 48 children's books featuring characters with autism spectrum disorder (ASD) to determine which books would be appropriate for use during read-alouds in early childhood classrooms. We conducted a search on Amazon for children's books on ASD published after 2010 and identified 50 books that met the following criteria: (a) the book was a picture book for young children, (b) the main character had ASD, (c) the book was not a skill-building book for children with ASD, and (d) the book received more positive than negative reviews from readers on Amazon. We evaluated books for visual and literary content and accurate portrayal of ASD characteristics. We then showed books to special education professionals, general-education teachers, and education professors for their input. Through this review process, nine books were identified as appropriate for read-alouds in early childhood classrooms. We also contacted authors of select books to gather information on their experience with ASD. Overall, we found that the characteristics of books we selected featuring characters with ASD were different from the characteristics of children's literature typically used for class read-alouds. We therefore present recommendations for teachers to use when selecting children's books featuring characters with ASD. 相似文献
8.
韩金霞 《青岛大学师范学院学报》2012,29(3):22-27
图画书不是插图书,不是认字书,也不是语言教科书。图画书运用"图"和"文"两种媒介,为幼儿创造了独特的阅读世界。从生命教育的角度看,阅读图画书就是幼儿与图画书、与同伴、与老师展开对话,共同建构多元化意义,从而引领幼儿享受图画书所创造的感性世界、故事世界、幻想世界的乐趣的过程。让图画书走进幼儿的日常生活,需要以合作共享为轴心建立生态阅读圈,以经验整合为轴心建立阅读系统。如此,逐步使阅读成为幼儿的生活方式,图画书才能真正以润物细无声的方式惠泽幼儿的生命。 相似文献
9.
Joyce Mesrobian 《Early Childhood Education Journal》1992,20(1):18-19
We are not ninja turtles! If the dead could talk this would be the cry of the Italian Renaissance Masters—Leonardo da Vinci, Michelangelo, Raphael and Donatello—to young children currently clamoring for a bunch of TV turtle characters who live in a sewer, fight bad guys with swords and order out for pizza.Joyce Mesrobian is an Early Education Consultant and a reviewer of children's books. © Joyce Mesrobian, August 1990. 相似文献
10.
Min-Yuan Ma 《Interactive Learning Environments》2016,24(8):1922-1937
The reading development of children depends on various sensory stimuli, which help them construct reading contexts and facilitate active learning and exploration. This study uses sensory stimuli provided by picture books using various forms of media to improve children's concentration performance. We employ picture books using four forms of media: conventional picture books, pop-up books, talking books, and e-books. Children in young (Grade 3) and senior elementary school students (Grade 6) are recruited as participants. The NeuroSky MindBand (electroencephalogram) is used as a tool to measure children's concentration. The results indicate that children in Grade 3 express higher concentration and interest than children in Grade 6 in picture books, and the effect of gender is greater than that of grade on the level of concentration invested in the picture book media form and exhibits a significant interaction and effects on children's concentration performance. As a result, we suggest that talking books or e-books, which provide multisensory stimuli, should be selected for elementary school boys. In addition, talking books should be selected for girls in young elementary school students, while conventional books should be used for girls in senior elementary school students to avoid distraction caused by excessive media stimuli. 相似文献
11.
伴随着我国经济发展进入新时代,童书市场的繁荣与失衡并存。广大家长对于学龄前儿童的阅读资源越来越重视,市场上3-6岁学龄前儿童图书不断涌现,但是动辄上百元的价格和种类繁多等因素限制了优质图书的传播与发展。利用"互联网+"的广泛应用,搭建有质量、有内涵、有特色的共享童书平台,成为社会发展的必然之需。"共享童书"策略就是利用互联网平台,借鉴共享经济思维,推进3-6岁学龄前儿童阅读教育资源的供给侧改革。 相似文献
12.
陈晖 《海南师范大学学报(社会科学版)》2006,19(1):40-42
作为一种新的文学艺术形式的绘本具有特殊的性质和特征。大部分绘本将儿童预设为主要读者,反映和表现儿童生活与心理,成人绘本内容形式的儿童化,令绘本普遍具有鲜明的儿童性;绘本作为图文合一的艺术整体,以简明之文和形象之图协同讲解故事,在具象与抽象、表象与意象的矛盾统一中呈现丰富性和多义性;具有思想艺术独创性的绘本,同时为读者预留了广阔的阅读理解空间,让绘本的阅读具有开放互动的特质。 相似文献
13.
This paper offers a new characterisation of young children’s (2–8 years) reading for pleasure (RfP) with digital books. This characterisation is rooted in a re-contextualisation of Anna Craft’s conceptualisation of twenty-first century childhoods in Creativity and education futures (Stoke on Trent, Trentham, 2011) and a review of the literature concerning young children’s RfP with digital books. The paper develops Craft’s (2011) work by considering the ways in which digital books can resource the ‘4Ps of digital childhood’ in reading for pleasure. Six facets of reader engagement, nested within Craft’s (2011) 4Ps, are presented: affective, creative, interactive, shared, sustained and personalised reading engagements. It is argued that this characterisation of young children’s reading engagements can enrich our understanding of the affordances of digital books in relation to RfP in the twenty-first century. The paper thus offers an important new contribution, going beyond established work in the field, which typically explores digital books in relation to children’s learning, product design or developmental outcomes. 相似文献
14.
Joan Scanlon McMath Margaret A. King William Earl Smith 《Early Childhood Education Journal》1998,26(1):19-27
This article discusses the use of nonfiction as a powerful antecedent for success in the types of reading required later on in the intermediate grades. Recent trends in informational (nonfiction) books, values of bringing together young children, and informational books and criteria for selecting high quality informational books are identified. Several question types are highlighted and incorporated into three strategies for bringing together young children, informational books, and questions. Also, a bibliography of high quality informational books is provided. 相似文献
15.
王姗 《遵义师范学院学报》2011,13(2):78-80,82
图画书通过文字和图画共同传达故事信息,有别于其它形式的语言或视觉艺术,它独特的表达系统比较契合儿童的心理特点。如今,越来越多的家长和教师开始重视培养孩子阅读图画书,但由于受传统惯性教育思维和阅读习惯的影响,在指导孩子阅读图画书的过程中还存在着一些误区。 相似文献
16.
Popular and accessible before television and the internet, picture books capture the context of the time they were created and influence the generations of children who consume them. Depictions of the natural world have changed across several generations of picture books as seen in illustrations of all 249 books of an influential collection, the Children’s Book Council of Australia Picture Book of the Year Awards shortlists from 1955 to 2014. This study found that natural environments became proportionally less present in picture books over time while depictions of built environments increased. The presence of wild animals and native Australian animals also decreased over time. Sustainability themes and more realistic depictions of wild animals and biodiversity increased over time which reflects a growing ecological or environmental awareness, and diversification of environmental themes in recent picture books of this prominent Collection. 相似文献
17.
Rebecca Martin 《Children‘s Literature in Education》2000,31(4):241-257
Edward Ardizzone (1900–1979), a British painter and illustrator, authored a successful set of children's books known as the “Tim” series, which began in 1936. One of the picture books, however, Lucy Brown and Mr. Grimes (1937), went out of print and was not reissued for 33 years. This article discusses the possibility that the implications of the story line provoked controversy among American librarians in the 1930s. A comparison of the two editions includes these issues. What is a quality picture book and are they just for children? Do revisions meant to modernize a classic make it a stronger work? 相似文献
18.
A fiercely contested debate in teaching reading concerns the respective roles and merits of reading schemes and real books. Underpinning the controversy are different philosophies and beliefs about how children learn to read. However, to some extent debates have largely been rhetoric‐driven, rather than research‐driven. This article provides a theoretical perspective derived from instructional psychology and explores the assumptions that have been made about the use of real books and reading schemes, which have tended to polarise arguments about their respective strengths and limitations. It analyses the structures of adult literature, children’s real books, and reading schemes, and examines the demands that they make on children’s sight vocabulary and phonic skills. The critical high‐frequency words and grapheme–phoneme correspondences (GPCs) are identified that will enable children to read the majority of phonically regular and irregular words that they encounter which, perhaps surprisingly, occur more often in real books than structured reading schemes. Learning additional sight words or GPCs is of limited value due to their relatively low occurrence in written English and, thus, potentially minimal impact on children’s reading. Finally, the implications of this research for teaching reading are considered, particularly the complementary roles of real books and teaching methods derived from instructional psychology. In the past they have been viewed as diametrically opposed and mutually exclusive. 相似文献
19.
中西图画书之间存在差异的原因是多方面的,这可以从中西文化差异及儿童观两方面进行区分。中国文化中占主导地位的是儒家文化,儒家文化以忠孝安邦,主张以礼乐治国,还宣扬道德教化;西方文化是一种既重视理性又重视感性的文化。这种中西不同的文化特色直接影响了图画书的创作,从而导致了中西图画书之间存在着明显的差异。另外,中西不同的文化背景产生了不同的儿童观,儿童观的差异也是导致中西图画书差异的原因。通过对中西图画书差异的原因分析,需要考虑对中国图画书未来的发展进行规划。 相似文献
20.
An integrative framework for studying,designing and conceptualising interactivity in children's digital books 
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下载免费PDF全文 Natalia Kucirkova 《British Educational Research Journal》2017,43(6):1168-1185
In the past five years, there have been significant changes concerning the material and design properties of digital books, with an impact on children's enjoyment and learning from reading on screen. Despite the rapid advances in technology, research on children's digital books is disjointed. This is because of no consistent approach to the study of interactivity, an under‐theorised relationship between print and digital books, and a binary design focused on either learning or playful engagement with digital books. Drawing on the discourse reminiscent of digital game designers, some developers, scholars and professionals celebrate interactivity in digital books as a possibility to motivate and engage children in reading, while a body of experimental research documents the negative impact of interactivity on children's story comprehension and vocabulary learning. This paper presents an integrative framework based on a comprehensive literature review and a content review of the hundred most popular children's digital interactive books. The framework offers: (1) methodological guidance and a definition of interactivity based on five key categories; (2) theoretical guidance based on the third‐space theory; and (3) innovative design and evaluation models based on a ‘method assemblage’. As such, the integrative framework provides new tools and perspectives to advance the field of children's digital books. 相似文献