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1.
Children’s picture books dealing with the topic of child sexual abuse appeared in the 1980s with the aim of addressing the
need for age-appropriate texts to teach sexual abuse prevention concepts and to provide support for young children who may
be at risk of or have already experienced sexual abuse. Despite the apparent potential of children’s picture books to convey
child sexual abuse prevention concepts, very few studies have addressed the topic of child sexual abuse in children’s literature.
This article critically examines a selection of 15 picture books (published in the US, Canada and Australia) for children
aged 3–8 years dealing with this theme. It makes use of an established set of evaluative criteria to conduct an audit of the
books’ content and applies techniques of literary discourse analysis to explain how these picture books satisfy criteria for
child sexual abuse prevention. The analysis is used as a way to understand the discourses available to readers, both adults
and children, on the topic of child sexual abuse. Key themes in the books include children’s empowerment and agency, and the
need for persistence and hope. 相似文献
2.
Eleni Moschovaki Sara Meadows Anthony D. Pellegrini 《European Journal of Psychology of Education - EJPE》2007,22(4):405-420
This study examines how teachers’ use of affective strategies (voice intonation, dramatization, personal involvement comments)
during the reading and discussion of books influence young children’s affective reactions (dramatization, personal engagement,
language play comments). Twenty kindergarten teachers read four books, two fiction and two information ones (narrative/expository
text).
We found significant differences in both teachers’ affective presentation and young children’s affective reactions between
fiction and information books, between the two fiction books but not between the narrative and expository text. A strong bi-directional
relationship was found between teachers’ affective presentation of stories and young children’s affective reactions. In particular,
teachers’ personal involvement comments prompted children’s personal engagement reactions, teachers’ reenactment was followed
by children’s imitations of such reenactments and teachers’ voice intonation elicited children’s personal engagement comments.
On the other hand, children’s use of paralinguistic cues and personal engagement comments reinforced teachers’ use of voice
intonation and personal involvement comments. Finally, text features, such as rhyming, were followed by children’s language
play. 相似文献
3.
Pauline Davey Zeece 《Early Childhood Education Journal》2007,34(5):345-350
A wealth of research documents the reading preferences of young children. However, much less is known about children’s actual
agendas or reasons for using and experiencing books. This article proposes the simple ENGAGE process to help adults better
understand what children believe is best about the books in their lives. Twelve books are reviewed and recommended. 相似文献
4.
Pauline Davey Zeece 《Early Childhood Education Journal》2009,36(5):447-452
Learning to display kindness and compassion for others is a critical and ongoing developmental process and an important part
of young children’s evolving social competence (Han and Kemple in Early Child Educ J 34(3):241–246, 2006; Moore in Early Child Educ Today 19(3):36–44, 2004). The capacity to care emanates from physical and psychological caregiving by nurturing others, develops into self-nurturing,
and gradually supports the ability to nurture others (McNamee and Mercurio in Early Child Res Pract, , Spring 2007). Literature that highlights and supports secure attachment and positive interaction between young children and their significant
adults and highlights kindness serves to build foundations of trust whereby prosocial behaviors such as sharing, helping,
comforting, and caring are acknowledged and valued. A rationale, selection criteria, and teaching strategies for using picture
books to encourage kindness are presented. Fourteen children’s books are reviewed and recommended. 相似文献
5.
Understanding and respecting young children’s religious background is an important way of respecting diversity. Due to the
traditional separation of church and state, many professionals tend to ignore the significant influence of religious belief
and training during the early childhood years. Sharing high-quality picture books simultaneously enables adults and peers
to expand their understandings of different faiths and to communicate their respect for and interest in young children’s religious
education. This editorial concludes with a selective list of picture book titles that focus on different faiths that are suitable
for children in the primary grades. 相似文献
6.
This article describes an integrated art and early literacy project entitled, ‘Picture Partners’. The main purpose of the
project was to explore how young children create and express meaning through art. Children’s responses, both written and spoken,
were included because accompanying modes of expression expand the nature and content of their drawings and inform teachers
about children’s intentions and processes of thinking. A secondary purpose was to investigate how children use illustrations
from familiar picture books as models for their own creations and whether children’s responses to stories might be enhanced
through their collaboration with peers. Partnerships were formed and participants worked in close proximity as they drew pictures
in response to a teacher directed prompt. Using qualitative, interpretative analysis, a small subset of drawings produced
by kindergarten and first grade children was examined. The results revealed that the process of drawing was influenced by
illustrations in picturebooks, peer interactions, and the artwork of partners in close proximity. The shift in emphasis away
from the interpretations of visual realism in children’s drawings towards their own purposes allowed readers to focus on the
way drawings represent meaning within children’s socio-cultural worlds. 相似文献
7.
Vegetables at Any Cost: How the Media Markets Children’s Unhealthy Food Preferences in North America
Meghan Lynch 《Early Childhood Education Journal》2011,39(5):297-302
This editorial explores the recent endorsement by the North American media of blending, or ‘disguising,’ vegetables in other
foods as a strategy for encouraging children to eat vegetables. The author argues that the myriad of media such as books,
television programs, and internet sites that promote diverse, and often inconsistent, advice on children’s nutrition contributes
to the challenge, rather than aids, parents and teachers in successfully encouraging children to develop healthy food preferences.
In this editorial, a sample of media promoting the disguising vegetable strategy are presented and compared to research recommendations
for children’s healthy food preference development. To promote this strategy, the media were found to draw upon a variety
of authority sources and stress the necessity of young children eating adequate servings of vegetables. Such advice was found
to contrast with research recommendations for developing children’s long-term healthy nutritional behaviours. In light of
such findings, the editorial concludes with recommending areas needed for future research and practice. 相似文献
8.
This study examined families’ choices of children’s literature books for joint story reading. Teachers, parents, and their
children from five kindergarten classrooms participated in the study. Over a 4 months period, family members joined other
parents twice a week to learn and practice story reading techniques. They selected children’s literature books that were of
interest to both of them and their children and were developmentally appropriate. Family members were interviewed and responded
to a questionnaire before the intervention. The results provided insight in relation to the parents’ perceptions about literacy,
reading with families, and story reading. All members of the families read to their children frequently or daily and engaged
the children in conversations about the books read. The books chosen to be read to the children were categorized by genre,
with modern fiction being the most popular genre. 相似文献
9.
This article explores how children can learn about environmental sciences through place-based education and children’s literature.
Recent studies suggest that there is a lack of environmental science knowledge among citizens of all ages. Scholars and educators
recommend introducing young children to the places in which they live to create an impact on how they will view and respect
the natural world as adults. Selection and use of developmentally appropriate and scientifically accurate literature can be
an effective tool to help children understand their place in and connections to the natural world. Guidelines for selecting
place-based literature are presented using the Midwest United States as an example. Twelve children’s books are recommended
and reviewed. 相似文献
10.
Trevor Owens 《Cultural Studies of Science Education》2009,4(4):929-943
One of the first places children encounter science and scientists is children’s literature. Children’s books about science
and scientists have, however, received limited scholarly attention. By exploring the history of children’s biographies of
Marie Curie and Albert Einstein, the two most written about scientist in children’s literature, this paper taps this unutilized
resource to cultivate a unique perspective on the history of gender and authority in science and science education. Through
analysis of explicit discussions of womanhood and science and implicit gendering of Curie and Einstein’s school experiences
within these books, this study demonstrates that while much has changed in how these stories are framed the gender of the
scientist is still central to how they are represented in children’s literature. 相似文献
11.
Early childhood teacher educators frequently enhance their teaching by reading children’s books to their adult students. It
is not unusual for faculty outside of early childhood to question devoting precious class time to read-alouds which they may
consider a curious, if not frivolous, instructional strategy. Quality children’s literature can, however, enhance students’
experiences in the college classroom, contribute to their understanding of course content, promote their personal growth and
self-understanding, increase their appreciation for quality children’s literature, and enhance their ability to integrate
storybooks into their own teaching. Children’s books often capture a child’s point of view. They have the potential to provide
historical or cultural perspectives on children and families. They also can lead to the examination of universal truths and
can facilitate the discussion of sensitive or emotional issues A list of books with suggested uses is included. 相似文献
12.
Patricia M. Cooper 《Early Childhood Education Journal》2007,34(5):315-322
Today’s emphasis on using children’s literature as a tool to teach reading and writing sub-skills distracts teachers’ attention
from looking to children’s books for their historical role in helping children navigate the intellectual, social, and emotional
terrains of childhood. This article argues, first, that early childhood educators must remain fluent in the use of literature
that supports young children’s psychosocial development. Second, teachers must establish criteria for choice. By way of example,
it examines two popular books for young children, Sendak’s (1963) Where the Wild Things Are [New York: HarperCollins Publishers] and Shannon’s (1998) No, David! [New York: Blue Sky Press] Three theoretical perspectives guide the analysis. The first combines Dewey’s (1938/97) [Experience and education. New York:Touchstone] impetus for learning and Vygotsky’s (1978) [Mind in society. Cambridge: Harvard University Press] theory that learning precedes development through scaffolded social
interaction. The second is Erikson’s (1950, 1985) [Childhood and society. New York: W. W. Norton & Company, Inc.] theory of psychosocial development in light of the
4–6-year-old’s drive towards self-regulation, control, and independence. The third is Rosenblatt’s (1978) [The reader, the text, the poem. Urbana, IL: National Council of Teachers of English] transactional nature of reading. 相似文献
13.
Vanessa Joosen 《Children‘s Literature in Education》2010,41(2):105-117
Most scholars who discuss norm conflicts in translated children’s books focus on the deletion of taboos. Drawing on two English
translations of Flemish picture books, this article shows how norm conflicts can also lead to translation strategies other
than deletion. Whereas the adaptation of Carll Cneut’s The Amazing Love Story of Mr Morf demonstrates a conservative approach towards children’s literature, the English version of Ingrid Godon and André Sollie’s
Hello, Sailor was carried out and marketed to address the subject of homosexuality for the very young. 相似文献
14.
Kathleen Walker Karen S. Myers-Bowman Judith A. Myers-Walls 《Early Childhood Education Journal》2008,35(4):377-382
Early childhood educators are in a unique position to provide peace education to young children and have been called to do
so by their professional organizations. This article is intended to support early childhood educators in these endeavors by
providing an overview of young children’s conceptions of peace, war, and peacemaking strategies. In addition, a theoretical
framework for assessing young children’s conceptions of peacemaking is presented and recommendations for encouraging young
children in their peacemaking efforts are suggested. 相似文献
15.
Trevor Owens’ paper provides a critique of the role of gender and authority in selected children’s books that presented biographies
of Albert Einstein and Marie Curie. In the context of discussing Trevor’s (2009) article about children’s literature, this
forum explores issues related to the (a) representation and construction of gender, science, and childhood in literature for
children; (b) the need to consider socio/historical/cultural contexts in analytical and theoretical frameworks; and (c) the
importance of fostering critical literacy perspectives in pre- and in-service science teachers and the children whom they
teach. 相似文献
16.
Fran C. Blumberg Kristen P. Bierwirth Allison J. Schwartz 《Early Childhood Education Journal》2008,36(2):101-104
A commonly accepted belief is that the violence depicted in television programs, particularly cartoons, has a negative impact
on young children’s behavior. However, young children may be less inclined to emulate violent actions seen on television than
currently thought. Research indicates that young children have limited comprehension of television content but relatively
sophisticated moral reasoning. Children’s understanding of the immorality of violence on television and the distinction between
reality and make-believe may mediate these effects, as may the comic aspect of cartoons they view. We review current research
concerning the effects of cartoon violence on children’s moral understanding and behavior to with the goal of helping early
childhood educators and parents make informed decisions about children’s television viewing. 相似文献
17.
Pauline Davey Zeece 《Early Childhood Education Journal》2007,35(1):41-45
Adult read aloud book activities, including literature selections, have significant impact on children’s language learning
opportunities. The style in which books are orally shared with children is also important. Detailed examination of adult-child
book reading conversations has demonstrated a variety of teaching and learning approaches in the empirical and popular literature.
Three of these approaches are included in this article: didactic-interactional, co-construction, and performance-oriented
styles (Dickinson & Smith, 2004). Ten children’s books are reviewed and recommended. 相似文献
18.
Angela Smith 《Children‘s Literature in Education》2006,37(1):35-50
This paper seeks to explore issues of immigration and Otherness through a study of the first of Michael Bond’s Paddington
books. I will argue that this book and those which follow in the series, intended for a readership of young children, deal
with the issue of immigration at a more subtle level than more recent books which are largely aimed at older children who,
it is assumed, are better able to cope with the complex political and psychological issues involved. Paddington, as a series
of books begun in the late 1950s, presents issues of anti-racism and ‘Otherness’ which can be revealed through a close textual
analysis of the introductory chapters of the first book in series, A Bear Called Paddington (1958)1, whilst also showing how the dominant culture retains its superior status.
Angela Smith is Senior Lecturer in Language and Culture at the University
of Sunderland, where she teaches in the areas of sociolinguistics and children’s
language acquisition. She has published articles on issues relating to language and gender
and language and the media.
Van Dijk, ‘sDiscourse, ethnicity, culture and racism’s
Smith, National Identity 相似文献
19.
Susanne A. Denham Hideko H. Bassett Katherine Zinsser 《Early Childhood Education Journal》2012,40(3):137-143
Young children’s emotional competence—regulation of emotional expressiveness and experience when necessary, and knowledge
of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand
the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers
of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared
to parents, early childhood teachers’ roles in socializing young children’s emotional competence have not been examined. Based
on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher
roles in the development of young children’s emotional competence. Additionally, we suggest future research focusing on early
childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research. 相似文献
20.
Chronoula Voutsina 《Educational Studies in Mathematics》2012,79(2):193-214
This study analysed the different types of arithmetic knowledge that young children utilise when solving a multiple-step addition
task. The focus of the research was on the procedural and conceptual changes that occur as children develop their overall
problem solving approach. Combining qualitative case study with a micro-genetic approach, clinical interviews were conducted
with ten 5–6-year-old children. The aim was to document how children combine knowledge of addition facts, calculation procedures
and arithmetic concepts when solving a multiple-step task and how children’s application of different types of knowledge and
overall solving approach changes and develops when children engage with solving the task in a series of problem solving sessions.
The study documents children’s pathways towards developing a more effective and systematic approach to multiple-step tasks
through different phases of their problem solving behaviour. The analysis of changes in children’s overt behaviour reveals
a dynamic interplay between children’s developing representation of the task, their improved procedures and gradually their
more explicit grasp of the conceptual aspects of their strategy. The findings provide new evidence that supports aspects of
the “iterative model” hypothesis of the interaction between procedural and conceptual knowledge and highlight the need for
educational approaches and tasks that encourage and trigger the interplay of different types of knowledge in young children’s
arithmetic problem solving. 相似文献