Abstract
Research has established that the transfer of knowledge is facilitated by similarity between the context in which the information is learned and the context in which it is to be applied. However, many learning contexts designed for young children reduce the similarity between learning and transfer by using fantasy contexts and or fantasy characters to teach information that is meant to be applied in the real world. Among this context the representation of human in the story plot Is an important focus thus, the general objective of this study is to assess the representation of human in Ethiopian child story books. To conduct a content analysis 30 teacher in 6 preschools rated the story books they mostly used to read or refer for story telling for children. Through this method the top rated 12 books were selected for analysis which contains a total of 97 stories. The finding indicates that majority of the story’s 60 (61.83%) bases their story’s animal vs animal character, 31 (31.95%) of the story mentioned about the family type. Among which 13 (41.93%) of them are two parents, 14 (45.16%) of single parent of which 8 (57.14%) of them are single mom and 6 (42.86%) single dad. Regarding child representation only 18 (18.75%) of them involve children in the character of the story. Finally, the finding indicates 7 (7.21%) of the story portrayed people with special need as their central character. Among which only 2 (28.57%) of story represented people with special need in a appositive way. Thus, human representations in child story books are less emphasized and many focuses are given to the anthropomorphism character.
Highlights
Children’s literature fosters personality and social development of Children which are very impressionable during the formative years, and children’s literature can help them develop into caring, intelligent, and friendly people
In terms of transfer of content knowledge children are less likely to transfer content information from fantastical books to the real world compared to realistic books
Among 97 stories reviewed 31 (31.95%) of the story mentioned about the family type
Summary
Children’s literature fosters personality and social development of Children which are very impressionable during the formative years, and children’s literature can help them develop into caring, intelligent, and friendly people. Perhaps no group has been as overlooked and inaccurately presented in children's books as individuals with disabilities Most often they were not included in stories and when they were, many negative stereotypes prevailed such as characters who were pitiful or pathetic, evil or superheroes, or a burden and incapable of fully participating in the events of everyday life [12]. Children’s literature in book form is a relatively recent phenomenon in the context of Ethiopia, it has been an important part of the culture of the diversified ethnic groups in the country in its oral forms (folk tales, fables, legends, etc.) [13] Looking this growing number of children’s books demand many Authors are writing and translating child story books from foreign languages. C Do children are represented fairly in their storybooks? d Do people with spacial needs are represented fairly and positively?
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