Children's Books Research Articles

Challenges in China's Thriving Children's Book Market: A Comprehensive Analysis and Solutions

With the development of society and the improvement of material conditions for Chinese people's lives in the 21st century, parents are increasingly willing to invest more money in books to educate their children. Consequently, the children's book market in China is becoming more and more prosperous. As an essential component of China’s publishing industry, the children's book publishing sector is very competitive. However, many problems have emerged behind the boom. This research aims to investigate various challenges amidst this growth by analyzing existing literature and comparing data. It is found that there are three significant problems, including the circulation of books that are not conducive to children’s physical and mental development, publishers engaging in repetitive behaviors solely for profitability, and parents’ excessive concern about education leading them to overly scrutinize seemingly innocuous books. This research also aims to offer targeted suggestions for addressing these problems.

Maximizing the impact of reach out and read literacy promotion:anticipatory guidance and modeling.

Reach Out and Read (ROR) is a multi-component pediatric literacy promotion intervention. However, few studies link ROR components to outcomes. We examine associations between receipt of (1) multiple ROR components and (2) clinician modeling, a potential best practice, with enhanced home literacy environments (EHLEs) among Latino families. We conducted secondary analyses of cross-sectional enrollment data from a randomized clinical trial at three urban community health centers between November 2020 and June 2023. Latino parents with infants 6-<9 months old were surveyed about ROR component receipt (children's book, anticipatory guidance, modeling) and EHLE (StimQ2- Infant Read Scale). We used mixed models with clinician as a random effect, adjusting for covariates. 440 Latino parent-infant dyads were included. With no components as the reference category, receipt of 1 component was not associated with EHLE. Receipt of 2 components (standardized beta = 0.27; 95%CI: 0.12-0.42) and 3 components (standardized beta = 0.33; 95% CI: 0.19-0.47) were associated with EHLE. In separate analyses, modeling was associated with EHLE (standardized beta = 0.16; 95%CI: 0.06-0.26). Findings support modeling as a core ROR component. Programs seeking to enhance equity by promoting EHLE should utilize such strategies as anticipatory guidance and clinician modeling in addition to book distribution. Reach Out and Read, a multi-component literacy promotion intervention, leverages primary care to promote equity in children's early language experiences. However, few studies link Reach Out and Read components to outcomes. Among Latino parent-infant dyads, we found that implementation of two and three components, compared to none, was associated with enhanced home literacy environments, following a dose response pattern. Parent report of clinician modeling was associated with enhanced home literacy environments. Literacy promotion programs seeking to enhance equity by promoting enhanced home literacy environments should utilize strategies in addition to book distribution, including anticipatory guidance and modeling, to maximize impact.

Metanarration and the Reassessment of Narrative Information in Lemony Snicket's A Series of Unfortunate Events

Abstract: Notwithstanding that scholarly discussions generally commend the deployment of metafictive techniques in children's literature, metafiction's subversive edge is blunted in those children's books that depict the solace offered by books as the panacea for all the conflicts within a given narrative. That said, as Joe Sutliff Sanders contends, it is possible for a children's book to highlight the salvific power of books while encouraging close reading. In A Series of Unfortunate Events (1999–2006), written by Daniel Handler using the pseudonym Lemony Snicket, the defamiliarized relationship between metanarrative signifiers and their referents induces readers to adopt a critical approach toward Snicket's story. Drawing on Gerald Prince's theory of metanarrative signs, the present study explores the ways in which Handler's exploitation of metanarrative space destabilizes the narrative methods incorporated in his own story, thereby propelling readers to consider forming a more interrogative relationship with books and fictional narratives.

Education and the Children's Book Market at the Crossroads: the Foundations for Creating a Romanian House of Children's Literature

Abstract Society has always relied on education for the building of progress ever since the dawn of history, and books have always been strong agents of change no matter the shape they came in (papyrus, codex, handwritten manuscripts, printed books, digital books, etc.). For this reason, analyzing the interplay between education and books is valuable and necessary if we wish to get a better sense of society at any moment. This paper explores how education and the book industry intersect in today's Romanian society. However, it also proposes a possible solution for strengthening their relationship and opening new horizons for culture and research. More specifically, my analysis focuses on children's literature since children's education is considered an investment into the future of society in modern democratic states. In the case of Romania, it is unfortunate that this type of literature is somewhat neglected compared to other countries, but this should never be a good enough reason for not trying to create more creative contexts to improve the situation. Drawing inspiration from what other countries are doing to develop bridges between education and the children's book market, but at the same time highlighting essential initiatives in Romania that can become reliable engines of change, I strongly advocate for the necessity and possibility of creating a Romanian House of Children's Literature, open to supporting researchers, professionals, and families in their shared mission to ensure quality development of children.

"I Can't Go to the Public Library": The Limited Literacy Sponsorscape of American Haredi Children's Literature

Abstract: With the development of American Haredism (ultra-Orthodox Judaism) in the 1960s and 1970s came a desire for Haredi children's books. Self-publishing authors filled this gap in the 1970s, followed quickly by young readers' divisions in existing Haredi publishing houses and the establishment of new Haredi children's publishers. Key players in Haredi children's publishing also had roles in other Haredi organizations, resulting in close relationships between the various bodies shaping Haredi children's socialization. The ability of the community to maintain its insularity grew as Haredi children's publishing expanded and Haredi child readers were encouraged to rely on approved sources and texts.

"This malfeasance must be stopped!": Flora &amp; Ulysses and the Literary Quality of Children's Books

Abstract: Flora &amp; Ulysses by Kate DiCamillo carefully negotiates between what is expected of comic books and what is expected of literary children's novels, resulting in a book that borrows from and signals both traditions. As a result, Flora &amp; Ulysses challenges the different values traditionally assigned to comic books and literary children's books, but without ever becoming too radical. In this article, analysis of this text and its archival materials held in the Kerlan Collection demonstrates how the book pushes for a wider acceptance of comics formatting as valuable literature, while also exemplifying the value systems still in place.

Turning the Page: Characters in influential children's books are still mostly white.

Turning the Page: Characters in influential children's books are still mostly white.

Literature Circle Method Practice with Preschool Teachers through Children's Books: An Action Research Example

Literature Circle Method Practice with Preschool Teachers through Children's Books: An Action Research Example

A Brief Discussion on the Development and Research of Original Interactive Children's Picture Books in China

With the development of global research on child education, the benefits of reading for children's cognitive development have been widely recognized. Children's picture books serve as important vehicles for children to understand the world around them, establish values, and develop life beliefs. They can also be powerful tools in strengthening parent-child relationships. Currently, an increasing variety of children's picture books are emerging in the public eye. In the children's market in China, there is strong inclusivity toward picture books from different countries, cultures, and artistic styles. Chinese child readers and parents have shown a strong interest in and acceptance of diverse picture book content. This inclusivity provides children with a wider range of reading choices and enriches their learning experiences. In order to better stimulate children's interest in reading and assist parents without parenting or educational experience, it is essential to provide them with better guidance and confidence during parent-child reading sessions. Therefore, in the design process of children's picture books, there are several aspects that designers need to consider comprehensively. Firstly, there should be a clear understanding of the psychological needs of children at different age stages. Secondly, careful consideration should be given to the visual pairing of illustrations and text, visual colour schemes, interactivity, and educational value, as well as the quality and safety aspects of the picture book. The process of reading together with parents and young children is not only a journey for children to understand the world but also a process for parents to understand the world of their children. It is a growth experience for both children and parents, providing them with high-quality bonding time and valuable companionship throughout their lives. Research on children's picture books has been initiated earlier and achieved significant accomplishments in developed countries abroad. Countries such as the United States, the United Kingdom, and Japan have made significant contributions to the development of children's literature through active exploration and innovation in the research and publishing of children's picture books. They pay attention to children's developmental needs and psychological growth, emphasising the quality of content, artistic expression, and educational value. They have set benchmarks in the global children's picture book market and have had a profound impact on the creation and research of children's picture books in other countries. Compared to other countries, China had a relatively late start in the field of children's picture books. However, over the past few decades, the children's picture book market in China has experienced rapid development and transformation. With the growth of the market and the support of policies, there has been continuous progress in content creation, publishing quality, and artistic expression of children's picture books. With increasing attention and support, the creation and research of children's picture books in China are bound to further develop and expand. This article first expounds on the research background and current situation of children's picture books, laying a practical foundation for the purpose and significance of the study. It explores the concept of interactive children's picture books and investigates the interactive forms of excellent children's picture books from abroad. It also examines the direction and forms of interactive design in original children's picture books in China, aiming to establish a new connection between children and picture books. This will better cater to children's curiosity, activity, and engagement needs, and provide a more diverse, interesting, and personalised reading experience.

Upaya Penguatan Literasi Anak Usia Dini melalui GERDASI

This activity aimed to strengthen the literacy movement in early childhood through the habit of reading aloud at school and home. Gerdasi was a series of literacy-strengthening programs implemented at Kindergarten/RA Al Hidayah in the form of reading aloud at school and socializing the selection of children's books for parents. Gerdasi was held in April-June 2023 and attended by all children and parents/guardians of Kindergarten/RA Al Hidayah. The stages of implementing the community service activities included: 1) laying the foundation; 2) research design; 3) data gathering and analysis; and 4) acting on findings. Based on observations during reading-aloud activities, the data showed that more than 90% of children liked reading-aloud activities and enjoyed every discussion process. However, children's interest in books is not facilitated well at home. These findings became the basis for carrying out follow-up efforts in the form of socializing the selection of children's books with parents/guardians as the target. This socialization explained important points about literacy facts, choosing good children's books, as well as alternatives for choosing e-books. It was hoped that parents' knowledge regarding sites that provide e-books for children's storybooks could be an inspiration for parents to provide children with affordable reading materials.

Ecological Consciousness in the Children’s Literatures: One Small Hop, The Leaf Detective, and One Plastic Bag

Humans and nature are two things that cannot be separated. Humans take natural resources to fulfill their needs. In this modern era, the motive of humans to exploit nature is no longer just to fulfill their needs but also to gain profit for themselves. The fact that destruction of nature and the depletion of natural resources will threaten the lives of future generations. Therefore, efforts are needed to educate people, especially the next generation, about protecting and preserving nature. This research will examine ecological consciousness in three children's literature books: One Small Hop, The Leaf Detective, and One Plastic Bag. One Small Hop. There are two objectives in this study. The first objective is to describe the ecological consciousness portrayed in One Small Hop, The Leaf Detective, and One Plastic Bag. The second objective is to identify the ways ecological consciousness is portrayed in One Small Hop, The Leaf Detective, and One Plastic Bag. The researcher uses the library method to help the analysis of this research. The primary source of this study is three children's literature entitled One Small Hop by Madelyn Rosenberg (2021), The Leaf Detective by Heather Lang (2021), and One Plastic Bag by Miranda Paul (2015). The secondary sources are taken from Ecocriticism books, children's literature books, as well as various journals and articles related to eco-consciousness through children's literature. The ecocriticism approach is used in this study to connect literature and the physical environment. To find out the ecological consciousness, the researcher uses the ecological consciousness theory proposed by Bannan-Watts (2009) and Chang (2002). This study concludes that ecological consciousness depicted in those three children’s literature is understanding the essence of nature, showing concern for the condition of nature, understanding the interdependence between living beings and nature, and knowing the ways nature speaks. Ecological consciousness can be depicted through the character’s actions, speech, and the author’s comments. Children's literature can be used as a tool to encourage young readers to build their relational proximity to nature, raise their awareness of climate change issues, and invite them to engage in environmental activities. This is done through the aforementioned kinds and depiction strategies of ecological consciousness.

Gender Bias Analysis and Right to Fight for Gender Equality in Education through the Children's Book “I AM KARTINI”

This study employs visual discourse analysis to reveal the visual elements within the children's book "I AM KARTINI." Its primary objective is to assess how the book conveys the interplay between gender and the pursuit of gender equality, particularly concerning education. The analysis reveals a both the promotion of Gender Equality and the presence of Gender Inequality. "I AM KARTINI" strongly advocates for Gender Equality, emphasizing the critical importance of granting women equal access to education. The book communicates the idea that numerous women recognize education's pivotal role in their lives and society as a whole, championing women's inherent right to the same opportunities enjoyed by men. However, the analysis also uncovers instances of Gender Inequality depicted in the book, connecting patriarchal culture within the Indonesian educational system. The book portrays stereotypes that restrict women to domestic roles, primarily centered on family and household responsibilities. This research highlights the critical importance of examining how gender is represented in children's literature. "I AM KARTINI" serves as a powerful instrument in this endeavor, advocating for gender equality while also highlighting the ongoing challenges related to gender bias and inequality within the Indonesian educational landscape. These findings emphasise the urgent need to recognize and address these issues to foster an inclusive educational environment where every individual has an equal opportunity to thrive.

Trade Books to the Rescue!: Combating Misinformation with Science and Literacy

AbstractOne strategy for developing science literacy and scientific literacy in young children is through published trade books. To better understand how science literacy and scientific literacy may be represented in elementary classrooms, we investigated children's books that explore science concepts. Specifically, we examined high‐quality science trade books that children are likely to encounter in school to see if they could be used to support science literacy and scientific literacy; skills inherent in these types of literacies can arm our students to combat misinformation. Our findings demonstrate that books are not uniform in quality. Consistent with existing research, and in light of our findings, we make the recommendations to support teachers in elevating science trade books from simply serving as opportunities for reading in science to supporting science literacy and scientific literacy.

The Influence of Illustrations in Literary Texts on Children's Reading Comprehension

This study investigates the influence of illustrations in childrens literature on reading comprehension. The research addresses the existing lack of standardized experimental designs in the field and focuses on enhanceable aspects, such as excluding previously exposed subjects, fixing reading time for students, selecting high-quality classic childrens literature texts, conducting the experiment within real classroom settings, and observing students attention span during reading. The subjects consist of fifth-grade students from representative elementary schools in urban and rural areas in China. The experimental materials include different book types: mere text, text with original illustrations, and text with secondary illustrations. Through multiple-choice questionnaire and data on reading comprehension scores, preference, willingness to continue reading, and distraction levels, the study aims to provide valuable insights for educators, authors, and publishers to enhance childrens literary engagement and comprehension. The results of the study suggest that the presence of illustrations and differences in the quality of illustrations do not significantly affect childrens reading comprehension but do influence childrens first impressions and choices when selecting books. The results provide useful insights for childrens book publishers and childrens book illustrators when providing illustrations for childrens books.

Examining the Criteria for Preferring Illustrated Children's Books by Parents with 0-3 Years-old Children

In this study, it is aimed to examine the knowledge levels of parents with children aged 0-3 regarding the criteria they consider when choosing a children's picture book. The study was carried out with a qualitative research approach. The study group consists of 69 parents with children aged 0-3, and the data of the study were collected through a semi-structured interview form developed by the researchers. After the data were subjected to content analysis, they were presented in tables. As a result of the research, it has been revealed that parents with 0-3 year old children should have quality children's books and the features they pay attention to when choosing children's books, the child's interest, internal structure and external structure. It has been found that when choosing a children's picture book, parents pay particular attention to its suitability for the age and development of the child, its plain language, the presence of vivid colors and its non-violence. The content of the images is thick cardboard and the book is neatly bound with the appropriate font and image size. By looking at the outer coating and quality of quality paper, they think about whether it is educational, entertaining, creative and contains a concept of value.

The power of children's books

The power of children's books

Analysis on the Role of Picture Books in Children's Cognitive Development Education

Picture books have been a staple in children's literature for centuries, with the earliest known examples dating back to the 15th century. These books are designed to engage young readers through a combination of words and pictures, to develop literacy skills and promote cognitive development. Picture books are an important tool for teaching young children new words and concepts as well as providing them with education. Numerous studies have investigated the effects that reading aloud together has on the relationships that develop between parents and children. A brand-new line of research has recently been initiated to investigate the qualities of children's picture books that encourage learning and the application of that education in the wider world. Children's symbolic development, analogical reasoning, and thinking that is rooted in fantasy may impede their ability to retrieve information from picture books, according to the findings of the research presented here. After that, we take a look at the developing corpus of research on the effect of picture book characteristics on children's learning and transfer of scientific concepts, problem-solving skills, morals, and words and letters from picture books. In each area of learning, we investigate how the development of children might interact with the qualities of books in order to influence their acquisition of knowledge. We come to the conclusion that the ability of children to learn and transfer knowledge from picture books can be hampered by certain book qualities, and that future research should examine the interplay between the developing capacities of children and the characteristics of books and how they affect their learning.

I. S. Mikheev's contribution to the development of methodological science and education of non-Russian peoples of the Middle Volga region

Introduction. The methodological heritage of Russian teachers of the past is of interest to the modern theory of pedagogy and educational practice. The purpose of the article is to generalize the methodological views of a prominent scientist of the second half of the XIX – first half of the XX centuries Ivan Stepanovich Mikheev (1876-1940). The relevance of the pedagogical heritage of Mikheev is explained by the correspondence of his methodological views to the attitudes of modern Russian specialists in the field of teaching Russian language and literature among the nonRussian peoples of the Middle Volga region. Materials and methods. The leading research methods are the analysis of scientific literature and the biographical method, as well as historical, regional and axiological (value) methodological approaches. Results. I. S. Mikheev proposed a system of teaching non-Russian peoples to read and write in their native and Russian languages. He suggested starting the development of literacy in the native language of students. After mastering elementary skills, they had to move on to teaching in the Russian language in the so-called "conversational lessons". Mikheev called his teaching approach "the method of whole sentences." For those who speak oral native speech, the main thing is to master written speech, that entails the need for a sufficiently detailed study of grammar. For "nonRussian-born" children, the most urgent task is to master live conversational speech. In conditions when schooling usually lasted no more than two or three years, the task of mastering grammar shouldn′t have been brought to the fore. Discussion. The idea, – teaching an unfamiliar language by the method of whole sentences, – was put forward by Mikheev as a basis of his methodological views. It found further productive development in modern methods of teaching foreign languages. The innovation of Mikheev's approach consisted in the fact that he pointed out the fundamental difference in approaches to teaching Russian to Russian and to non-Russian children. The methodology developed by I. S. Mikheev included at the initial stage the elaboration of the simplest syntactic formations instead of tedious memorization of grammatical forms. Hence pupils acquired the ability to compose simple, but whole sentences in a relatively short time. That′s they were able to express their thoughts in the correct Russian language. Mikheev's approach required completely different methods and textbooks of the Russian language for Russian and for non-Russian schoolchildren. The methodological ideas of Mikheev are still relevant today, and represent a significant value for modern Russian pedagogical science and education. Modern teachers of multiethnic regions of Russia highly appreciate and actively use the heritage of Mikheev. Conclusions. A prominent methodologist, philologist and educator of the non-Russian peoples of the Middle Volga region, Mikheev made a significant contribution to the development of education and methodological science, periodicals and literature. Mikheev's methodological ideas are still relevant today, and are of considerable value for modern Russian pedagogical science and education. Modern teachers of multiethnic regions of Russia highly appreciate and actively use Mikheev's legacy. The theoretical and methodological works of I. S. Mikheev, his children's books and dramatic works include axiological, humanistic content, and to this day have a significant impact on modern methodological thought. That′s why, it deserves the most careful further study.

Китайские детские иллюстрированные книги: история и современность

An «illustrated book», as the name implies, is a book containing images. This is a book for reading, which focuses on pictures supplemented with words, and which is mainly intended for children. This article examines the process of evolution of Chinese children's illustrated books, as well as the features of the work of illus-trators of the past and present. The main conclusion we come to is that the study of the origin and evolution of a children's picture book plays an important role in its creation and use today.

Desain Ilustrasi Untuk Buku Ensiklopedia Catatan Perjalanan Raja Majapahit Di Kota Bakulapura

ABSTRACTHistorical stories have a moral message as a form of communication. History encyclopedia books are a visual communication medium to foster children's interest in reading. History Encyclopedia Bakulapura makes interactive children's books to improve relationships between children, parents and the general public, as well as increase children's interest in reading. The historical encyclopedia book entitled: " Desain Ilustrasi Untuk Buku Ensiklopedia Catatan Perjalanan Raja Majapahit di Kota Bakulapura" introduces letters through visual descriptions of characters and cultural history. Visual characters and cultural history in this book have a function to transfer the message. The visual meaning of historical characters and culture is analyzed using Semiotics theory by identifying visual elements and analyzing their connotative meanings. Researchers will only examine some of the main characters in the encyclopedia book. Identification of visual elements of characters and analysis of connotative meanings are presented in tabular form and translated using descriptive- interpretative techniques. Data collection techniques are carried out through literature studies and content analysis. The analysis results show that there are several visual compatibility of historical characters and culture with the characterization shown by the characters of historical encyclopedia books. The historical encyclopedia book entitled " Sejarah Ensiklopedia Bakulapura Catatan Perjalanan Kerajaan Majapahit di Kota Bakulapura Kalimantan Barat" also incorporates elements of Javanese, Dayak and Malay culture related to the daily lives of children.Keywords : History, Character, Encyclopedia.