Children's Books Research Articles

Engaging with neuroanatomy through creative projects

ABSTRACT Students often struggle to learn material that requires extensive memorization (e.g., neuroanatomy) in courses like Sensation & Perception and Cognitive Neuroscience, though such foundational material is integral to understanding more complex concepts in the course. The “Creative Project” (CP) assignment is designed to engage students in learning this material. Alone or in small teams, students generate creative work on neuroanatomy content. Capitalizing on principles learning theories as well as universal design and inclusive pedagogy, the CP addresses the primary barriers to learning this content. Across two semesters, 70 students submitted a variety of projects: animations, songs, videos, children's books, activity books (e.g., crossword, word search & mazes), 3D models, poems, board games, online games, poetry, and visual artwork. Alumni/ae co-authors of this manuscript provide our feedback and reflection on this assignment from when we completed it. We found the project fun and engaging. We enjoyed the freedom and control, though some of us also found the open-endedness of the assignment to be daunting. We all recommended it be assigned in more courses, even outside of Neuroscience. Here, we describe how the CP can be used in a variety of courses, and what issues to consider when assigning it.

Représentations de la dyslexie dans la littérature jeunesse : analyse d’un corpus francophone

IntroductionDyslexia is a neurodevelopmental disorder characterized by reading difficulties that still generate teasing from peers in the classroom. Children's literature depicting characters with dyslexia may facilitate the understanding of this disorder, and thus promote the successful inclusion of concerned students in school. ObjectiveThe present study aims to analyze for the first time the image of dyslexia conveyed by French-language children's literature. MethodA content analysis in light of the DSM-5 and ICD-11 was performed in 24 French-language books for children aged 3 to 12 years, in which one of the heroes has dyslexia. ResultsFrench-language children's books accurately describe dyslexia and the disorders and difficulties that may be associated with it. In addition, unlike the message conveyed by English-language books, the student-hero concerned is not held responsible for his or her disorder. ConclusionThese books help to inform students about the impact of dyslexia on the lives of those affected. Their use could be considered in the framework of awareness-raising program in order to promote the school inclusion of students with dyslexia.

Spotlights: Faculty, Alumni, Festival

Meet Dr. Welsh, Professor Emeritus of Library and Information Science, and Adjunct Faculty for SLIS. Meet MLIS SLIS alum, Marjorie Hills, the Library Director for Iberia Parish Library. Learn about the exciting speakers for the 2024 Fay B. Kaigler Children's Book Festival.

A Low-Career Elementary Teacher’s Paradigmatic Shift Experience in Lesson Discussion through Cognitive Coaching

This study explored the process of cognitive coaching in relation to social studies lessons for a low-career elementary teacher. The purpose was to scrutinize the procedures and principles followed by the coach and the teacher and to identify changes in the teacher’s instructional and curricular expertise. During the coaching, the coach utilized mediational tools such as paralanguage, response behaviors, and mediative questioning to facilitate the teacher's self-directed learning process. Consequently, the teacher experienced autonomy in lesson discussions. Reflecting on lesson planning, she recognized the necessity of reading children's books and the need to restructure units. She established goals to enhance her teaching expertise, expressed a willingness to explore self-reflection methods, and hoped to improve her use of mediational tools.
 Over a span of 7 months, data were collected from the coach and the teacher. The data collection included pre-coaching open-ended survey responses, transcripts of coaching dialogue over two cycles, and open-ended survey responses from a mid-term evaluation. Additionally, instructional plans for the teacher's 6th-grade social studies class were gathered. These data were analyzed using the constant comparative method, and a validation process was conducted for the results. As recommendations, a paradigm shift focusing on teachers' thinking in lesson discussions, establishing a culture where observers mediate teachers' internal thoughts in a non-judgmental manner, reevaluation of mandatory classroom observations, providing coaching related to individual teachers' lessons within the learning community, concurrent emphasis on personal reflective thinking and sharing and discussing experiences and knowledge within the learning community, fostering collaboration between teacher training institutions and educational authorities for developing and expanding cognitive coaching training programs, and coupling training for the enhancement of instructional expertise and curricular expertise were suggested. Further studies were proposed.

초등학교 영어교과서 아동문학 비교 분석

Objectives The purpose of this paper is to compare and analyze all the children's literature books on primary English textbooks that are currently used in primary school English classes in Korea, and to discuss their current status, problems, and improvements.
 Methods Five types of primary English textbooks for each of 3rd, 4th, 5th, and 6th grades were collected. Children's literature included in each English textbook was compared and analyzed by dividing it into four criteria: type, subject matter, degree of original content modification, and teaching method by referring to previous re-search and related theories. The teaching method was subdivided into language function and learning time for comparative analysis.
 Results As for the types of children's literature, ‘traditional literature’ was the mainstream in the 3rd & 4th grades while there were many ‘realistic literature books’ in the 5th & 6th grades. For the subject matter, the 3rd & 6th graders introduced ‘personal life’, the 4th graders introduced ‘public morality’, and the 5th graders introduced ‘cultural differences’ the most. In terms of the degree of adaptation of the original content of children's literature, 3rd, 4th, and 5th graders partially adapted the original children's literature work in the form of a script to review the learning goals and communication functions of the learned unit. Most of the 6th children's literature was newly created by the textbook writers so that students can review the lesson of the learned unit. The method of teaching children's literature focuses on speaking, listening, and some simple writing activities in the 3rd grade, and at-tempts were made to integrate speaking, listening, writing, and reading in the 4th, 5th, and 6th grades. Children's literature was organized so that most of the grades were simply taught as a single lesson.
 Conclusions Since the types of children's literature are limited to a few types in primary English textbooks, it is necessary to introduce more diverse types of children's literature. In addition, children's original literature was adapted so much to review the communication functions of learned lesson, depriving of students’ interest on the literature, so more careful consideration is needed when modifying children's literature. It is also needed to in-crease the lesson time of teaching children’s literature and to provide children's literature guidance with more di-verse and interesting activities.

Correlates of early child development among children with stunting: A cross-sectional study in Uganda.

Many children in low- and middle-income countries are not attaining their developmental potential. Stunting is associated with poor child development, but it is not known which correlates of stunting are impairing child development. We explored potential socioeconomic, nutritional, clinical, and household correlates of early child development among 12-59-month-old children with stunting in a cross-sectional study in Uganda. Development was assessed using the Malawi Development Assessment Tool (MDAT) across four domains of gross and fine motor, language, and social skills. Linear regression analysis was used to assess correlates of development in the four domains and total MDAT score. Of 750 children included, the median [interquartile range] age was 30 [23-41] months, 55% of the children resided in rural settings with 21% from female-headed households and 47% of mothers had no schooling. The mean ± standard deviation height-for-age z-score (HAZ) was -3.02 ± 0.74, 40% of the children had a positive malaria test and 65% were anaemic (haemoglobin < 110 g/L). One-third had children's books at home, majority (96%) used household objects to play with and most of them (70%) used toys as pretence items like those to mimic cooking. After age, sex, and site adjustments, HAZ (0.24, 95% confidence interval [CI]: 0.14-0.33) and head circumference (0.07, 95%CI: 0.02-0.12) were positive correlates of total MDAT score, whereas weight-for-height z-score (WHZ) was not. Current breastfeeding was associated with 0.41 (95%CI: 0.17-0.65) lower total MDAT score. Children from households with a single income earner had 0.22 (95%CI: 0.06-0.37) lower total MDAT score. Furthermore, severe food insecurity, inflammation and positive malaria test were associated with lower scores for motor development. All family care indicator subscales (FCIs) positively correlated with the total MDAT score and this association was independent of household's socioeconomic status. In conclusion, stunting degree, head circumference, number of household income earners and stimulation by improved FCIs correlate with early child development among stunted children. The negative association with prolonged breastfeeding is likely due to reverse causality. Identified correlates may inform initiatives to support children with stunting attain their development potential.

Religious influence and its protection

Abstract John Tillson’s book Children, Religion and the Ethics of Influence addresses several themes: the ground and nature of ethical responsibility; the means and goals of ethical formative influence; the nature and ground of religious belief. In this article, I focus on the issue of justification for educational influence in general. Attention to this issue could avoid some intractable problems of specifically religious influence, most particularly the challenge of providing satisfactory criteria for what belongs to the category of religion. Whilst there may be important reasons for examining specifically religious influence, I argue that religious influence is not fundamentally different from other forms of influence, and that the logic of the ethics of influence in general would encompass the logic of religious influence. If the educator is to justify certain forms of influence, then they should employ a kind of restraint: the educator should influence whilst simultaneously protect the influencee from that very influence.

Gender in children's literature and kindergartener's responses to gender in interactive read‐alouds

AbstractThe underrepresentation of women and the perpetuation of gender stereotypes in children's literature has long been a concern. This study examined the portrayal of women in children's picture books and the potential of interactive read‐alouds to promote gender equity in early childhood education, with the aim of shedding light on gender inequality. This study used critical discourse analysis, theoretically informed by Rosenblatt's transactional theory and gender schema theory, to analyse 19 books and interactive read‐aloud sessions between preservice teachers and children in six preschools. The results showed that books on women's inequality are discussed in three categories: the absence of female characters, gendered discourse, and the perpetuation of traditional women/maternal roles. Using examples from children's interactions, this study highlights the need for critical thinking about gender stereotypes and promoting gender equity in early childhood education. This study contributes to the literature on gender inequality in children's literature and provides practical implications for early childhood educators by emphasizing their critical role in promoting gender equity in children's learning and development.

Rosie, a Health Education Question-and-Answer Chatbot for New Mothers: Randomized Pilot Study.

Stark disparities exist in maternal and child outcomes and there is a need to provide timely and accurate health information. In this pilot study, we assessed the feasibility and acceptability of a health chatbot for new mothers of color. Rosie, a question-and-answer chatbot, was developed as a mobile app and is available to answer questions about pregnancy, parenting, and child development. From January 9, 2023, to February 9, 2023, participants were recruited using social media posts and through engagement with community organizations. Inclusion criteria included being aged ≥14 years, being a woman of color, and either being currently pregnant or having given birth within the past 6 months. Participants were randomly assigned to the Rosie treatment group (15/29, 52% received the Rosie app) or control group (14/29, 48% received a children's book each month) for 3 months. Those assigned to the treatment group could ask Rosie questions and receive an immediate response generated from Rosie's knowledgebase. Upon detection of a possible health emergency, Rosie sends emergency resources and relevant hotline information. In addition, a study staff member, who is a clinical social worker, reaches out to the participant within 24 hours to follow up. Preintervention and postintervention tests were completed to qualitatively and quantitatively evaluate Rosie and describe changes across key health outcomes, including postpartum depression and the frequency of emergency room visits. These measurements were used to inform the clinical trial's sample size calculations. Of 41 individuals who were screened and eligible, 31 (76%) enrolled and 29 (71%) were retained in the study. More than 87% (13/15) of Rosie treatment group members reported using Rosie daily (5/15, 33%) or weekly (8/15, 53%) across the 3-month study period. Most users reported that Rosie was easy to use (14/15, 93%) and provided responses quickly (13/15, 87%). The remaining issues identified included crashing of the app (8/15, 53%), and users were not satisfied with some of Rosie's answers (12/15, 80%). Mothers in both the Rosie treatment group and control group experienced a decline in depression scores from pretest to posttest periods, but the decline was statistically significant only among treatment group mothers (P=.008). In addition, a low proportion of treatment group infants had emergency room visits (1/11, 9%) compared with control group members (3/13, 23%). Nonetheless, no between-group differences reached statistical significance at P<.05. Rosie was found to be an acceptable, feasible, and appropriate intervention for ethnic and racial minority pregnant women and mothers of infants owing to the chatbot's ability to provide a personalized, flexible tool to increase the timeliness and accessibility of high-quality health information to individuals during a period of elevated health risks for the mother and child. ClinicalTrials.gov NCT06053515; https://clinicaltrials.gov/study/NCT06053515.

The Response Study: A French registry on pregnancy in women with MS and related disorders and their children up to 6 years-Protocol, recruitment status, and baseline characteristics.

Counseling on pregnancy is still challenging, particularly regarding the use of disease-modifying treatments (DMTs). We are lacking long-term outcomes in children exposed to DMTs. This study aimed to set up a French pregnancy registry for women with multiple sclerosis (MS) and related disorders nested within the Observatoire Français de la Sclérose en Plaques (OFSEP) cohort. Prospective, observational, multicentric, epidemiological study in France. Neurological visits are organized according to routine practice. Data are collected on the OFSEP minimal datasheet. Auto-questionnaires on pregnancy are completed by patients at Months 5-6 and 8 during pregnancy, and Months 3, 6, and 12 postpartum. A specific survey on analgesia is completed by anesthesiologists. Pediatric data are collected from the child's health book, where visits on Day 8, Month 9, and 24 are mandatory. Parents complete neurodevelopmental questionnaires at Year 1, Years 2 and 6. The RESPONSE study started in August 2019. On 7 April 2023, 515 women were included. Baseline demographics are presented. RESPONSE will provide rich information on the global management of pregnancy in France and prospective data on children until the age of 6 years, exposed or not to a DMT, including data on neurodevelopment that can be compared to the general population. EDMUS and ARSEP Foundation, Biogen, Roche.

A SAJÁTOS NEVELÉSI IGÉNYŰ GYEREKEK REPREZENTÁCIÓJA A KORTÁRS GYEREKKÖNYVEKBEN – AZ ŐRANGYAL, A SIMI ÉS A RENDETLEN BETŰK, VALAMINT A MIHÁLYI CSONGOR ÉS AZ IDŐGYURMA CÍMŰ KÖTETEK PÉLDÁJÁN

The present study focuses on contemporary children's books that reflect some form of special educational need. Since recently there has been an increase in the number of books on topic available in the children's book market, with publishing series, issuing the difficult life situations and on the presentation of ’otherness’, including learning disabilities, it is of great importance to take a glance at these publications. In this essay, my aim is to focus on how the texts are written and the language of representation. In particular, I will pay attention to the illustrations, which make a crucial part of the experience of reception and interpretation. With this analysis, my aim is to show how concretely or abstractly a particular educational need can be represented, whether it reinforces stereotypes or not, and how this may impact the connection to the phenomenon. The analysis of the texts also provides an opportunity to validate different attitudes, behaviours, and perspectives, and can thus contribute to sensitisation. The presentation of specific educational needs, with its positive or negative connotations, and the phenomenon of positive discrimination, are closely linked to methodological possibilities and practical implications of interpreting the texts. Here it is worthcalling attention to the concepts of helpful books, sensitisation and prevention, the relationship between these terms and literature, and reflecting on the close connection of the aesthetically shaped texts to these problems. Accordingly, the paper will first aim to explore the concept of special educational needs, then it will present its types to point out the difficulties of definition, the different approaches, and to define its own terminology. Similarly, this paper will take into account the terminology of literary studies and the perspectives relevant to this thesis. This will be followed by the analyses of the three preselected volumes which on the one hand ask whether the books are appropriate for the age group they are aimed at, while, on the other hand, they concern the possible directions for future methodological inquiries. Finally, the conclusion part summerises the results of the study and the controversies surrounding the presentation of the subject in children's books.

National and Religious Messages in Israeli Search-and-Find Books for Children

National and Religious Messages in Israeli Search-and-Find Books for Children

Missing Home: Depictions of Exile during the Portuguese Dictatorship

Abstract: The experience of particular types of migration, political exile, and diaspora are mainly portrayed from the refugee's perspective, focusing on the travel process itself or the problems of integration. Despite the interest in this theme emerging only recently, its global persistence and relevance are already considerable and are depicted in relation to different contexts by authors such as Judith Kerr, Peter Sís, and Uri Shulevitz, to name a few. This article thus analyzes the depiction of exile as depicted in two Portuguese illustrated children's books portraying the exile experience during the dictatorial regime.

Literature and Mythology: Exploring Mythological Elements and Archetypes in “The Lion, the Witch and the Wardrobe”

This article delves into the intricate relationship between literature and mythology, exploring how C.S. Lewis skilfully intertwines mythological elements and archetypes in his classic children's book, "The Lion, the Witch, and the Wardrobe." The author examines the use of Christian symbolism, the resurrection motif, and characters inspired by traditional myths to create a timeless narrative. The essay explores the subversion of myths within the story, emphasizing the nuanced characterization of figures like the White Witch and the unexpected transformation of flawed heroes. Additionally, the article analyses the thematic implications and character development in the novel, highlighting the central themes of good vs. evil, redemption, sacrifice, heroism, and friendship. Furthermore, it discusses how Lewis subtly subverts mythological elements, challenging preconceptions and providing a fresh perspective on timeless tropes. The Narnian setting itself is examined, with its disruption of time and diverse array of magical creatures challenging conventional expectations. In conclusion, the article asserts that "The Lion, the Witch, and the Wardrobe" stands as a testament to the enduring impact of the legendary genre on fiction, showcasing Lewis's ability to transform familiar myths into a thought-provoking and timeless masterpiece.

An Open World of Stories: A Critical Examination of Open-Access Global Digital Picturebook Platforms

Abstract: This article presents a critical examination of four open-access global digital picturebook platforms to determine the messages the books could convey to readers about specific cultural groups, and what opportunities are provided for young readers to make important cross-cultural connections to strengthen their socioemotional development and prepare them to engage with diverse individuals in a global society. The sample included five books from each of the open-access platforms. Using both visual content analysis and semiotics, researchers examine how cultures are illustrated—in character demographics, themes, color choices, use of cultural symbols, and any notable differences or similarities between the books in each platform. Each platform was evaluated for its ability to provide opportunities for readers to make important connections with characters in the books, as well as for its potential to support the United Nations Agenda 2030 Sustainable Development Goals of preserving and providing access to the world's culture and heritage. The study provides insight into how children's books in open-access platforms represent different cultures and how this in turn influences the potential for readers to make cross-cultural connections.

Mighty Children and the Transformation of Authoritative Adults in Andrea Beaty's The Questioneers : A Discussion of Age-Based Power as a Theme in Literature for Children

Abstract: Andrea Beaty's and David Roberts's The Questioneers series—including Iggy Peck, Architect (2007); Rosie Revere, Engineer (2013); Ada Twist, Scientist (2016); Sofia Valdez, Future Prez (2019); and Aaron Slater, Illustrator (2021)—features imaginative children navigating challenges in pursuit of their goals. This article explores how the series interrogates age-based power dynamics through the interactions between its young protagonists and authoritative adults. Drawing on Maria Nikolajeva's concept of aetonormativity and Clementine Beauvais's formulations of children's might, adults' authority, and the transformation from one to another, this article explores the books' foregrounding of dialogic encounters that transform both children and adults in a renegotiation of age-based power. These encounters occur through Max Weber's three types of legitimate authority: legal, traditional, and charismatic. Through close reading of the five picturebooks in the series alongside theoretical engagements with age, power, and Freirean learning communities, the article considers the arguably irresolvable tension between literature for children that represents those renegotiations of power and its context in the inherently aetonormative structure of children's book publishing.

Modern Trends in the Development of the Art of Children's Book Illustration

Modern Trends in the Development of the Art of Children's Book Illustration

Catching Magic: The Importance of Affrilachian Representation in Children's Books

Catching Magic: The Importance of Affrilachian Representation in Children's Books

Literature Review: Digital Books in Preschool Period

In literature, the new generation of children who become exposed to a digital world are referred to as digital natives. This generation, which knows about touch screens, sensor lights, and programmed fixtures that produce water when they connect, grows up with the abilities to utilize electronic gadgets since the beginning of their life. Over time, numerous daily actions are transferred to the digital environment in order to satisfy their desires and needs. Children can now play games in front of a screen, as opposed to playing games with their friends mostly outside, in parks, or on the streets. One of the significant instances of this present circumstance are advanced picture story books. There are many examinations about the constructive outcomes of printed picture books on preschoolers’ language, mental, social and profound improvement in youth. This situation can be explained in part by the fact that printed books have been around for a very long time. There hasn't been a comprehensive survey study on digital children's books in the literature. As a result, it is now imperative that postgraduate thesis studies on digital books for preschoolers in Turkey need to be examined. A total of 265 thesis studies, which were accessed using the keywords of digital children's books, electronic children's books, electronic books, children's picture books, were examined and accessed through the https://tez.yok.gov.tr/UlusalTezMerkezi/ site, which allows postgraduate thesis and dissertations to be stored and scanned. Studies on digital books that focus on preschool children are separated. A systematic content analysis of 12 disaggregated postgraduate thesis studies was carried out under the headings of publication year, department, type of thesis and dissertations, sample group, research purpose and method. As a result of the research, it was revealed that the first thesis work on the subject was done in 2012. When the types of theses were examined, 5 doctoral level thesis studies and 7 master's level thesis studies were reached. When the sample groups were examined, it was concluded that the distribution of girls and boys was balanced. However, no study was found involving children with disabilities and families with preschool children. While there are 6 thesis studies in the Visual Arts Department, it turns out that there are 4 studies in the Preschool Department, and one study in the fields of Psychology and Computer Instructional Technologies. Due to the limited number of studies on the subject, it is recommended to develop them in terms of quality and quantity. Children with disabilities can be included in the studies. In addition, the subject can be investigated in depth by using the triangulation data collection method, which includes families, teachers and children.

The Use of Children’s Picture Books to Promote Environmental Awareness

Environmental catastrophe is one of the biggest problems of the current century. As one of the living things on the planet, humans must start to understand the environmental problems in their immediate surroundings. To increase the future generation's understanding of the current situation of the environment, children must receive a high-quality education. This study highlights how children’s exposure to green literature can help them become more aware of their surroundings. This study uses a qualitative research approach based on an interpretative model. In this investigation, several children's books are utilized as the study's subject material to demonstrate that young readers' literature may be a very effective instrument for fostering environmental awareness. Picture books are the type of children's books used in this study. These books are The Secret Garden and The Giving Tree. An ecocriticism analysis has been used in children's picture books to illustrate how to raise children’s environmental consciousness. This study reveals that the authors truly have demonstrated their enthusiasm for promoting environmental awareness and they illustrated the interconnectedness of nature and humanity. In conclusion, it is hoped that this study will boost children’s desire to safeguard, conserve, and care for the environment soon.