Children's Stories Research Articles

Exploration of Elementary School Students' Imagination Through Children's Stories: Creative Thinking Strategies

This study aims to explore how children's stories can influence and improve the creative thinking skills of elementary school students in Indonesia. Imagination as part of the creative thinking process plays a role in developing students' skills. This study uses a case study method with a qualitative approach. Data was collected through open interviews with teachers and students, classroom observations, and analysis of students' creative works after the children's stories were read. The research participants were grade 5 students in one of the elementary schools in Kuningan Regency, West Java, Indonesia. The research activities involved students in rewriting stories with additional imagination, and students' written works were analyzed based on indicators of originality, complexity, and depth of ideas. The results of the study show that writing a retelling based on children's stories can stimulate students' imagination and creativity, which can be seen from the improvement in narrative structure, vocabulary use, and theme development. This research successfully explored how children's stories can influence and improve the creative thinking skills of elementary school students. The findings show that through children's stories, students are not only able to expand their imagination, but also increase the originality, complexity, and depth of ideas in their written work. These results provide an in-depth understanding of the important role of children's stories in stimulating students' creativity, as well as offering valuable insights for curriculum development that support the development of creative thinking skills from an early age.

Bravery and Friendship in Children's Literature through the Lens of Van Dijk's Critical Discourse Analysis

This research utilizes Van Dijk's (1977) Critical Discourse Analysis (CDA) framework to investigate the themes of bravery and friendship in the children's stories "The Brave Little Squirrel" and "Milo's Magical Map." The primary objective is to examine how discourse influences social identities, values, and interpersonal relationships through narrative structures and character dynamics. Using qualitative methods, the study conducts a detailed textual analysis focusing on thematic elements, character dialogues, and the moral lessons delineated in both stories. The findings indicate that these narratives portray bravery not solely as a heroic quality but as an expression of aiding others, thereby nurturing a sense of community and companionship. Additionally, the analysis uncovers the underlying social values presented in these narratives, underscoring the significance of empathy and collaboration for young readers. This research enhances the understanding of children’s literature as a crucial factor in shaping social and moral growth, offering valuable insights for educators and parents regarding themes that can effectively instill positive values in children.

The effect of augmented reality storybooks on the story comprehension and retelling of preschool children.

This study aimed to compare the retelling and story comprehension performance of two groups of preschool children-an experimental and a control group-who experienced printed and augmented reality storybooks. The participant group consisted of 90 participants, with 45 in the experimental group (22 girls, 23 boys) and 45 in the control group (21 girls, 24 boys). The average age of the children was 54.2 months. In the study, the researcher evaluated children's story-retelling performance using the rubric and used a Story Comprehension Test to measure their story comprehension performance. The researchers utilized the ROAR application to incorporate augmented reality content into the books. In the pre-test phase, the teachers read the designated texts to the children in the experimental and control groups. After the eight-week break, the control group experienced the same texts with printed books, while the experimental group experienced them with augmented reality support. Each child participated individually in the reading process with the teacher. In the study, teachers asked the children to retell the story and asked the questions from the Story Comprehension Test at the end of each book reading section for pre-test and post-test measurements. The pre-test results revealed no significant difference in the two groups' story-retelling and Story Comprehension Test scores. The post-test results indicated a significant difference in the story-retelling performance and Story Comprehension Test scores between the experimental and control groups, favoring the experimental group. Based on these findings, the augmented reality content can potentially enhance children's retelling and story comprehension performances.

“I Can't Breathe, I Can't Catch my Breath:” The Impact of School Staff Storytelling on Asthma Management

: Objective: A qualitative data analysis was conducted to better understand experiences of asthma exacerbation among school staff through thematic analysis of stories of children in respiratory distress. Methods: Qualitative thematic analysis was performed on forty virtual or in-person interviews were conducted with 44 staff from districts participating in a stock inhaler pilot program. Transcripts were iteratively coded by five coders. Stories of instances when a stock inhaler may have been helpful were subject to additional thematic analysis by one coder. Results: Forty-five stories across 27 interviews were identified. Major themes were split into “Provocation” and “Outcomes of Asthma Incident.” “Educational and Communication Factors” in asthma exacerbations were discussed more often than environmental ones. Outcomes were divided into “Disposition,” (with 14 participants choosing to describe incidents where emergency services were contacted) “Emotional Response,” and “School Response.” “Trauma for Students” was mentioned only by school nurses. Conclusions: Stock inhaler programming can alleviate helplessness, reduce trauma, and avoid costly hospital visits. Personal narratives can be a powerful tool for understanding unique needs and developing tailored, sustainable interventions for individual districts. They are also incredibly persuasive in convincing other schools, districts, lawmakers, and other stakeholders to implement stock inhaler programming.

INFÂNCIA, PRODUÇÕES DE CONTEÚDOS DIGITAIS E RELAÇÕES TRANSMÍDIA ENTRE O YOUTUBE E O TIKTOK

This article aims to investigate possible transmedia relationships between the YouTube and TikTok platforms within the context of content targeted at children, created by digital creators. Using an exploratory approach, three digital content creators, namely Luccas Neto, Manual do Mundo, and Enaldinho, were chosen as they operate on both platforms and produce content for children. The Socialblade platform provided data on the number of subscribers and the number of views of the most-watched videos, which were used as parameters in this study. Based on the results, we identified that content creators who focus on children's stories are more inclined to incorporate and utilize transmedia concepts and characteristics, as they produce and distribute their content across both platforms, with the intention of engaging children.

SCRUTINIZING KEY ELEMENTS OF GREEN LITERATURE ON THE CHILDREN’S BOOK TATA KATA: KUMPULAN CERITA ANAK COMPOSED BY YOUNG WRITERS OF THE TIN ISLAND

Bangka is well-known as the Tin Island. Tin mining in Bangka, both on land and at sea, actually causes environmental damage. This has been a serious issue for a long time, impacting Bangkanese lives from children to adults, in addition to air pollution. That is why the purpose of highlighting the topic is to explore the elements of green literature organized in the children's book Tata Kata: Kumpulan Cerita Anak, written by several young Bangka writers. Published in 2020, it consists of ten short stories for children at age 10–12, and one of the provided themes is environment. Interestingly, the concept of ecocriticism is present within the object itself. The study employed a descriptive-qualitative method to formulate the answers to the problem. The data were obtained through observation and in-depth interviews with the authors. The data analysis technique from Miles and Huberman (2014) played a vital role to process the data set in order to acquire profound information. The findings classified the key elements of green literature in the children's book Tata Kata: Kumpulan Cerita Anak into three categories: (a) environmental citizenship, (b) care ethics, and (c) ecoliteracy. The authors fully support the existence of these elements, as they aim to raise awareness and persuade Bangkanese children to protect and care for the environment in light of the massive emerging damage. Furthermore, the young writers implicitly criticized the nature of Bangka, which is currently endangered. It means that Bangkanese children are expected to be environmental heroes/heroines in the next few years.

Skewed Artificial Intelligence: Flagging Embedded Cultural Practices in Children's Stories Featuring “Alice and Sparkle”

AbstractWe live in an age of artificial intelligence (AI). Open AI, an American artificial intelligence organization, claims that generative chatbots are here to stay. Although computer technology remains unevenly distributed, the presence of AI continues to be felt in many areas of daily life. Further, AI development happens in few countries whose cultural practices and beliefs tend to be embedded in AI output and functionality. Western and Global North perspectives tend to dominate conversations about AI. How might AI technology function equitably in an ethno‐racially and linguistically diverse world? This paper explores intersections of technology, coloniality, and bias to contextualize the user‐experience for individuals in groups characterized as high, medium, and low‐resourced languages. For whom does AI function in our globalizing world? Engaging with this question through a languacultural (Agar, 1994) lens, I employ a language and culture perspective to guide inquiry into AI’s output and impact, based on a children’s storybook. Specifically, I deploy Kenyan, Indonesian, and Taiwanese languacultural perspectives of three participants in a culturally cognizant reading (Washington, 2023) of a product of chatbot‐human composing, ‘Alice and Sparkle’, a children’s book illustrated by MidJourney and co‐authored by ChatGPT and Ammaar Reshi. Overall, through scrutiny of encoded cultural tropes and values inscribed within text and images, this paper proposes considerations for literacy pedagogy and research that stem from a pursuit of inclusive AI.

Tinjauan Kedwibahasaan Buku Cerita Anak ‘The Foos’ dari Pandangan Metode Penerjemahan

Bilingual children's story books in Indonesian and English are now being published in Indonesia, providing them as reading options for mothers, caregivers, storytellers, and the children themselves. This study aims to analyze, identify, describe, and classify the forms of translation methods found in a bilingual children's storybook entitled 'The Foos' by Arleen Amidjaja, as well as to analyze the translation methods applied to determine the success in achieving equivalence of meaning in the target language (TL). This study uses a qualitative descriptive method and a documentation method. Employing text analysis, careful reading, and note taking techniques for research constitutes the stages of data collection. Text analysis uses Newmark's translation method theory with data sources from English texts as the source language text (SL) and Indonesian as the TL from the storybook 'The Foos.' The results of the analysis are presented in the form of a comparison of the two languages ​​, along with the results of identifying SL and TL text translation techniques. The interpretation of the identification results is then presented in the form of a descriptive presentation by considering the translation techniques of the identification results. The results of this study indicate that 12 translation method data are oriented to the SL, and eight are oriented to the TL. The translation techniques that are often used are semantic and communicative translation techniques. There are no faithful, adaptation, or idiomatic translation techniques because the children's storybook 'The Foos' does not have proverbial sentences or other foreign language terms. The SL uses simple sentence structures and vocabulary. The translation method that is oriented to the SL with semantic and communicative translation techniques is effective for translating children's storybooks, ensuring that readers understand the content of the stories.

Children at the centre: Exploring StoryWeb relationships across home and ECE

Stories are a way that children under 3 years of age learn to share meaning with others. Most research with this age group has focused on 1:1 parent–child story relationships at home, largely book reading. These studies have positioned children in the role of story listeners rather than story tellers. Here, I explore new possibilities about the nature of story roles and relationships spanning home and early childhood education settings. I present a storyweb model to make visible the multiple ways that 1-year-old toddlers were actively engaged in weaving stories with others in a culturally and linguistically diverse community.

Artistic features of Lydia Kossutskaya’s prose for children (based on the material of the Kazakh literary online magazine Daktil)

Children's literature is a unique means of reflecting ideas existing in society. It plays a vital role in shaping the cultural background of the nation and each individual member of society. The children's prose of Lydia Kossuthskaya has been little studied, since the writer devotes the main place to prose in her work. The need to expand ideas about the structure of Lydia Kossutskaya’s children’s stories determines the significance of this work. Possessing artistic value, Kossuthskaya's children's prose needs thorough research. The novelty of the work lies in the attempt to comprehend the internal patterns of Kossuthskaya’s children’s prose, which can be explored through a consistent and systematic analysis of poetics. The purpose of this article is to analyze L. Kossutskaya’s prose for children from the point of view of the features of her poetics (artistic language). Based on the results obtained, it is possible to expand the understanding of the poetics of children's stories of both Kossuth and Kazakh literature in general.

When children choose fantastical events in fiction.

Although stories for children often feature supernatural and fantastical events, children themselves often prefer realistic events when choosing what should happen in a story. In two experiments, we investigated whether 3- to 5-year-olds (total N = 240 from diverse backgrounds) might be more likely to include fantastical events in stories about familiar fantasy characters. In Experiment 1, children saw stories about fantasy or real-world characters (e.g., a mermaid or an ordinary woman) and judged whether they would achieve goals using fantastic or realistic methods. Children were more likely to choose fantastic methods for the fantasy characters, and this tendency was more common in older children. In Experiment 2, children were asked yes/no questions about whether characters could use fantastic, realistic, and unusual methods to achieve goals. Children more often affirmed fantastic methods for fantasy than real-world characters. These findings contrast with previous work suggesting children avoid including fantastic events in fiction and suggest that children use precedent and familiarity to decide what can happen in a story. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Upaya Peningkatan Kemampuan Literasi melalui Buku Cerita Bergambar Berbasis Kearifan Lokal untuk Siswa Kelas II SD

Purpose – This research aims to determine the characteristics, validity, practicality, and effectiveness of illustrated children's story books based on local wisdom to improve the basic literacy skills of reading and writing in class II elementary school students.Method – This type of research is development (Research and Development). The data collected is in the form of validity, practicality, and effectiveness data. The research instruments used include questionnaires and tests. Validation sheets are used to collect data about the validity of the book. Response questionnaires are used to collect data about teacher responses to measure the practicality of books, Question Instruments are used to collect data about students' reading and writing skills to measure the effectiveness of books. Data was analyzed quantitatively descriptively.Findings – The results of this research show that the product developed is categorized as very valid both in terms of content, graphics, presentation, and language, this is proven by a CV value of 1. The product in the form of the story book "Ready Selem" is categorized as practical. In general, the practicality value of the interest aspect received a score of 24.8 which was categorized as very good, the material presentation aspect received a score of 24.4 which was categorized as very good, and the language aspect received a score of 24.5 which was categorized as very good. In general, the average practicality score is 24.5 in the very practical category. Research Implications – The story book product "Ready Selem" is categorized as effective. This can be seen from the increase in the score obtained before being given the picture story book media compared to after being given the picture story book to class II students at SD Negeri 1 Jatiluwih, with a significant value.

VINAY AND DARBELNET’S TRANSLATING PROCEDURES USED IN TRANSLATING: ‘THE VILLAGE LEADER’ CHILDREN’S SHORT STORY BY ALYSSON CURRO

This study analyzed the translation procedures used in the translation of the children's short story "The Village Leader" from English to Indonesian. The study found that literal translation was the only translation procedure used in the translation of the story. Literal translation is a direct translation procedure that translates word-by-word processes with consideration towards the grammar and idiomatic structures from the source language to the target language. The high frequency of literal translation usage in this study suggests its importance in maintaining the original meaning and context of the story, ensuring that the translated version is easily understood by the target audience, especially children. The study highlights the importance of translation in bridging linguistic and cultural gaps, especially in the context of children's literature. The research method used in the study, which involved qualitative analysis and content analysis, was appropriate for in-depth understanding of the messages, values, and social context contained in the story.

Pendidikan Karakter Mandiri dalam Wacan Bocah Majalah Panjebar Semangat 2023

Panjebar Selamat Magazine is a Javanese language magazine that provides various kinds of reading material, the contents of which contain character education values. Character education is the main thing, it is hoped that character education can become the most important foundation for Indonesian children to have good dignity. This research aims to explain the description and analyze the values ​​of character education in the children's discourse of Panjebar Spirit magazine. This research uses a sociological theoretical approach. The method used is qualitative descriptive analysis theory. The source of data used in this research is children's stories in the Panjebar Spirit magazine. The data used in this research are excerpts from children's stories in the Panjebar Spirit magazine. The instruments used were the researchers themselves and supporting instruments, namely the Panjebar Selamat magazine, books and stationery. Techniques for collecting data using reading, note-taking and describing techniques. The method of data analysis used in this research is by collecting data, classifying data, presenting data, and concluding data. The results of this research are independent character education, there are four parts, namely: hard work, creativity, discipline, and courage.

How not to talk about it: Using digital storytelling with children with anxiety

This paper explores the benefits and challenges of using digital storytelling (DST) in mental health research with children. By using DST to centre children's experiences, the study empathetically deepens our understanding of children's complex mental health issues. DST involves a gradual process that fosters safe self-expression and imaginative storytelling. The DST process can help convey difficult or stressful stories coherently and creatively to support both researchers and participants in understanding mental health issues. However, a narrow focus on neat endings and resolutions may limit authentic expression, indicating a need for more open-ended narrative structures to capture the complexities of children's mental health experiences.This is a story about three stories. This is also a story about the discoveries and challenges of working alongside children (ages 10–13) as they used digital storytelling to share their anxiety experiences through short self-made videos. Our journey began with two questions: How would children portray their anxiety through digital storytelling? What aspects of the digital storytelling process would be the most fruitful for both participants and researchers, and why? In this paper, we weave three of the children's stories within our own narrative of using digital storytelling as a research tool to better understand children's experiences of anxiety. Rather than present the children's stories as the results of our research, we use their stories as springboards for articulating and interrogating digital storytelling as a tool for understanding anxiety. We intertwine the first-person accounts of each child with our academic prose, deliberately highlighting the different ways of knowing that our approach enables.

Wall(ings): The early childhood story(ings) they tell

In putting posthuman theories to work, we shift our gaze beyond the human in two early education classrooms to imagine walls as palimpsests. By thinking-with palimpsests, we imagine walls as multi-layered agentic objects that do more than hold shifting configurations of documentation. Thinking-with walls as palimpsests enables us to make-sense of walls in relation to the past and present through multiple materialities, spaces and times. With this experimental and playful writing, we story wall encounters through stretching our attention to the everydayness of the human-non-human-more-than-human life of walls. In offering up two wall stories, we move our gaze to zoom in and out of walls’ mundanities to materialize encounters. Other kinds of knowledge can be made and remade with different kinds of noticing that take seriously non-human mundanities of time, space and matter with wall storyings. Taking a seriously playful, and speculative, approach we leave our musings of the wall stories unfinished so that new knowledge, and unthought thoughts can be made. We offer provocations for you, dear reader, to take into dialogue with your own walls.

Reflection of traditional European fairy tales in children's stories by Roald Dahl

Reflection of traditional European fairy tales in children's stories by Roald Dahl

소파 방정환의 아동 교육 연구

Objectives The purpose of this study is to examine the basic structure of Donghak thought that influenced the theories of childhood education and how childhood education was formed in Donghak thought. In particular, it will consider and comprehensively shed light on Bang Jung-hwan's childhood education, which was influenced by Cheondogyo. Therefore, the aim is to reveal the educational significance of Bang Jung-hwan's theories of childhood education. Methods As a method of literature analysis, each Donghak scripture and collection of works, Bang Jeong-hwan's books and academic literature were analyzed, and the research content on Bang Jeong-hwan's children's education was specified through other Bang Jeong-hwan-related fairy tales, children's songs, magazines, and newspapers. Results Regarding educational content theory, he believed that any content helpful to children's growth and development was sufficient and emphasized three areas of art: children's stories, children's songs, and drawings. With respect to educational methodology, he did not unilaterally plant the educator's ideas but maintained the principle that the educator should only play a role in helping the educatees grow. In terms of educational history, the biggest difference between traditional education and new education is determined by whether the target of education is an adult or a child. Conclusions Our traditional view of the children was that they were passive beings who were subject to instruction or enlightenment from the older generations represented as teachers or pioneers rather than viewing children as independent individual human beings. However, Bang Jung-hwan understood children as beings with independence, autonomy, and potential. He believed that the world of children is independent of the world of adults and that they have the potential to build a new and better world on their own as long as there is no interference or interruption from adults.

Conceptual subordination in the oral retelling of Spanish-speaking children

Although retelling as a technique to assess narration has been widely used, the input modality seems to impact in different ways on the elicited text, generating a debate about the biases that may appear. To contribute to this discussion, the objective of this study is to describe the development of conceptual subordination and its forms of coding in the oral stories of Spanish-speaking children as well as its relationship with the source text. The stories of 28 five-year-old Chilean school children collected through a retelling task were studied. The analysis consisted of firstly assessing the production of conceptual subordination through the identification of asymmetric links between states of affairs. Then, the encoding forms that instantiated these links were classified. Finally, indices were constructed and applied to compare the children’s texts with the source text. During the comparative analysis with the input, three qualitative categories emerged: similar production, reformulation and new link. The results showed that the participants’ stories present significantly less production of conceptual subordination link than the source text. However, the children were able to create new links that were not presented in the story and reformulated others, as evidence of an interpretive process that goes beyond the mere reproduction of the input in these types of tasks. Regarding the encoding forms, the results were very similar between the source text and the children’s text without significant differences. Both in source texts and children’s texts, the prototypical forms of Spanish dominated, allowing us to conclude a possible input bias.

Stylistic in children's stories

Background: Stylistics examines the use of language that assesses aesthetics in children's stories. It requires stylistics to bind readers by presenting interesting stories and arousing curiosity. In contrast, stylistics in children's stories can be found if the stylistic devices are known. Purpose: The purpose of this study is to explore stylistics in children stories of five graders in SDN Kompa Design and methods: This type of research uses qualitative with a literature review method. The literature selection technique uses keywords story, device, and stylistics. Results: This study identifies various stylistic devices, such as Parallelism, Chiasmus, Antithesis, Climax, Asyndeton, Sentential adverb, Irony, Understatement, Litotes, Hyperbole, Metabasis, Hypophora, Distinction, Metanoia, Zeugma, Diazeugma, Mesozeugma, Hypozeugma, Syllepsis, Hyperbaton, Anastrophe, Appositive, Simile, Metaphor, Chatachresis, Metonymy, Personification, Apostrophe, Transferred epithet, Anaphora, Epistrophe, Simploce, Anadiplosis, Conduplication, Epanalepsis, Diacope, Epizeuxis, Scesis Onomaton, Alliteration, Onomatopoeia, Assonance, Rhetorical question, Apophesis, Anacoluthon, Oxymoron, and Antimetabole, used in children's short stories to enhance narrative appeal and expression.