Fairy Tale Books Research Articles

DEVELOPING THE INTERACTIVE MAGIC AR BOOKS WITH GAMIFICATION FOR PROMOTE STORY BOOK

Children today tend to be more interested in playing with mobile phones than reading storybooks. The Interesting fairy tales from legends and traditional children's stories tend to be in the form of storybooks. And parents in the past often read fairy tales to their children. However, in modern times, each of them is busy with their mobile phone. Therefore, there is a need for a solution so children can be interested in reading fairy tale books without reducing the pleasure of playing games. The purpose of this research is to develop more interactive storybooks with Augmented Reality technology. The research method used is experimental research which starts from collecting data on needs through questionnaires and interviews with related parties, then analyzes and designs and manufactures prototypes which will be evaluated by usability testing and heuristic evaluation. From previous research, Augmented Reality technology has been widely applied in learning material. in schools and universities and also applied to the introduction of museums. From the storybooks themselves, there are already some who have implemented Augmented Reality or Gamification in applications. However, there is still no interaction between the user and the storybook. Therefore, this study develops an AR BOOK application where users can read storybooks while playing with Augmented Reality technology. The evaluation results show that the AR Book application can attract users to read stories from the application and users are entertained by this AR Book application. So it can be concluded that the addition of Augmented Reality and Gamification technology can attract the attention of users to read storybooks in a different way. For further development, traditional stories can be developed so that they can be better known by the younger generation.

Instilling the System of Values in Preschool Children in the Cultural and Educational Space

The research was conducted in order to establish the most effective ways of forming a general system of values in preschool children. Emphasis is placed on the unification of methods of moral and ethical education of 3-6-year-old children, and the development of educational model that would contribute to the child's optimal understanding of basic moral principles of mankind. In this regard, the experiment was conducted on a research group consisting of 710 children aged 3-6, which also included 192 parents and 50 teachers. In addition, 52 books of short stories and fairy tales were selected for the study, on the basis of which the main value preferences and orientations of preschool children were determined. According to the preferences of children, parents or teachers, certain texts were selected from the defined 52 stories and fairy tales for detailed textual analysis for children to differentiate the most common moral values, the range of which was also clearly defined and limited to 20 concepts. As a result of the study, children often paid attention to the values of happiness, peace, cooperativeness and honesty. Beauty, kindness, friendship and purity also attracted significant attention of preschoolers. However, for example, avail, humility, tolerance, hospitality and respect were rarely emphasized by children. Patriotism as a value has generally gone unnoticed. The results of the study might be used as auxiliary material for teachers in the preparation and selection of teaching materials in terms of value orientations in preschool children, as well as in the parents’ choice of children's literature that would clearly reflect the inner world of the child and be understood in terms of axiological component.

Masallarda Yer Alan Çatışmalara İlişkin Bir İnceleme: Aytül Akal’ın Okul Öncesi Masallar Dizisi Örneği

Bu çalışmanın amacı, Aytül Akal’ın okul öncesi masallar dizisindeki masallarda öne çıkan çatışmalara ilişkin bir inceleme yapmaktır. Çalışma kümesi, Aytül Akal tarafından yazılmış okul öncesi masallar dizisindeki 20 masal kitabından oluşmaktadır. Çalışma verilerinin toplanmasında doküman inceleme tekniği kullanılmış ve elde edilen çalışma verilerinin analizinde içerik analizinden faydalanılmıştır. Çalışma sonuçları, çalışma kümesindeki masallarda yer alan ana karakterlerin bir kısmının insan, hayvan ve bitki şeklinde canlı varlıklardan oluşurken, bir kısmının da cansız varlıklardan oluştuğunu göstermiştir. Çalışma kümesindeki masallarda öne çıkan çatışmaların yaşanma nedenleri değerlendirildiğinde; masallarda en fazla farklı değer algısı, ardından eğlenme isteği ile güç gereksinimi ve sonrasında özgür olma ve kaynak kısıtlılığı nedeniyle çatışmaların yaşandığı ortaya konmuştur. Masallarda öne çıkan çatışmaların çözümlenmesi sürecinde ise davranışın sonucuyla yüzleşme, başka fikirlerle uzlaşma, işbirliği içerisinde olma ve duruma uyum sağlama şeklinde değişen çözüm biçimlerine başvurulduğu saptanmıştır. Çalışmada, Aytül Akal’ın okul öncesi masallar dizisinden incelenmiş olan masalların çatışmaya ilişkin unsurlarının okul öncesi dönem çocuklarına salık verilebilecek bir yapıda olduğu sonucuna ulaşılmıştır.

유아 장애이해교육에 사용된 그림동화책의 장애패러다임 분석

유아 장애이해교육에 사용된 그림동화책의 장애패러다임 분석

Forming of children's creative imagination by animated cartoons and fairy tale books

Currently, there has been a big change in the form of spending free time because a large part of the average person's life is occupied by the Internet. Every day we browse pages, watch programs, movies and series. Activities involving children have also changed. Today, full playgrounds or libraries are a rare picture. The youngest generations absorb visual content much more often - various types of animated cartoons, which they often watch several hours a day. Sometimes cartoons are also used by parents as a form of bribery or as a kind of seizing the child's attention for some time. The purpose of this article is to find the answer to the question of how the form of content (text, movie), inspiring the creation of artistic products, affects the creative imagination of a child. At the beginning we present the scientific position in this matter, and then the results of our own research. As a tool in the research, the Kate Franck Drawing Completion Test was used, which measures the imagination of the examined person, and then the method of product analysis was used, , referring to the category of creative imagination. Two groups of children from the second grade of primary school took part in the study and were asked to create drawings after learning the presented content. For one group a fairy tale was presented in the text form, but for the second group: in the form of the animated cartoon. Students from the group listening to the story read from the book, on the created drawings added a lot of original ideas, variously presented the reality of the fairy tale heard, in contrast to the second group, in which the drawings of all students were very similar to each other. The results of the study indicate that cartoons in a form of the movie much less stimulate children to use their creative imagination, than fairy tales in a text form, which allows them to activate their creative potential.

PERANCANGAN BUKU DONGENG “PARAMYTHI OF LILY AND GIANT SNAKE” BESERTA MEDIA PROMOSINYA

The reason for this research is to know about fairy tale book which can take interest for consument and good for children about 4-7 years old, so it can be applied to Indonesian folklore “Paramythi of Lily and giant snake” as a media to conserve Indonesian folklore. Quantity and quality research such as observation, study literature and interview. Folk lore is a story formed between a fictional thinking and reality, to become a story line which contain the meaning of life and to interact with others. A traditional story who try to explain about the world and the legacy in local country. Folklore is a partial of culturistic and history which belongs to Indonesia. The result form the research shows that fairy tale / folklore story has started to be forgotten and considered old in this modern era. Basically, Indonesia folklore is teaching about character building or moral education and as entertainment. From the survey result, Indonesian still assume that fairy tale book is important and they like rather a fantasy tale with a cute character design in modern backgorund. Most of them like the international fairy tale rather than the local. Things that they think important in fairy tale book is the story line, then design and colour, and the last is book cover. Interactive fairy tale book is chosen as the solution the consument wanted than the common one. The reason they like international fairy tale is because the illustration design are intersting and the story line consist of great morale and easy to understand.

The Way to Rio Luna by Zoraida Córdova

Reviewed by: The Way to Rio Luna by Zoraida Córdova Natalie Berglind Córdova, Zoraida The Way to Rio Luna. Scholastic, 2020 [336p] Trade ed. ISBN 9781338239546 $17.99 Reviewed from galleys Ad Gr. 4-7 Eleven-year-old Danny is passed from home to home in foster care, always getting in trouble for his unwavering belief in magic. Two years ago, his sister disappeared without a word; when Danny takes a school trip to the New York library, he is led by golden arrows to the original copy of The Way to Rio Luna, a book of fairy tales his sister repeatedly read him. With the help of Glory, an archeologist’s niece, Danny must enter the tales of the story and collect the last page from each in trials that could lead him back to his sister, if the Shadow Queen doesn’t stop him first. Córdova lovingly references other fantasy fiction—Danny is obsessed with Peter Pan and Alice’s Adventures in Wonderland, and Leigh the Bard (a hat tip to YA author Leigh Bardugo) is one of the characters Danny meets from the fictional fairy tale book. Unfortunately, the plot logic is strained at times, and Córdova struggles to breathe life into the tropes of the well-worn storyline. Names like Shadow Queen and Forever Gardens give the story a generic feel, failing to distinguish it from other fantasy portal worlds like Collins’ Gregor the Overlander (BCCB 1/04) or book-based fantasies such as Funke’s Inkheart (BCCB 3/04). Readers already passionate about magic may still want to add this to their collections of portal fiction, wherein kids can necessarily escape from some of the pressures of the real world. Copyright © 2020 The Board of Trustees of the University of Illinois

Design of Imperceptible Metamer Markers and Application Systems

This paper presents a application system using imperceptible metamer markers. The proposed system is based on metamer markers that are invisible to the human eye but visible to infrared (IR) cameras. The metamer means the indistinguishable colors with different spectrums. RGB cameras cannot capture the different spectrums of metamer markers, but IR cameras can detect the metamer markers printed under the color image. This paper describes how to create metamer markers using a ordinary color printer. First, uniformly select color samples from the RGB color space, analyze the visibility of RGB colors and metamer color printed by the printer, and then design a color mapping model between color printers to produce the effective metamer color. After confirming successful detection of a metamer marker under various infrared lightings and filters, the exact color differences were analyzed and the validity of the proposed method was clarified. To verify its applicability, a prototype of fairytale book was published and demonstrated as an AR-book. The metamer markers are expected to be very useful for AR applications, projector-camera systems, human-computer interaction systems, and so on.

PENGUATAN PENDIDIKAN KARAKTER ANAK USIA DINI PADA BUKU KUMPULAN DONGENG PAUD KEISTIMEWAAN BINATANG

The results of this research are first, the early childhood book Tales Collection: Privilege of Animal presents five reinforcement of character education, namely religious, nationalist, independent, mutual cooperation, and integrity characters. Each of these characters is presented in fairy tales in the book, represented by animal figures which are be the main characters in storytelling. The five strengthening of this character education is presented in interesting fairy tales from the aspects of narration, content, and illustrations which the impact makes children love with the fairy tales of this book. This feeling of love that makes the process of strengthening character education happen. Second, the strengthening of character education is formed through the love of early childhood with the tales in this book, so that young children are enthusiastic when reading this fairytale book. This enthusiasm makes early childhood love stories in the fairy tales. This fondness then makes young children understand the contents of fairy tales, which then conditions young children to reflect, that is connecting the contents of the story and the value of characters in fairy tales with the daily life of children. From this the children then strengthened the character education of religious, nationalist, independent, mutual cooperation, and integrity in children. From here, the process of strengthening character education is formed and takes place with the media of early childhood Fairytale Book Collection: Privilege of Animals.

A Bibliographical Study on Sopa’s Fairy Tale Book Published during Liberation Period

A Bibliographical Study on Sopa’s Fairy Tale Book Published during Liberation Period

Disability Awareness Improvement Program Development for Elementary School Students Using Fairy Tale Books in Korea

Disability Awareness Improvement Program Development for Elementary School Students Using Fairy Tale Books in Korea

Connecting Science with Story Tale: How Sainsmatika Story Tale Book Decrease Science Anxiety of 4th Graders Student

This study investigating the effectiveness of using Sainsmatika story tale book towards student science anxiety. The study were an experimental research with pretest-posttest control-group design, involving 122 fourth-grade students in one of the district in Indonesia. Characteristically, this research employs quantitative data which were collected from the questionnaire results regarding science anxiety. The data were analyzed using statistical methods to calculate the values and determine the frequency as well as the mean of pretest and posttest scores in control and experimental classes. To determine the effectiveness of using fairytale books to reduce students’ science anxiety, the one-way analysis of ANOVA was used with a significant difference at the level of Sig < 0.05. The results of this study reveal that the use of sainsmatika-based fairytale books is effective to reduce science anxiety of the fourth-grade students with significancy 0.00 (<0.05).

Examining the use of picture books in preschool education institutions

Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Examining the use of picture books in preschool education institutions The present study aims to examine the use of picture books in preschool classes. Case Study, a qualitative research method, was employed as the research method. The data were collected through video recording, semi-structured interviews, and documents. They were analyzed by means of document and descriptive analysis techniques. The research findings revealed that the books in the classes were generally composed of the picture books in the form of series and fairy tale books. Teachers participating in this study thought that books were not sufficient in most classes and that in addition to the books present in the classes, there should be more books related to science. The research findings showed that when children are read informative picture books, they display more distracted behavior compared to when narrative picture books are read. However, when examined in general, distracted behavior by children while the teacher reads were understood to be associated more with the strategies that the teacher uses while reading. The most remarkable finding of the study was that the teachers made a limited eye contact with the children while story reading, they did not adjust their tones according to the characters and carry out an activity except asking questions about the story in the post-story reading process. Information about Author(s)* Author 1 Author (Last name, First name) Adak Özdemir, Atiye Affiliated institution (University) Pamukkale University Country Turkey Email address aadak@pau.edu.tr Department & Rank Corresponding author (Yes/No) Write only one corresponding author. Author 2 Author (Last name, First name) Hıdır, Filiz Affiliated institution (University) Pamukkale University Country Turkey Email address fturkseven@pau.edu.tr Department & Rank Corresponding author (Yes/No) Author 3 Author (Last name, First name) Özdemir Beceren, Burcu Affiliated institution (University) Çanakkale Onsekiz Mart University Country Turkey Email address burcubeceren@comu.edu.tr Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)

장애이해교육 동화책에 나타난 장애인 묘사 특징 분석

장애이해교육 동화책에 나타난 장애인 묘사 특징 분석

에니어그램 성격 유형을 적용한 음성군 자린고비 설화 캐릭터 개발 - 동화책 내러티브를 통한 자린고비 성격유형 분석을 중심으로 -

에니어그램 성격 유형을 적용한 음성군 자린고비 설화 캐릭터 개발 - 동화책 내러티브를 통한 자린고비 성격유형 분석을 중심으로 -

Artistic and stylistic peculiarities of the graphic work of Petro Lapyn, illustrator of the children's books in the first third of the 20th century

The beginning of the 20th century is a period of creative and printing experiments in the Ukrainian art. New generation of Ukrainian books was born in this period. The illustration of the children's books was a significant part of this process. Famous Ukrainian graphic artists, such as H. Narbut, M. Zhuk, O. Sudomora, V. Kononchuk, took part in the creation of a new Ukrainian children's book. Some little-known artists also worked with them, and their creativity was an important part of the artistic process. Petro Lapyn was one of those artists. From 1917 to 1929, he worked with the famous publishing houses, such as Vernyhora, Derzhavne Vydavnytstvo, Proliski, Knyhospilka and Rukh. Children's books, illustrated by P. Lapyn, are kept in the funds of the Pedagogical Museum of Ukraine, the National Library of Ukraine for Children, Ivan Fedorov Book Chamber of Ukraine and private collections. We have found about 30 of his projects. But the information about the artist himself and his life is quite limited. One of the first books he illustrated was the poem of S. Rudanskyi «Vovk, Sobaka ta Kit» («The Wolf, the Dog, and the Cat»), published in black and white in 1918. This early Petro Lapyn's work revealed his artistic outstanding peculiarities: vibrant linear drawing, harmonious combination of text and illustrations, variety of graphic techniques and skills in the representation of characteristic features. The high point of the artist's career is the illustration of «Crows and Owls», I. Franko’s fairy tale, printed in 1926 (Kharkiv, Rukh). It demonstrates the animalistic works of the artist. There are typical structural elements in fairy tale books: vignettes, drop caps. P. Lapyn uses decorative handwritten fonts and silhouette drawings for them. His graphic creations are full of emotions. Specific features of his work are: humour, emotionality, anthropomorphism, careful attitude towards literary material, and consistently high level of drawing.

The Giant Ohl and Tiny Tim by Christian Bärmann, and: Fearless Ivan and His Faithful Horse Double-Hump: A Russian Folk Tale by Pyotr Yeshov

Reviewed by: The Giant Ohl and Tiny Tim by Christian Bärmann, and: Fearless Ivan and His Faithful Horse Double-Hump: A Russian Folk Tale by Pyotr Yeshov Jan Susina (bio) The Giant Ohl and Tiny Tim. By Christian Bärmann. Translated and edited by Jack Zipes. Detroit: Tiny Mole and Honeybear-Wayne State University Press, 2019. Fearless Ivan and His Faithful Horse Double-Hump: A Russian Folk Tale. By Pyotr Yeshov. Translated and edited by Jack Zipes. Minneapolis: University of Minnesota Press, 2019. The Children's Literature Association's annual Anne Devereaux Jordan Award is given to an individual who has made significant contributions in scholarship and/or service to the field of children's literature. At the 2019 ChLA Conference, the award went to Riitta Oittinen, partly in recognition for her extensive work as a translator of English-language children's texts into Finnish. In choosing Oittinen, the first translator and translation scholar to receive this award, ChLA was both recognizing her individual contributions and reaffirming the importance of translation as a vital, although sometimes overlooked and even controversial, form of children's literature scholarship. Another important area that is sometimes given short shrift in terms of scholarship is the historical recovery and bringing back into print of significant older children's texts, accompanied by scholarly scaffolding. Thanks to Google Books and various digital archives, access to once difficult to obtain children's titles is increasingly available to scholars. But books, especially children's books, are more than literary works; they are also aesthetic objects of print culture. Important series such as the New York Review Children's Collection and Princeton University's Oddly Modern Fairy Tales are reissuing compelling older children's books in print editions. When I teach my version of the history of children's literature course, I am grateful to publishers such as Dover and Broadview Press for offering historical children's books in affordable paperback editions. My own research on nineteenth-century literary fairy tales has greatly benefitted from reprinted anthologies such as Jonathan Cott's Beyond the Looking Glass: Extraordinary Works of Fairy & Fantasy, Michael Patrick Hearn's The Victorian Fairy Tale Book, Nina Auerbach and U. C. Knoepflmacher's Forbidden Journeys: Fairy Tales and Fantasies by Victorian Women Writers, Mark West's Before Oz: Juvenile Fantasy Stories from Nineteenth-Century America, and Jack Zipes's Victorian Fairy Tales: The Revolt of the Fairies and Elves. For those who do not have convenient access to special collections dedicated to children's books, facsimile editions, such as those reprinted in The Bodley Head's Osborne Collection of Early Children's Books or Garland's Classics of Children's Literature, are invaluable. Zipes has contributed to this area of historical recovery of children's texts with two newly translated literary fairy tales, one from Germany and the other from Russia. Pyotr Yershov's Fearless Ivan and His Faithful Horse Double-Hump is the better known of the two tales. First published in 1834, it quickly became a popular story for children and adults and was eventually recognized as a classic of Russian children's [End Page 456] literature. Inspired by the verse folktales of Alexander Pushkin, Yershov published The Little Humpbacked Horse, which features Foolish Ivan, a well-known figure of Russian folklore. Foolish Ivan is the Russian equivalent of Jack in the English Jack tales. In Zipes's translation, Ivan Petrovich is the foolish but kind-hearted third son who succeeds in various seemingly impossible tasks and eventually marries the Heavenly Princess, thanks to the guidance of his faithful little horse. Zipes acknowledges that he has taken "a good deal of poetic license" (Yershov 87) in translating and transforming Yershov's poem into a prose fairy tale, while retaining its oral style. Kornei Chukovksy, the famous writer of Russian nonsense poetry and stories for children, praised Yershov's The Little Humpbacked Horse as "a work of genius" in his study of children's language, Two to Five (1933), and singled out Yershov's skillful capturing of the colloquial speech of common people (Yershov 81). The tale became so popular that it quickly appeared in multiple chapbook editions and re-entered the Russian oral...

Pengembangan Buku Dongeng Berbasis Sainsmatika untuk Meningkatkan Kemampuan Berpikir Kreatif dan Karakter Bersahabat

This research aims to develop an instructional material to improve students' creative thinking and friendliness. This study was developmental research applying the R&D model of Borg & Gall. The subjects were 124 fourth grade students in Yogyakarta Special Region, Gunungkidul. The data collected through interviews, tests, observations, and questionnaires. The appropriateness of the sainsmatika-based fairy tale book was ana- lyzed qualitatively and the effectiveness of it analyzed using a one-way MANOVA test at the significance level of 5%. The findings were as follows: (1) the appropriateness of the sainsmatika-based story tale book gets good category scores for the mathematical content aspect and very good category scores for the science content, media and lan- guage aspect also get very good category score from student-teacher responses. (2) The score of the effectiveness test using one-way MANOVA is 0,000<0.05. Therefore, sainsmatika-based story tale book is able to improve students' creative thinking skills and friendliness.

The benefits of educational tales in teacher and student perspective

This study aims to analyze teacher and student perspectives on educational fairy tales as instructional learning materials. The research was involved 20 teachers and 400 students of forth grade of elementary school in Yogyakarta Province. The data collection techniques used were questionnaires and interviews. Researcher used descriptive statistical data analysis techniques. This technique was used to describe the perception of teachers and students about the benefits of educational tales in percentage calculation. The results show that teachers and students have a high positive perspective on the presence of educational fairy tales as learning support teaching materials. It was known the teacher perspective a percentage of 91.50% and 98.00% students in terms of attractiveness of educational fairy tales. While on the aspect of the utilization of educational fairytale books as teaching materials, teachers and students provide a percentage of 92.50% and 93.00%. In its usefulness for build character value, the teacher gives the percentage of 97,75% and the student equal to 86.00% with the category of very good, then on the utilization aspect of educational fairy tale to the development of cognitive ability of the child, the teacher gives the percentage of 92.00% and for the student is 88.75% that mean very good category. This means that teachers and students, both have a high perspective that a fairy tale containing educational elements can generate a sense of interest, usefulness in learning, can be a medium of character values in children and can stimulate the development of cognitive abilities of children.

동화책을 활용한 반복읽기전략이 지적장애 학생의 읽기 유창성 및 읽기 이해력에 미치는 영향

동화책을 활용한 반복읽기전략이 지적장애 학생의 읽기 유창성 및 읽기 이해력에 미치는 영향