Picture Storybooks Research Articles

Local culture-based picture storybooks for teaching English for young learners

This paper reports the theoretical perspectives underlying the development of local culture-based picture storybooks for teaching English for young learners. It is a library research which derives from three main sources, journal articles, reference books, and internet articles. Local culture-based picture storybooks are kinds of printed materials which basically contain stories adapted from local culture stories accompanied with visualization in the forms of pictures telling the characters and the settings to help young learners easily understand the stories. They are developed considering the good criteria of storybooks [1, 2]. The benefits of its development are (1) to improve reading skill of young learners, (2) to build children English literacy through listening to the story read by the teachers and communicating interactively with them through dialogic reading, (3) create a fun learning atmosphere which enhances motivation and participation to take part in understanding and using the language, and (4) to preserve local culture. The books are developed using a combination of model [3, 4] which has 5 main steps namely need analysis, developing product, expert validation, and quality assessment by experts and users (teachers), and main product revision.

중국 근대 ‘孟母斷機像’ 연구

The story of Mencius’ mother cutting cloth with a knife from a loom, a popular subject of paintings from traditional to modern times in China, is a visual and cultural symbol that cuts across the ages. Mencius’ mother embodied the importance of motherly duty and deeds in raising a child correctly in ancient times in China. Women’s good deeds signified the practice of virtue, and their diligent weaving works implied the practice of noble female virtue. In addition, weaving was a means of livelihood for many families.BR Images of Mencius’ mother cutting cloth with a knife from a loom were not only used as a lesson in virtue and for educational and meditation purposes in ancient times, but were also produced in association with the cultivation of the nation (Female Citizens, New People) during China’s modernization period. In other words, the image has developed and been used according to the demands and circumstances of the era.BR Modern Chinese “Images of Mencius’ Mother Cutting Cloth from a Loom” has been represented in various forms: general paintings, textbooks and textbook illustrations, calendar posters, picture storybook, printed art, decorative designs of craftwork etc.

Development of Early Childhood Unification Education Program Preparation for Unification Using a Picture Story Book

Development of Early Childhood Unification Education Program Preparation for Unification Using a Picture Story Book

Teaching Picture Storybooks via E-learning Platforms

AbstractThe picture storybooks have gone through a major transformation since their modern versions appeared in the 1950si. Modern and postmodern picture story books “have a great potential with their flexibility, based on a great variety of picture-text interplay, a wide range of themes, richness of aims and functions” (Bobulová, et al., 2003, p. 88-89). In the online distance learning course, education will be carried out on the basis of interaction between the learner and material (stored and exchanged in Moodle Platform, for instance), and between other participants in the educational process, that is, the instructor and other learners. The advantage of teaching children’s literature, especially picture story books, via E-learning platforms, is twofold: firstly, readers take their time to go through the reading materials and work on their own; secondly, it gives them space and time to prepare for the task assigned by the instructor appropriately and effectively by paying close attention to all the details, which, due to shortage of time allocated in face-to-face education (classroom environment) would be impossible. This paper presents not only advantages of such learning, but also sample tasks learners may encounter while participating in the online distance learning.

Resimli Öykü Kitaplarındaki Görseller ve Metinler Masum mu? - İletilen Doğal Çevre Mesajları

This study critically examines the natural environment messages given in the picture storybooks and it’s primarily focused on the messages given through the illustrations and the texts of the books written for preschool children. In this qualitative study where natural environment messages in the illustrations and texts were examined, case study was used. The data was collected the data by document review and examined by content analysis with the help of 3 forms, developed by the researchers.For this purpose, at the beginning of the study, books in the Children’s Library located in a leading university in a capital city in Europe were scanned. After the copies were eliminated, the remaining books were evaluated, first, whether they were directly related with natural environment, and second, whether they had living organism - natural environment interaction. As a result, a total of 58 books were analyzed by the researchers. Before analyzing the data, researchers did the reliability and validity studies. At the end of the data analysis, it was found out that the writers and the illustrators were mostly giving positive natural environment messages to young readers but in a few books, maybe unconsciously, they gave negative natural environment messages to children. Accordingly, both kinds of these environmental messages were explained thoroughly and by these messages, examples of positive/negative environmental perceptions which might occur in children were given. Recommendations were given to the writers, illustrators, publishers of the picture storybooks, preschool teachers and preschool teacher candidates who are using these picture books and researchers working in the field of preschool education.

Young children's near and far transfer of the basic theory of natural selection: An analogical storybook intervention

AbstractMisconceptions about adaptation by natural selection are widespread among adults and likely stem, in part, from cognitive biases and intuitive theories observable in early childhood. Current educational guidelines that recommend delaying comprehensive instruction on the topic of adaptation until adolescence, therefore, raise concerns because children's scientifically inaccurate theories about species may be left unchallenged for many years, allowing them to entrench and become difficult to overcome. In consequence, this investigation sought to explore whether classrooms of kindergartners and second graders could acquire a basic but comprehensive understanding of adaptation from an intervention constructed around two picture storybooks that mechanistically explain natural selection. Learning was assessed in near and far transfer contexts both immediately and a month later. Kindergartners and second graders demonstrated substantial learning of biological information; however, second graders showed pronounced abilities to near and far generalize, immediately and over time. Results suggest that causally cohesive interventions with an emphasis on mechanistic explanation facilitate children's classroom learning of complex counterintuitive scientific ideas.

PENGEMBANGAN BUKU CERITA BERGAMBAR TENTANG MITIGASI BENCANA ERUPSI GUNUNG API UNTUK SISWA SD

The background of this research is fact in the field regarding low knowledge of the community about disaster mitigation. Besides, there is no knowledge material presentation about volcano eruption disaster mitigation that routinely scheduled at schools in disaster prone areas. A media is needed to deliver knowledge material about mitigation and can be integrated in learning. This research aims to develop and determine the feasibility of picture story books about volcano eruption disaster mitigation for elementary school students in disaster prone areas. This is a Research and Development which carried out eight stages. The result of the assessments from the media expert is 85.33 (very good), material expert is 89.6 (very good), language expert is 76 (good), product test is 95.08 (very good), and application test is 88.66 (very good). All assessments average score is 86.93 converted into qualitative data is in the category of "Very Good".

Preferred argument structure in the narratives of Chinese-English bilinguals and their monolingual peers

Aims and Objectives: This paper aims to tease apart the roles of different factors that contribute to potential divergence between bilingual and monolingual speakers in the patterns of preferred argument structure (PAS) in spoken discourse. Methodology: Spoken narratives were elicited from two groups of Chinese-English bilinguals (early versus late) and their monolingual peers, using the wordless picture storybook, Frog, where are you? Data and Analysis: For each transcribed narrative, core arguments in the clauses are coded for grammatical role and information status. The data are then analyzed for conformity to four constraints that Du Bois introduced in his theory of PAS. Findings: The results revealed both similarities and differences in the PAS patterns in the narratives of the four participant groups. While the similarities provide support for the validity of the PAS theory, the differences were found to result from cross-linguistic influence, an age of second language acquisition effect, or a general effect of bilingualism. Originality: The innovative nature of this study lies in the following: (i) the examination of a new syntax–discourse interface phenomenon in bilingual development; and (ii) the intentional attempt to tease apart the effect of cross-linguistic influence and the effect of bilingualism itself on bilingual performance. Implications: Our findings suggest that it is necessary, and indeed empirically possible, to tease apart not only the effect of age of second language acquisition from the effect of cross-linguistic influence, but also these two effects from the general effect of bilingualism in bilingual development and use.

The Effect of Picture Story Books on Students’ Reading Comprehension

As a non formal education students, PKBM (a Non-Formal Community Learning Center) Medaso Kolaka students tend to encounter some difficulties in reading such as low motivation, infrequent tutors (non-formal education teachers) coming, inappropriate teaching materials, etc. This research aimed to investigate the effects of picture story books on the students’ reading comprehension and to clarify students’ perception on the utilization of picture story books in teaching reading. The research was conducted at the PKBM Medaso Kolaka by applying the experimental design. There were 15 students randomly took as the sample and they were taking a Paket B. The sample was divided into two groups, namely experimental group and control groups. The data were collected by administering a test, namely pre-test that aimed to determine the prior students’ knowledge, and the post-test that was conducted in the end of the experiment. Questionnaires and interviews were also used to collect data of the students’ perception. Then, the data were analyzed by using Pearson Product Moment assisted by SPSS 14.0. The results revealed that picture story books were able to improve students’ reading as well as the students’ interest in reading. The result showed that the utilization of picture story books had effect on the students’ reading comprehension that revealed the value of 0.025 with higher scores found in the post-test.

Effects of Listening-to-and-looking-at Picture Storybook Activities : In Terms of Matching Sound and Spelling

Effects of Listening-to-and-looking-at Picture Storybook Activities : In Terms of Matching Sound and Spelling

그림이야기책에 기초한 이야기꾸미기 활동에서 유아의 창의성 및 언어표현력에 대한 차이 분석

그림이야기책에 기초한 이야기꾸미기 활동에서 유아의 창의성 및 언어표현력에 대한 차이 분석

Migrant Students’ Emergent Conscientization Through Critical, Socioculturally Responsive Literacy Pedagogy

This article analyzes data from a summer literacy program for intermediate and middle-level children of migrant farmworkers. The program was grounded in a sociocultural perspective on literacy, stressing the importance of interaction and collaboration within socioculturally responsive pedagogy, using enabling literature to empower students. Adaptations of readers’ and writers’ workshop methods, emphasizing the significance of valuing students’ individual responses, were used throughout. The students were presented with a documentary, young adult novels, and more than two dozen children’s picture storybooks representing the lives of migrant farmworkers. Then, using their own responses to these enabling mentor texts as scaffolding, the students collaborated to create illustrated narratives about growing up as migrants. The program provided a safe space that encouraged migrant students to express their experiences and concerns—normally silenced in classrooms—during literacy tasks and empowered them to ask for support. The program demonstrated the benefits of combining socioculturally responsive critical literacy pedagogy with enabling instructional materials in the development of emergent conscientization among the students. Finally, this article shows how the migrant students’ perspectives and experiences can inform and challenge teachers, citizens, and policy makers to address the systemic injustices in the lives of migrant children.

Philosophy for children with learners of English as a foreign language

The present study intends to provide empirical evidence on the effect of Philosophy for Children (P4C) integrated with English picture storybook instruction on adolescent learners of English as a foreign language. Previous studies have documented the instructional benefits of P4C in various fields; very little evidence, however, can be found in ESL (English as a second language) or EFL (English as a foreign language) contexts. The present study was therefore carried out to explore the beneficial effects of P4C applied in EFL instruction with picture storybooks as instructional materials. A total of 62 students participated in the study, divided into one P4C group and one non-P4C group. Participants in the P4C group underwent 10 weeks of English storybook instruction with P4C in a school club, and the effects of instruction were measured by questionnaires and reading comprehension tests. Results of the study showed that students in the P4C group experienced a slightly higher level of English learning anxiety, retained higher English learning motivation after the instruction, and improved their English reading comprehension. Finally, pedagogical implications are presented.

Picture Storybooks in Teaching Chinese as a Second Language

Picture Storybooks in Teaching Chinese as a Second Language

그림이야기책의 가상놀이에서 유아들의 가상적, 상징적, 복합적 표상능력 및 언어적 표상활동의 차이 분석

그림이야기책의 가상놀이에서 유아들의 가상적, 상징적, 복합적 표상능력 및 언어적 표상활동의 차이 분석

Changing Minds With the Story of Adaptation: Strategies for Teaching Young Children About Natural Selection

ABSTRACTResearch Findings: Educational guidelines recommend a delayed, piecemeal approach to instruction on adaptation by natural selection. This approach is questionable given suggestions that older students’ pervasive misunderstandings about adaptation are rooted in cognitive biases that develop early. In response to this, Kelemen et al. (2014) recently showed that young children can learn a basic yet comprehensive explanation of adaptation by natural selection from a picture storybook intervention. However, this research was conducted in a laboratory-based setting with children from middle and higher socioeconomic backgrounds. To further explore the intervention’s efficacy, this investigation examined whether Kelemen et al.’s (2014, Experiment 2) findings extend to a more diverse sample of children tested in a more naturalistic setting, namely, after-school programs. After a 10-min picture storybook reading that described adaptation within a fictitious but realistic mammal species, 5- to 6- and 7- to 8-year-old children’s learning of adaptation was examined. Results revealed that younger and older children benefitted from the intervention; however, older children displayed pronounced learning and generalization. Practice or Policy: Findings confirm that children are capable of learning complex biological ideas and that comprehensive storybook interventions are simple but powerful teaching tools. Implications for instruction on natural selection are discussed.

A Study of Using Picture Storybooks to Increase Chinese Vocabulary of Primary School Students

A Study of Using Picture Storybooks to Increase Chinese Vocabulary of Primary School Students

Parent-child Aesthetic Shared Reading with Young Children

The participation of parents shared reading with children is a topic that has generated a lot of attention among many researchers in the world. For the use of picture story books which have caused positive impact on the child's learning process has also been recommended as the best strategies to develop children's aesthetic ability. The purpose of the study aims to investigate the effectiveness of parent-child shared reading in developing children's learning; and to investigate the key virtues of parent-child shared learning that are critical in development of child's aesthetic abilities. Ten pairs of mother-child shared reading aesthetic wordless storybook in preschool and at home were observed and interviewed. The results show the positive effects of quality accompany time, environment setting up, and skills to scaffold children within parent-child shared reading. Finally, according to conclusion of this research, suggestions for relative practical application were proposed.

Depicting Verbs and Constructed Action: Necessary Narrative Components in Deaf Adults’ Storybook Renditions

We investigated twelve deaf adults’ use of American Sign Language (ASL) in video-recorded narrative renditions of a wordless picture storybook. All of the adults had typically hearing parents and were divided between earlier and later ASL acquisition. Specifically, we analyzed their use of depicting verbs, constructed action, lexical signs, and combinations of these components as they navigated among multiple perspectives. Participants rendered these perspectives in similar yet individualized ways regardless of sign language experiences. We present qualitative descriptions of and the quantitative patterns found in their use of these components. We suggest that educators of signing deaf children can embed these components in their instructional practices to meet their students’ language needs.

Preservice Teacher and Interpreter American Sign Language Abilities: Self-Evaluations and Evaluations of Deaf Students' Narrative Renditions.

In deaf education , the sign language skills of teacher and interpreter candidates are infrequently assessed; when they are, formal measures are commonly used upon preparation program completion, as opposed to informal measures related to instructional tasks. Using an informal picture storybook task, the authors investigated the receptive and expressive narrative sign language skills of 10 teacher and interpreter candidates in a university preparation program. The candidates evaluated signed renditions of two signing children, as well as their own expressive renditions, using the Signed Reading Fluency Rubric (Easterbrooks & Huston, 2008) at the completion of their fifth sign language course. Candidates' evaluations were compared overall and across 12 sign language indicators to ratings of two university program professors. Some variation existed across ratings for individual indicators, but generally the candidates were aware of and could accurately rate their own abilities and those of two signing children.