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1.
This article describes an integrated art and early literacy project entitled, ‘Picture Partners’. The main purpose of the
project was to explore how young children create and express meaning through art. Children’s responses, both written and spoken,
were included because accompanying modes of expression expand the nature and content of their drawings and inform teachers
about children’s intentions and processes of thinking. A secondary purpose was to investigate how children use illustrations
from familiar picture books as models for their own creations and whether children’s responses to stories might be enhanced
through their collaboration with peers. Partnerships were formed and participants worked in close proximity as they drew pictures
in response to a teacher directed prompt. Using qualitative, interpretative analysis, a small subset of drawings produced
by kindergarten and first grade children was examined. The results revealed that the process of drawing was influenced by
illustrations in picturebooks, peer interactions, and the artwork of partners in close proximity. The shift in emphasis away
from the interpretations of visual realism in children’s drawings towards their own purposes allowed readers to focus on the
way drawings represent meaning within children’s socio-cultural worlds. 相似文献
2.
Susanne A. Denham Hideko H. Bassett Katherine Zinsser 《Early Childhood Education Journal》2012,40(3):137-143
Young children’s emotional competence—regulation of emotional expressiveness and experience when necessary, and knowledge
of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand
the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers
of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared
to parents, early childhood teachers’ roles in socializing young children’s emotional competence have not been examined. Based
on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher
roles in the development of young children’s emotional competence. Additionally, we suggest future research focusing on early
childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research. 相似文献
3.
Ana Schaller Lisa Oglesby Rocha David Barshinger 《Early Childhood Education Journal》2007,34(5):351-356
A study of Mexican immigrant mothers of young children in the AVANCE-Dallas early childhood intervention program demonstrates
that low-educational parents often exhibit ambitious attitudes about educational achievement for their children. Though they
lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested
in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue
academic success and participate in their children’s learning. The best way to capitalize on immigrant parents’ educational
drive for their children is to partner with them—either through an intervention program or through early childhood educators’
interaction with parents—by showing them how their participation in their children’s learning through concrete activities
(such as regular mother–child conversation, daily reading, and playtime activities that teach developmental skills) may increase
their chances of achieving academic success. 相似文献
4.
Roger D. Phillips Rebecca L. Gorton Patricia Pinciotti Anuradha Sachdev 《Early Childhood Education Journal》2010,38(2):111-122
An approach to early childhood education that integrates visual and performing arts throughout the preschool curriculum—Art as a Way of Learning—was implemented in a program (Promoting and Supporting Early Literacy through the Arts) designed to improve the emergent
literacy and school readiness of at-risk young children in community-based preschool settings. A quasi-experimental pre-post
treatment-only design was used to explore this program’s potential effects in a real-world setting. Preliminary results revealed
improvements in young children’s emergent literacy on a number of targeted and standardized measures after participation in
the program. This arts-integrated approach to the teaching of and learning in young children shows considerable promise and
warrants a rigorous test of its effects. 相似文献
5.
Pauline Davey Zeece 《Early Childhood Education Journal》2008,35(6):565-569
Using an example of a toddler’s developing understanding of an apple, this article illustrates how children integrate all
elements in their interpersonal and built environments to support their emerging literacy skills. Otto (2007) and others provide evidence from emergent literacy research that documents observations and exploration by infants, toddlers,
and young children and suggest that the ways in which children participate in early literature-related activities influence
the knowledge they construct. Twenty-two children’s books—including five for apple discoverers—are recommended and reviewed. 相似文献
6.
Peggy S. Rice 《Children‘s Literature in Education》2005,36(4):343-362
This article examines the responses of eight sixth grade students discussing four realistic fiction Hispanic-American multicultural
stories with universal themes by Gary Soto in peer-led literature discussion groups. The results indicate the importance of
a reader’s sociocultural frame—class, race, and gender, on their interpretation of multicultural stories with universal themes.
As the socio-economic status and ethnicity of the students varied from those of the protagonists,’ most of the universal experiences
of the protagonists were not accessible to the students, as evidenced in the students’ interpretations of the character’s
actions. The exception was a story focusing on social acceptance. The children’s norms for physical appearance, language,
and food customs also influenced their interpretations.
Peggy S. Rice is an Assistant Professor at Ball State University, where she teaches courses in children's literature and English
language arts methods. 相似文献
7.
Trevor Owens 《Cultural Studies of Science Education》2009,4(4):929-943
One of the first places children encounter science and scientists is children’s literature. Children’s books about science
and scientists have, however, received limited scholarly attention. By exploring the history of children’s biographies of
Marie Curie and Albert Einstein, the two most written about scientist in children’s literature, this paper taps this unutilized
resource to cultivate a unique perspective on the history of gender and authority in science and science education. Through
analysis of explicit discussions of womanhood and science and implicit gendering of Curie and Einstein’s school experiences
within these books, this study demonstrates that while much has changed in how these stories are framed the gender of the
scientist is still central to how they are represented in children’s literature. 相似文献
8.
Joyce Millman 《Children‘s Literature in Education》2005,36(4):381-393
Faith Ringgold, best known for Tar Beach, her 1991 Caldecott award winning picturebook, has been addressing social issues
in her art since the early 1960s. The purchase of her Tar Beach story quilt by the Guggenheim Museum demonstrates the acceptance
of her fabric art by the fine arts community. An examination of the connections between Ringgold’s fabric art and picturebooks,
including connections between themes, characters, narrative style and her use of visual elements, points to the conclusion
that her quilts and picturebooks are related in their use of literary and fine art elements. Using Ringgold’s work as an example,
this article supports the view that picturebooks should be considered a fine art form.
Joyce Millman is an art teacher in the Philadelphia public schools and teaches in the Art Education Department at Moore College
of Art and Design. As a teacher and former Philadelphia Writing Project Scholar, she continues to explore art and literacy. 相似文献
9.
Denise D. Cunningham 《Early Childhood Education Journal》2010,37(6):501-507
Preschool classrooms were investigated to determine the extent to which quality is related to children’s literacy development.
The study included 24 classrooms of 428 prekindergarten children in a large, urban Midwestern school district. Results suggest
that global classroom quality and literacy environment quality are strongly related. Literacy environment quality and children’s
literacy abilities are also related. Differences in classroom quality were found to have an impact on children’s literacy
scores—the higher the quality, the higher the scores. This article also describes lessons learned from the investigation and
provides suggestions for teachers and administrators for improving quality to enhance literacy development. 相似文献
10.
This article explores how children can learn about environmental sciences through place-based education and children’s literature.
Recent studies suggest that there is a lack of environmental science knowledge among citizens of all ages. Scholars and educators
recommend introducing young children to the places in which they live to create an impact on how they will view and respect
the natural world as adults. Selection and use of developmentally appropriate and scientifically accurate literature can be
an effective tool to help children understand their place in and connections to the natural world. Guidelines for selecting
place-based literature are presented using the Midwest United States as an example. Twelve children’s books are recommended
and reviewed. 相似文献
11.
Kathleen O’Neil 《Children‘s Literature in Education》2010,41(1):40-51
Children’s literature has long been used by parents and teachers to impart social values and expectations as well as to entertain
children. Postmodern picturebooks jar this tradition by stimulating readers to question and rethink societal norms. However,
these books also feature many cultural attributes that hold fast: loving families are still a safe harbor after adventures,
while hard work and perseverance remain keys to success. Thus postmodern picturebooks provide a safe realm for exploration
of values and traditional mores. This article examines the use of postmodern picturebooks in classroom settings to spark discussions
that can lead to greater awareness of the world and the possibilities of students’ roles in it. The article also suggests
activities to encourage children to reflect on new ways of being and thinking on a level appropriate to their sensibilities. 相似文献
12.
Kristin M. Larsen 《Children‘s Literature in Education》2012,43(1):27-47
In this article, the author explores the richly layered double text of Kushner and Sendak’s picturebook, Brundibar (2003)—the historical context of Brundibár as a Holocaust-era children’s operetta by Hans Krása and Adolf Hoffmeister, and the present day manifestation of Brundibar as a children’s picturebook. In order to contextualize the discussion of Kushner and Sendak’s text, Brundibar’s historical origins in Nazi-annexed Czechoslovakia and its transition to the stage in the Nazi “model” concentration camp,
Terezín, is presented. An extensive semiotic analysis of Kushner and Sendak’s illustrations and text is also provided within
the framework of what Kushner (The art of Maurice Sendak: 1980 to the present, 2003) terms “a world of trouble and woe and worse” (p. 210). Furthermore, the author discusses the development of Sendak’s Hitlerian
Brundibar and the struggles that both Kushner and Sendak faced as they considered how to portray the story’s antagonist, given
their somewhat differing conceptions of which difficult themes and topics children should be exposed to during childhood.
To round out this discussion, the author explores pedagogical implications for teachers as they read difficult texts, particularly
Holocaust texts, with children. 相似文献
13.
Children’s picture books dealing with the topic of child sexual abuse appeared in the 1980s with the aim of addressing the
need for age-appropriate texts to teach sexual abuse prevention concepts and to provide support for young children who may
be at risk of or have already experienced sexual abuse. Despite the apparent potential of children’s picture books to convey
child sexual abuse prevention concepts, very few studies have addressed the topic of child sexual abuse in children’s literature.
This article critically examines a selection of 15 picture books (published in the US, Canada and Australia) for children
aged 3–8 years dealing with this theme. It makes use of an established set of evaluative criteria to conduct an audit of the
books’ content and applies techniques of literary discourse analysis to explain how these picture books satisfy criteria for
child sexual abuse prevention. The analysis is used as a way to understand the discourses available to readers, both adults
and children, on the topic of child sexual abuse. Key themes in the books include children’s empowerment and agency, and the
need for persistence and hope. 相似文献
14.
The Ministry of Education and Culture in Zimbabwe has introduced an intervention into the school curricula to complement the
already existing mechanisms in the fight against HIV/AIDS. The literature in this programme is said to be designed to develop
children’s knowledge of HIV/AIDS and to maximise both individual and community commitment to the safest protective behaviour
possible. This paper argues that despite the Ministry’s efforts there is a dearth of such literature which would depict human
relations and experiences in the context of HIV/AIDS in the corpus of Zimbabwean children’s literature in schools. It proposes
that more fiction about HIV/AIDS could effectively complement the current non-fictional texts used in most Zimbabwean schools.
This paper seeks therefore, to clarify the need for fictional narratives in which the disease plays a part since they will
provide the main context in which young children learn to cope with the realities associated with HIV/AIDS through education.
It posits that Zimbabwean children’s literature should also depict the conceptual framework within which health, human interaction
and sexuality are understood in relation to the epidemic.
Hazel Tafadzwa Ngoshi is with the department of English and Communication, Midlands State University, Zimbabwe. She teaches
Renaissance and 20th century English literature and autobiography. A holder of a Master of Arts degree in English from the
University of Zimbabwe, her research interests include children’s literature and autobiography. Currently, she is writing
a book on Zimbabwean female (auto) biographies.
Juliet Sylvia Pasi holds a Master of Arts degree in English from the University of Zimbabwe. She teaches Communication and
African literature in the department of English and Communication at the Midlands State University, Zimbabwe. Currently, she
is researching on aspects of orality in Zimbabwean children’s literature and the mediation of gender identities in African
literature. 相似文献
15.
In this paper we explore the portrayal of the “authentic” past in children’s literature in Ghana, as well as the problems
it poses for the achievement of the broader goal of moulding children to fit into tomorrow’s society. We look at two main
aspects: the social and moral settings portrayed in selected books. The social order refers to the time and place in which
the story is set, as well as the nature of social organization pertaining to this setting. The moral order denotes the moral
and psychological implications of the physical and social environment. Based on these criteria, we examine some unsuccessful
texts and contrast them with successful ones. Our aim is to explore how tradition, more broadly conceived, can be effectively
used in children’s books in order to combine the goal of cultural preservation and transmission with other equally lofty ones
such as stimulating children’s imagination, arousing and sharpening their perception, developing their sense of observation
and critical thinking, and shaping their emotional potential. 相似文献
16.
This study examines young children’s ideas about natural science phenomena and explores possibilities in starting investigations
in kindergarten from their ideas. Given the possibilities inherent in how young children make sense of their experiences,
we believe it is critical to take children’s perspectives into consideration when designing any activities, and ideally, to
design activities from their perspectives and understandings. Specifically, this research focuses on 5- and 6-year old children’s explanations of
rainbows, and there are three main findings. First, our analysis demonstrates that opportunities to discuss their ideas revealed
children’s different perceptions of the phenomena of rainbows. Secondly, this research emphasizes that peer-to-peer interaction
in the co-construction of science concepts provided support to the children to learn from, and with, each other. Third, children’s initial explanations provided the teacher-researcher (second author) with a starting point
to scaffold her teaching from. Although rainbows are quite an abstract topic to try to reproduce in the classroom, the children
demonstrated their often sophisticated understandings of natural science phenomena, as well as their creative ideas as related
to rainbows. In order to foster an appreciation of themes in natural science, it is crucial to build from what children already
know and can do, and to use these emergent theories and considerations in designing curriculum. Thus, we draw implications
for the importance of teaching science at the early childhood level and for using children’s ideas as starting points in planning
instruction. 相似文献
17.
This article provides suggestions on ways in which science process skills can be taught in a meaningful context through children’s literature. It is hoped that the following examples of how process skills can be taught using children’s books will provide a starting point from which primary teachers can create additional examples. Many possibilities exist within the world of children’s literature to develop process skills in a meaningful way. 相似文献
18.
The determinants of private tutoring participation and attendant expenditures in Korea 总被引：2，自引：0，他引：2
With the growing worldwide prevalence of private tutoring, the causes and effects of private tutoring have been drawing increasing
attention both academically and policy wise. This study intends to draw policy implications by investigating the determinants
of private tutoring participation of school-aged children and expenditures per child for such private tutoring. The logistic
regression (for participation), OLS, and F.E. panel models (for expenditures) were adopted for the analysis, using the Korean
panel data. The empirical findings indicate that private tutoring for children—both in terms of participation and expenditures—has
a positive correlation with the mother’s educational attainment (preference effect), a negative correlation with the mother’s
employment status (time constraint effect), and a positive correlation with the household income (income effect). 相似文献
19.
Toni Downes 《Education and Information Technologies》1996,1(3-4):191-201
This paper presents the findings of a recent research project into children’s access to and use of computers in their homes.
The study involved over 400 children who regularly used a computer at home. The children were aged between five and twelve
and came from a variety of social, economic and cultural backgrounds in urban Sydney. Significant themes that emerged from
the discussion included issues of equity and access, the variety of use of computers, the ways children learned to use them
in their homes and children’s perceptions of differences between computing at home and at school. Each of these themes is
discussed in terms of the implications for schools and teachers. 相似文献
20.
David Lewis 《Children‘s Literature in Education》2007,38(4):263-275
In this article David Lewis talks to Posy Simmonds about her career in illustration, cartooning and the writing and illustration
of picturebooks. Together they discuss her early experience of working as an illustrator for newspapers and magazines; her
first attempt at creating a weekly adult cartoon strip and her subsequent career as a regular contributor to the Guardian newspaper. They consider her approach to writing and drawing picturebooks; the balance of realism and fantasy in her work;
her mastery of colour effects; her liking for drawing cats and her attempts to capture the truth of a situation in pictures
and words.
David Lewis has been a teacher in primary and secondary schools, an educational researcher, and lecturer in education at Goldsmiths’
College, London and the University of Exeter. He has written a number of articles about children’s picturebooks and is the
author of Reading Contemporary Picturebooks: Picturing Text. He is a member of the UK editorial committee of Children’s Literature in Education. 相似文献