scholarly journals The Type of 'Courage' Described in Picture Books and Early Childhood Educational Value Exploration

2016 ◽  
Vol 12 (6) ◽  
pp. 139-167
Author(s):  
SooKyung Yoo ◽  
HyeKyoung Chae
Keyword(s):  
Early Childhood ◽  
Picture Books ◽  
Educational Value

Using Multicultural Picture Books to Promote Racial Justice in Urban Early Childhood Literacy Classrooms

2018 ◽  
Vol 54 (8) ◽  
pp. 1058-1084 ◽  
Author(s):  
Terry Husband
Keyword(s):  
Early Childhood ◽  
Picture Books ◽  
Census Data ◽  
Early Childhood Teachers ◽  
Racial Awareness ◽  
Racial Justice ◽  
Approaches To Teaching ◽  
Race And Racism ◽  
Racially Diverse ◽  
Early Childhood Literacy

Recent census data indicate that student populations in U.S. classrooms continue to become increasingly racially diverse. Despite these changes, many early childhood teachers remain reluctant to teach children about race and racial justice. In this article, I argue that multicultural picture books can and should be used to promote racial awareness and racial justice among young children. I discuss reasons why early childhood teachers should abandon colorblind approaches to race and racism in their classrooms. Then, I provide a framework of multiple approaches to teaching children about race through multicultural picture books. Practical considerations are presented.

Metaphor Analysis of Picture Books among Pre-Service Early Childhood Teachers

2016 ◽  
Vol 17 (4) ◽  
pp. 295-317
Author(s):  
Jo-Eun Lee ◽  
Tae-Kyung Kim ◽  
Hea-Soog Jo
Keyword(s):  
Early Childhood ◽  
Picture Books ◽  
Early Childhood Teachers ◽  
Metaphor Analysis

How do teachers use picture books to draw on the cultural and linguistic diversity in their classrooms?

2013 ◽  
pp. 44-50
Author(s):  
Marilyn Blakeney-Williams ◽  
Nicola Daly
Keyword(s):  
Early Childhood ◽  
Group Work ◽  
Picture Books ◽  
Linguistic Diversity ◽  
Picture Book ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Book Selection ◽  
Cultural And Linguistic Diversity ◽  
Diverse Classroom

Picture books are ubiquitous in Western early childhood and primary settings. This article explores how picture books are being used in culturally and linguistically diverse settings, by describing and exploring the practice of two New Zealand teachers who use picture books extensively in their classrooms. Findings from interviews, observations, reflections, and collaborative workshops indicate the power of picture books within a diverse classroom population and the importance of several factors: the personal resonance of picture book selection, exploration of language structures and vocabulary, and the importance of using group work in activities across the curriculum in response to picture books.

scholarly journals STEM in English for Early Childhood Ecological Awareness in China

2019 ◽  
Author(s):  
Wenxiao Zhao
Keyword(s):  
Early Childhood ◽  
Picture Books ◽  
Mobile Apps ◽  
Video Camera ◽  
Mobile App ◽  
Early Years ◽  
Language Background ◽  
Ecological Awareness ◽  
And Mathematics ◽  
One Year

Changes in curricula, publication policy and information technology, notably in China have led to concentrations in the role of STEM (science, technology, engineering and mathematics) education in early childhood and applauded to proliferations of imported up-to-date reading materials and mobile apps in English. This paper proposes a longitude study of a Chinese toddler learning STEM by reading picture books and playing with tablet and suggests new horizons in parenting and in STEM education during children's early years. The present study carried out from 2016, when the participant reached one year old, eligible to learn to speak and to concentrate on the picture books read by parents who had filled a language background questionnaire with information on themselves and the participant. Tablet playing brought about for the two-year-old toddler and collections of STEM books in English was added for the second year. Data collection lasted for two years with an iLab video camera, capturing utterances and motions for five minutes per week transcribed by VoiceScript software. Tests were given quarterly at private home by tapping in mobile app "Bilingual Child Learning" which consists of 20 basic STEM themes before scores were collected. Findings indicate that (1) it is accessible for children of very early years to be engaged in English STEM resources, (2) kids' limited English dominance does not impede learning STEM, (3) and to think in English in early STEM contributes to children's English.

scholarly journals STEM EDUCATION FOR SUSTAINABILITY OF EARLY CHILDHOOD IN CHINA

2019 ◽  
Author(s):  
Wenxiao Zhao
Keyword(s):  
Early Childhood ◽  
Stem Education ◽  
Picture Books ◽  
Mobile Apps ◽  
Video Camera ◽  
Mobile App ◽  
Early Years ◽  
Education For Sustainability ◽  
Language Background ◽  
And Mathematics

Changes in curricula, publication policy and information technology, notably in China have led to concentrations in the role of STEM (science, technology, engineering and mathematics) education in early childhood and applauded to proliferations of imported up-to-date reading materials and mobile apps in English. This paper proposes a longitude study of a Chinese toddler learning STEM by reading picture books and playing with tablet and suggests new horizons in parenting and in STEM education during children's early years. The present study carried out from 2016, when the participant reached one year old, eligible to learn to speak and to concentrate on the picture books read by parents who had filled a language background questionnaire with information on themselves and the participant. Tablet playing brought about for the two-year-old toddler and collections of STEM books in English was added for the second year. Data collection lasted for two years with an iLab video camera, capturing utterances and motions for five minutes per week transcribed by VoiceScript software. Tests were given quarterly at private home by tapping in mobile app "Bilingual Child Learning" which consists of 20 basic STEM themes before scores were collected. Findings indicate that (1) it is accessible for children of very early years to be engaged in English STEM resources, (2) kids' limited English dominance does not impede learning STEM, (3) and to think in English in early STEM contributes to children's English.

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