Pathways to Affective Accountability: Selecting, Locating, and Using Children's Books in Elementary School Classrooms

2006 ◽  
Vol 60 (1) ◽  
pp. 14-22 ◽  
Author(s):  
Nancy L. Williams ◽  
Patricia T. Bauer
Keyword(s):  
Elementary School ◽  
Children's Books ◽  
Children’S Books

Rice + Tecnhology = an Exponential Experience!

2002 ◽  
Vol 7 (7) ◽  
pp. 404-407
Author(s):  
Deborah A. Crocker ◽  
Betty B. Long
Keyword(s):  
North Carolina ◽  
Elementary School ◽  
Grade Level ◽  
Children's Books ◽  
Children’S Books ◽  
Mathematical Ideas ◽  
The Past ◽  
Technology And Literature

Using Technology in Mathematics and integrating mathematics and literature have become more common in recent years than in the past. Integrating mathematics, technology, and literature is even more powerful than combining mathematics with technology or literature alone. Using technology enables students to explore problems and mathematical ideas beyond those that might typically be found at a given grade level. Additionally, combining mathematics and literature gives the mathematics a context and enhances the literature. Many children's books lend themselves to integrating mathematics and literature. One of our favorites is One Grain of Rice (Demi 1997). We used this book in one of Phyllis Wisniewski's eighthgrade mathematics classes at Kings Creek Elementary School in Lenoir, North Carolina.

scholarly journals Biscuit and Peter and George—Oh My! Tales of a Children’s Book Doll Collector

2017 ◽  
Vol 15 (4) ◽  
pp. 27
Author(s):  
Stephanie Bange
Keyword(s):  
Elementary School ◽  
School Library ◽  
First Year ◽  
School Librarian ◽  
Children's Books ◽  
Children’S Books ◽  
Children's Book ◽  
Shopping Basket

My name is Stephanie, and I am a collector. What are my favorite things to collect? That’s easy—dolls! I bought my first Barbie when I was six years old. I was given a doll from Morocco at age seven. To this day, I continue to collect both Barbies and international dolls, but my third collection now numbers eight hundred dolls. During my first year as an elementary school librarian in 1979, I began to collect dolls based on characters from children’s books.I wanted to add some zip and zing to class visits at my school library. The previous school librarian had plugged boys and girls into listening stations with worksheets each time they came to the library. I felt my students were missing out by not hearing fantastic tales from exotic places and visiting magical worlds of wonder.Bottom line, I wanted them to experience the joy found within the covers of books. That’s when the first dolls from children’s books—Corduroy, Curious George, the Cat in the Hat, and Winnie-the-Pooh—found their way into my shopping basket and my storytelling repertoire.

scholarly journals Proverbs and Idioms in Children's Books

2017 ◽  
Vol 5 (12) ◽  
pp. 8
Author(s):  
Zeynel Hayran
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Mother Tongue ◽  
The Other ◽  
Children's Books ◽  
Children’S Books ◽  
Human Relations ◽  
School Students ◽  
Idiomatic Expressions ◽  
Document Review

In this study, it was searched for the extent to which proverbs and idioms were included in the children's books that were taught to elementary school students. Children's books which are taught at the stage of children's vocabulary enriched rapidly and significantly, present the vocabulary of the mother tongue and its universe of meaning to a child. The richness of a vocabulary provides superiority to the students in terms of human relations and their learning. Proverbs which are one of the elements that constitute the vocabulary of Turkish; are concise words that reflect society's wisdom, experiences, and expression power; idioms, on the other hand, are a stereotyped phrase which states a concept or a situation with an attractive narrative and which also has a side meaning. The method of this study is to document review. Within the scope of the study, children's books that are taught to elementary school students are described in terms of their use of proverbs and idiomatic expressions. The results obtained from the research are discussed in the light of literature, and suggestions for the researchers, teachers and authors are presented with the collected findings.

‘Here in India’: Nineteenth-Century British Women Navigating their Position in the Empire through Children's Literature

2018 ◽  
Vol 11 (2) ◽  
pp. 173-185
Author(s):  
Jesse Aberbach
Keyword(s):  
Nineteenth Century ◽  
Middle Class ◽  
Children’S Literature ◽  
Infants And Children ◽  
Children's Books ◽  
Children’S Books ◽  
Maternal Roles ◽  
Female Writers ◽  
And Control ◽  
Botanical Study

This article considers how the children's books written by two nineteenth-century female writers, Eliza Tabor and Mary Martha Sherwood, when they accompanied their husbands to India, enabled them to navigate this new environment and their position as respectable middle-class women while revealing how India was deemed a place where British childhood was impossible. Just as many women took up botanical study to legitimise their ‘otherwise transgressive presence in imperial spaces’ (McEwan 219), writing for children enabled others to engage with the masculine world of travelling and earning money without compromising their femininity. Addressing their work to children also seems to have helped both writers to deal with the absence of their own children: the Indian climate made it impossibly challenging for most British infants and children. In this way their writing gives expression to what might be termed a crisis of imperial motherhood. Underlying the texts is an anxiety relating to British settlement and an attempt to comprehend and control a place that threatened their maternal roles.

The Adult as Foe or Friend?: Childism in Guus Kuijer's Criticism and Fiction

2013 ◽  
Vol 6 (2) ◽  
pp. 205-217 ◽  
Author(s):  
Vanessa Joosen
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Age Groups ◽  
Children's Books ◽  
Children’S Books ◽  
Memorial Award ◽  
Adult Reader ◽  
Shed Light ◽  
Selection Of

Compared to the attention that children's literature scholars have paid to the construction of childhood in children's literature and the role of adults as authors, mediators and readers of children's books, few researchers have made a systematic study of adults as characters in children's books. This article analyses the construction of adulthood in a selection of texts by the Dutch author and Astrid Lindgren Memorial Award winner Guus Kuijer and connects them with Elisabeth Young-Bruehl's recent concept of ‘childism’ – a form of prejudice targeted against children. Whereas Kuijer published a severe critique of adulthood in Het geminachte kind [The despised child] (1980), in his literary works he explores a variety of positions that adults can take towards children, with varying degrees of childist features. Such a systematic and comparative analysis of the way grown-ups are characterised in children's texts helps to shed light on a didactic potential that materialises in different adult subject positions. After all, not only literary and artistic aspects of children's literature may be aimed at the adult reader (as well as the child), but also the didactic aspect of children's books can cross over between different age groups.

Life in the Open with Charles Frederick Holder

2014 ◽  
Vol 96 (2) ◽  
pp. 206-221
Author(s):  
Jane Apostol
Keyword(s):  
Natural Science ◽  
Children's Books ◽  
Children’S Books ◽  
Sport Fishing ◽  
Prolific Author ◽  
Natural Scientist ◽  
The Arts ◽  
Santa Catalina Island

Natural scientist Charles Frederick Holder settled in Pasadena in 1885. As a prolific author, lecturer, and editor, Holder was a key promoter of the region, sport fishing, and natural science. He wrote popular children’s books as well. He is also remembered as an influential figure in education and the arts and as a founder of the Tuna Club on Santa Catalina Island and the Valley Hunt Club in Pasadena and its Tournament of Roses.

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