Five-year-old Children’s Responses to Wordless Picture Books

2018 ◽  
Vol 19 (4) ◽  
pp. 53-90
Author(s):  
Eun-Ju Ahn ◽  
Jeong-Wuk Lee
Keyword(s):  
Picture Books ◽  
Wordless Picture Books

Beyond the written word: The role of text on preschool teachers’ book sharing styles

2021 ◽  
pp. 146879842098516
Author(s):  
Adina R Schick ◽  
Lauren Scarola ◽  
Silvia Niño ◽  
Gigliana Melzi
Keyword(s):  
Language Learners ◽  
Picture Books ◽  
Dual Language ◽  
Preschool Teachers ◽  
Literacy Skill ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Skill Development ◽  
Wordless Picture Books ◽  
Book Sharing

Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

scholarly journals Generic and Specific Numeral Classifier Input and its Relation to Children’s Classifier and Number Learning

2015 ◽  
Vol 19 (2) ◽  
pp. 101-127
Author(s):  
Natsuki Atagi ◽  
Catherine M. Sandhofer
Keyword(s):  
Picture Books ◽  
Numeral Classifiers ◽  
Developmental Context ◽  
Counting Task ◽  
Numerical Development ◽  
Language And Cognition ◽  
Language Input ◽  
Wordless Picture Books ◽  
Numeral Classifier

Abstract In Japanese, numeral classifiers-or measure words-co-occur with numbers in counting phrases. Th e present study characterized parent numeral classifier use and its relation to children’s classifier acquisition and number learning. Twenty-four Japanese-speaking parents and their two- to six-year-old children viewed and talked about two wordless picture books about counting to each other. Children also participated in a Counting task and Give-N task. Results revealed (1) parents’ classifier use changed in relation to children’s age and classifier use, and (2) parents’ increased use of specific classifiers was uniquely associated with children’s number understanding. These results suggest that aspects of children’s language and numerical development are related to parents’ language input, demonstrating the importance of examining the relation between language and cognition in a developmental context.

Examining meaning making from reading wordless picture books in Chinese and English by three bilingual children

2016 ◽  
Vol 18 (2) ◽  
pp. 214-238 ◽  
Author(s):  
Ran Hu ◽  
Xiaoming Liu ◽  
Xun Zheng
Keyword(s):  
Picture Books ◽  
Language Use ◽  
Meaning Making ◽  
Language Ability ◽  
Gradual Release Of Responsibility ◽  
Personal Experiences ◽  
Wordless Picture Books ◽  
Responsibility Model ◽  
Chinese And English ◽  
Gradual Release

This qualitative study examined three bilingual children’s (aged 2, 3 and 4) meaning making and storytelling in relation to five wordless picture books over a period of 10 weeks. Guided by the Gradual Release of Responsibility Model the children were asked to read each book through four stages in both English and Chinese: I Read You Listen, I Read You help, You Read I help and You Read I Listen. The results suggested that the children applied a variety of techniques in their meaning-making process and that there were commonalities among the strategies they used as well as differences due to age, personal experiences and language ability. The children interacted with these books by making different connections and prompts from adults were also useful in facilitating their storytelling. Finally, the children’s preferences for language use and their unique characteristics in storytelling were also discussed.

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