The Erudition Meaning of Picture Books for Future Education -Focus on Yoko Sano's picture book.

2021 ◽  
Vol 11 (4) ◽  
pp. 99-123
Author(s):  
Eunhwa Lee ◽  
◽  
Seonggil Kim
Keyword(s):  
Picture Books ◽  
Picture Book ◽  
Future Education

scholarly journals Where the Wild Things Are

2003 ◽  
Vol 48 (1-2) ◽  
pp. 128-141 ◽  
Author(s):  
Riitta Oittinen
Keyword(s):  
Picture Books ◽  
English Language ◽  
Picture Book ◽  
Target Language ◽  
Visual Images ◽  
Forthcoming Book ◽  
Starting Point ◽  
The Relationship ◽  
Classical Picture

Abstract Translating picture books is a many-splendored thing: it includes not only the relationship between the verbal and the visual (images and other elements) but also issues like reading aloud and child images. In the following, while mainly concentrating on the visual, I will deal with the other questions as well, as they all interact and influence each other. My starting point is translating as rewriting for target-language audiences – we always need to ask the crucial question: “For whom?” Hence, while writing children’s books is writing for children, translating children’s literature is translating for children. (See Hunt 1990:1, 60-64 and Oittinen 2000.) The reasons why I take such a special interest in translating picture books are twofold: cultural and national as well as individual. In Finland, we translate a lot: 70-80% of all the books published for children annually are translations. From the perspective of picture books, the number may be even higher (and 90% of the translations come from the English language; see Rättyä 2002:18-23). Moreover, being an artist and translator of picture books makes me especially keen on the visual as a translation scholar as well. As a case study, I have chosen Maurice Sendak’s classical picture book Where the Wild Things Are and its translations into German, Swedish and Finnish. At the background of my article is my book Translating for Children (2000) as well as my forthcoming book Kuvakirja kääntäjän kädessä on translating picture books. Due to copyright reasons, I only have picture examples from illustrations of my own.

“My Fish Died and I Flushed Him Down the Toilet”: Children Disrupt Preservice Teachers’ Understandings of “Appropriate” Picture Books for Young Children

2018 ◽  
Vol 67 (1) ◽  
pp. 343-359 ◽  
Author(s):  
Kerryn Dixon ◽  
Hilary Janks
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
South African ◽  
Curriculum Design ◽  
Picture Books ◽  
Picture Book ◽  
Children’S Views ◽  
Effective Use ◽  
The Relationship

Although the literature on picture books is extensive, very little work focuses on how they are integrated into teacher education curricula. We contend that effective use of these resources requires an understanding of the relationship between preservice teachers’ conceptions of children and of picture books. Second-year South African undergraduate preservice teachers were asked to review 12 picture books of their own choosing, discuss some of these books with children, and write reflections on what they learnt from the children’s responses. Two hundred and thirty picture-book reviews and 62 reflections were analyzed. The data show that preservice teachers’ criteria for choosing books were disrupted by children’s views. We conclude by considering our own assumptions about our students and the implications for teacher education curriculum design.

scholarly journals Differences in sentence complexity in the text of children’s picture books and child-directed speech

2019 ◽  
Vol 39 (5) ◽  
pp. 527-546 ◽  
Author(s):  
Jessica L. Montag
Keyword(s):  
Picture Books ◽  
Picture Book ◽  
Book Reading ◽  
Language Outcomes ◽  
Complex Sentence ◽  
Children's Picture Books ◽  
Causal Pathways ◽  
Important Means ◽  
Syntactic Differences ◽  
Picture Book Reading

Reading picture books to pre-literate children is associated with improved language outcomes, but the causal pathways of this relationship are not well understood. The present analyses focus on several syntactic differences between the text of children’s picture books and typical child-directed speech, with the aim of understanding ways in which picture book text may systematically differ from typical child-directed speech. The analyses show that picture books contain more rare and complex sentence types, including passive sentences and sentences containing relative clauses, than does child-directed speech. These differences in the patterns of language contained in picture books and typical child-directed speech suggest that one important means by which picture book reading may come to be associated with improved language outcomes is by providing children with types of complex language that might be otherwise rare in their input.

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.

Long live the picture book!

2012 ◽  
Vol 1 (4) ◽  
Author(s):  
Robert Desmarais
Keyword(s):  
New York ◽  
Critical Thinking ◽  
Picture Books ◽  
Keyword Search ◽  
Picture Book ◽  
New York Times ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Of Alberta ◽  
Special Collections

Ever since The New York Times published an article in October 2010 about the impending demise of the picture book, I have wanted to publish a short screed in its defense. I thought this was an opportune time because so many splendid picture books are featured in our spring issue. Let it be known that I am a devoted fan of children’s picture books. I read them voraciously as an adult, and have done so for as long as I can remember. I collect them. I purchase them in stores and from online booksellers. I present them to friends and little ones as gifts. As a special collections librarian, I also purchase them to complement and strengthen our antiquarian collections. To my immense satisfaction, I am literally surrounded by them. I understand that my passion for picture books is intense, but picture books are essential to feeding the child’s imagination and developing his or her critical thinking skills. A simple keyword search on the University of Alberta Libraries’ online catalogue revealed numerous peer-reviewed articles about the ways that picture books open up imaginative worlds to children; with this richer understanding of stories, children gain a greater understanding of themselves and the world they live in. If we acknowledge that picture books encourage children to construct meaning about characters, events, settings, and so on, then it seems only natural to conclude that picture books are essential to preparing beginning readers for pictureless chapter books. The author of the Times article reported that many parents are saying “My kid doesn’t need books with pictures anymore”, which is utterly shocking especially when we know the important role that pictures play in communication. When we introduce picture books to young readers, we allow them to make connections between their own life experiences and the illustrator’s use of colour, imagery, perspective, characterization, and dramatization. Picture books can provide powerful learning opportunities for children. I am always astonished at how much there is to learn about reading pictures. Whenever I open a picture book, I take great delight in the interpretive process. Indeed, interpretation is the essence of picture books, which is why sharing picture books with children is one of the best ways to develop their critical thinking skills. Are picture books dying “a sad little death”? The answer is obvious. I think not. I hope you enjoy this issue and please do get in touch if you have comments or questions. Robert Desmarais, Managing Editor

A Study of Creative Artworks for Picture Books Colored Using Mixed Media and Computer-Aided Design

2011 ◽  
Vol 214 ◽  
pp. 60-64
Author(s):  
Rui Lin Lin
Keyword(s):  
Qualitative Methods ◽  
Picture Books ◽  
Computer Aided Design ◽  
Picture Book ◽  
Computer Software ◽  
Mixed Media ◽  
Documentary Analysis ◽  
Computer Aided ◽  
Aided Design

This study aimed to perform a case study of the artworks colored using mixed media by applying qualitative methods. The teacher and the students wrote the story and completed the storyboard through interactive discussion teaching. With the knowledge of the properties of current painting papers and media used for coloring, the teacher was able to guide the students to choose paper of better quality, and select proper mixed media to create their artworks, so that the picture book could be richer and more delicate. Furthermore, documentary analysis was performed with current documents related to picture books to provide the students references for their artworks. Finally, the students were guided to process their graphs and arrange the layout using computer software, to complete a picture book artwork colored using mixed media by both hand-drawing and computer graphing and this study.

scholarly journals The Prototype of a Story Book Based Platform for Preschool Programming Education

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Chun-Hsiung Tseng ◽  
Jia-Rou Lin ◽  
Yung-Hui Chen
Keyword(s):  
Elementary School ◽  
Picture Books ◽  
Web Application ◽  
Picture Book ◽  
Web Browsers ◽  
School Age ◽  
Programming Education ◽  
Elementary School Age ◽  
Initial Stage ◽  
Book Editor

The importance of learning how to program can never be over-estimated. Even though there are already programming-learning applications for young children, most of the applications in this field are designed for children in the elementary school age or even above. Teaching younger children, for example, preschool kids, how to program appears more challenging. From our survey, it appears that even preschool kids can understand how to do programming and the question is simply which tools to use. Preschool kids usually start their reading from picture books. They learn mathematics, arts, histories, and a lot of knowledge with picture books. The goal of this research is to propose a platform for story tellers, illustrators, and programming education experts to cooperate to build picture books to teach preschool kids how to program. At this very initial stage, the platform is developed as a Web application and hence it can be easily accessed by various devices via Web browsers. The platform consists of a lean story editor, a picture book editor, and a programming concept editor.

scholarly journals “The Three Little Pigs”: Evolution of a fairy tale plot in a picture book of the twentieth century

2021 ◽  
Vol 19 (1) ◽  
pp. 215-234
Author(s):  
Olga Mäeots ◽  
Keyword(s):  
Twentieth Century ◽  
Great Britain ◽  
Picture Books ◽  
Fairy Tale ◽  
Picture Book ◽  
Visual Narrative ◽  
Multiple Perspectives ◽  
Folk Tales ◽  
True Story ◽  
Animated Film

“The Three Little Pigs” is one of the most famous folk tales and has been adapted many times. The paper is devoted to the evolution of the classical narration as it was presented in picture-books in the 20 th century. The revisions examined are: Walt Disney’s book based on the animated film (1933), Russian adaptation made by Sergey Mikhalkov (1936, 1957) as well as two picture-books which were published at the end of 20 th century in USA and Great Britain and suggest new versions of the classical story — Jon Scieszka’s and Lane Smith’s “The True Story of the 3 Little Pigs” (1989) and “The Three Little Wolves and the Big Bad Pig” by Eugene Trivizas and Helen Oxenbury (1993). All the books demonstrate different variants of interaction between the textual and visual contents. The recent versions of the tale reveal important trends: visual narrative presents a substantive semantics and plays increasingly significant role in modern picture-books. The evaluation of the genre introduces multiple perspectives and challenge reader to interact, to create ambiguous meanings rather than suggest a define statement — thus making reception more complicated and inspiring.

scholarly journals Life Writing through Texts and Images – Picture books by Celebrities

2021 ◽  
Vol 10 ◽  
pp. BB40-BB64
Author(s):  
Lena Hoffmann
Keyword(s):  
Young People ◽  
Children And Adolescents ◽  
Picture Books ◽  
Picture Book ◽  
Life Writing ◽  
Theoretical Framework ◽  
Literary Texts ◽  
Collective Memories ◽  
Words And Images ◽  
International Phenomenon

In the last 15 to 20 years a lot of celebrities have published novels and or picture books for children and adolescents. This article will contextualise this international phenomenon within a theoretical framework of celebrity studies and research on life writing and intermediality. As will be shown, these literary texts for young people by celebrities represent an intermedial life writing that combines texts, illustrations, photographs and forms of online and offline self-curating as well. It is especially the picture book that seems to carry an archival function with respect to the authors’ lives. Here, the celebrities tell about themselves in words and images, they stage themselves as private and authentic persons. Understanding children’s and adolescents’ literature as part of intergenerational communication, these literary texts show different kinds of strategies to prolong the knowledge of a public person in societies’ collective memories.

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