scholarly journals LA LITERATURA INFANTIL Y SU APORTE A LA SOLUCIÓN DE PROBLEMAS MATEMÁTICOS SENCILLOS EN LAS PRIMERAS EDADES

2018 ◽  
Vol 3 (3) ◽  
pp. 109
Author(s):  
Yanet Samada Grasst
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Daily Practice ◽  
Research Approach ◽  
Teaching Resources ◽  
Palabras Clave ◽  
Mathematical Problems ◽  
Life Itself ◽  
Investigación Cualitativa ◽  
Children's Stories

La capacitación del hombre para la solución de problemas es un tema muy discutido en el mundo, pues se considera una actividad de gran importancia en la enseñanza. Esta caracteriza una de las conductas más inteligentes del hombre, ya que la vida misma obliga a resolver problemas continuamente. La práctica diaria nos muestra que no todos los niños saben resolver problemas sencillos, si bien se trabajan contenidos referente a esta temática se carece de alternativas y recursos didácticos de cómo llevarlos a pensar, razonar y qué vías utilizar para llegar al resultado. Ocuparse de cómo razonan los niños pudiera ser una de las posibilidades de comprender y organizar de forma racional y efectiva el proceso de enseñanza de la matemática y en particular la solución de problemas. Desde un enfoque de investigación cualitativa, el presente estudio plantea el aporte de la Literatura Infantil en la solución de problemas matemáticos sencillos en las primeras edades, basado en una revisión teórica que responde a las potencialidades de los cuentos infantiles como recursos didácticos en la adquisición de destrezas y habilidades. PALABRAS CLAVE: Literatura Infantil; solución, problemas; matemática; cuentos infantiles. CHILDREN'S LITERATURE AND ITS CONTRIBUTION TO THE SOLUTION OF SIMPLE MATHEMATICAL PROBLEMS IN THE FIRST AGES ABSTRACT The training of man to solve problems is a subject that is much discussed in the world, because it is considered an activity of great importance in education. This characterizes one of the most intelligent behaviors of man, since life itself forces us to solve problems continuously. Daily practice shows that not all of our children know how to solve simple problems, although content related to this topic is worked on, there are no alternatives and teaching resources on how to take them to think, reason and what routes to use to reach the result. Dealing with how children reason could be one of the possibilities to understand and organize in a rational and effective way the teaching process of mathematics and in particular the solution of problems. From a qualitative research approach, the present study raises the contribution of Children's Literature in the solution of simple mathematical problems in the first ages, based on a theoretical review that responds to the potential of children's stories as teaching resources in the acquisition of skills and abilities. KEYWORDS: Children's literature; solution, problems; mathematics; children's stories.

scholarly journals Literatura com conteúdo(s) matemático(s) na perspectiva do Mateludicando

2019 ◽  
Vol 12 (1) ◽  
pp. 227
Author(s):  
Claudionor Renato da Silva
Keyword(s):  
Children's Literature ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Early Years ◽  
Research Approach ◽  
Pedagogical Practice ◽  
Mathematical Content ◽  
The North ◽  
Faculty Of Education ◽  
Children's Stories

Literatura com conteúdo matemático ou conteúdos matemáticos é um conceito desenvolvido a partir de produções nacionais e internacionais na interface matemática/literatura, matemática/ literatura infantil, matemática/histórias infantis. Este conceito permite à abordagem do “MATEludicando” (SILVA, 2015; 2017), de base huizinganiana, fundamentada no lúdico, organizar um checklist com a produção de literatura com conteúdo(s) matemático(s) desenvolvido numa disciplina de Fundamentos e Metodologias de Matemática de um curso de Pedagogia, de uma universidade federal na região norte do país. A problemática instaurada é: dos livros produzidos que elementos do MATEludicando estão aí presentes e quais necessitam ser identifi cados e aprofundados? Objetiva-se, assim, uma aplicabilidade direta do MATEludicando, com produção de literatura infantil com conteúdo matemático. Segue-se numa abordagem qualitativa de pesquisa com o uso da técnica experimental, segundo Severino (2007). Os resultados indicam algumas pequenas aproximações à abordagem, exigindo um esforço mais concentrado nas pesquisas ainda em andamento. Outro ponto a considerar é a necessidade de aprofundamentos nos elementos do checklist que são norteadores da metodologia de aplicação do MATEludicando na literatura voltada para o ensino-aprendizagem de matemática na educação infantil e anos iniciais do ensino fundamental.Palavras-chave: MATEludicando. Literatura. Matemática. Literature with mathematical content in the perspective of MatheplayfulABSTRACTLiterature with mathematical (s) content (s) is a concept developed from national and international productions in mathematics interface / literature, math / children’s literature, math / children’s stories. This concept allows the pedagogical practice approach “MATHEludicando” of huizinganiana basis (SILVA, 2015, 2017), based on the playful, organize an initial checklist from the production of books with literature mathematical (s) content (s) developed in a discipline of fundamental of Mathematics and methodologies of a Faculty of Education, a federal university in the north of the country. The problem is introduced: the produced books MATHEludicando elements are present there and which need to be identifi ed? Thus, a direct applicability of the MATHEludicando with the production of children’s literature with mathematical content. It follows a qualitative research approach using the experimental technique, according to Severino (2007). The results indicate some minor approaches to the approach, requiring a more concerted effort still in progress. Another point to consider is the need for deepening the checklist of elements that are guiding of MATHEludicando application methodology in the literature, focusing on the mathematics teaching and learning in early childhood education and early years of elementary school.Keywords: MATHEludicando. Literature. Mathematical. Literatura con contenido (s) matemático (s) en la perspectiva del MateludicandoRESUMENLa literatura con contenido matemático o contenidos matemáticos es un concepto desarrollado a partir de producciones nacionales e internacionales en la interfaz matemática / literatura, matemáticas / literatura infantil, matemáticas / historias infantiles. Este concepto permite el abordaje del “MATEludicando” (SILVA, 2015, 2017), de base huizinganiana, fundamentada en el lúdico, organizar un checklist con la producción de literatura con contenido (s) matemático (s) desarrollado en una disciplina de Fundamentos y Metodologías de Matemática de un curso de Pedagogía, de una universidad federal en la región norte del país. La problemática instaurada es: ¿qué elementos del MATEludicando de los libros producidos están ahí presentes y cuáles necesitan ser identifi cados y profundizados? Se pretende, así, una aplicabilidad directa del MATEludicando, con producción de literatura infantil con contenido matemático. Se sigue un abordaje cualitativo de investigación con el uso de la técnica experimental, según Severino (2007). Los resultados indican algunas pequeñas aproximaciones al enfoque, exigiendo un esfuerzo más concentrado en las investigaciones aún en marcha. Otro punto que se considerará es la necesidad de profundizar en los elementos del checklist que son orientadores de la metodología de aplicación del MATEludicando en la literatura volcada para la enseñanza-aprendizaje de matemáticas en la educación infantil y años iniciales de la enseñanza fundamental.Palabras clave: MATELudicando. La literatura. Matemáticas.

scholarly journals The Construction of Pious Children in Serial Salman Dan Hamzah

2019 ◽  
Author(s):  
Muhammad Deden Purnama ◽  
Dhita Hapsarani
Keyword(s):  
Qualitative Research ◽  
Children's Literature ◽  
Children’S Literature ◽  
Religious Values ◽  
Research Approach ◽  
Main Character ◽  
Book Illustration ◽  
Textual Study ◽  
Children's Book ◽  
Religious Ideal

Children’s literature is often used as a medium for teaching values, for example religious values, in order to shape children’s character based on the understanding or ideology of certain groups. Through religious-based children’s literature, the figure of a religious ideal child was created and called a pious child. This example is applied by Salafi Islamic groups in Indonesia. The group that bases its teachings from the Salaf creates Islamic children’s book genre called ”Sunna children’s book”. The method used in this article is library-based qualitative research. Studies of pious character in European minority Muslim children’s literature have been widely carried out by Green-Oldendorf (2011), Shavit (2016) and Janson (2017), while studies of pious children in Indonesian contexts have only been done little, including this article. Textual study on the construction of pious children character is carried out according to the concept of ideal child in children’s literature by Purbani (2009), children book illustration and visual by Nodelman (2004), and pious Muslim child and childhood by research approach (Hendra-Priadi, 2019 and Scourfield et. al., 2013). The result of the research shows that pious children are represented through the main character who is very diligent in worshiping, behaving well, and obedient to parents. In addition, the construction of pious children in Serial Salman dan Hamzah is based on Salafi ideology concept of tarbiyah (education) that textually refers to the Quran and Hadith.

scholarly journals Die ontwikkeling van 'n paradigma vir die skryf van 'n kinderverhaal

Literator ◽  
1994 ◽  
Vol 15 (3) ◽  
pp. 21-40
Author(s):  
L. Theron ◽  
H. Du Plessis
Keyword(s):  
Children's Literature ◽  
Creative Writing ◽  
Children’S Literature ◽  
Oral Narrative ◽  
Six Elements ◽  
Children's Stories

The American linguist, William Labov, distinguished six elements underlying a well-structured oral narrative. These elements are, in the course of this article, developed into a paradigm which can he used in the writing of a children's story. Against the background of the sociolinguistics of Labov’s analysis the elements are further placed within Mary Louise Pratt's narratological approach. The elements are then applied to children's literature. Published and unpublished children's stories are analysed with reference to the elements indicated by Labov. On the basis of the analysis the elements are developed into a paradigm in the Creative Writing sense of the term.

scholarly journals The Art of “Including Art” in Animation: DreamWorks’ Intertextual Games for All

2018 ◽  
pp. 107
Author(s):  
Rebeca Cristina López González
Keyword(s):  
Children's Literature ◽  
Key Words ◽  
Children’S Literature ◽  
Feature Films ◽  
Palabras Clave ◽  
Art Forms ◽  
Intertextual Connections

Art forms become interrelated when intertextual phenomena occur. The choice of previous art forms to create humour may seem to be a playful game, but it is the result of many kinds of inserted messages. Fourteen animated feature films by DreamWorks have been analysed and classified in depth (by using Sebeok’s (1986) intertextual categories, which were also described by Hatim & Mason (1990)), in order to demonstrate how animation is an art that encompasses other artistic productions. Firstly, art and animation will be defined in order to, secondly, use the corpus to exemplify the intertextual connections from other art forms. Lastly, the final quantitative and qualitative results will substantiate the conclusion that these productions by DreamWorks are an example of artistic cinematographic intertextuality. Key words: animation, intertextuality, art forms, Children’s Literature.. Resumen Las formas artísticas se interrelacionan cuando se pone en práctica el fenómeno intertextual. El uso de formas artísticas previas para crear humor puede parecer un juego pero es el resultado de la inserción de varios tipos de mensajes en un texto/discurso. Se analizan y clasifican en profundidad catorce películas de animación creadas por DreamWorks (se emplea para ello las categorías intertextuales propuestas por Sebeok (1986) descritas, a su vez, por Hatim & Mason (1990)), con el propósito de demostrar cómo la animación es un arte que engloba a otras producciones artísticas. En primer lugar, se definen los conceptos de arte y animación para, acto seguido, mostrar mediante el corpus cuáles son las conexiones intertextuales que provienen de otras formas artísticas. Los resultados cuantitativos y cualitativos permiten concluir que las producciones animadas de DreamWorks son un ejemplo de intertextualidad cinematográfica artística. Palabras clave: arte, álbumes, museos, galerías, contexto.   Resum Les formes artístiques s’interrelacionen quan es posa en pràctica el fenomen intertextual. L’ús de formes artístiques prèvies per crear humor pot semblar un joc però és el resultat de la inserció de diversos tipus de missatges en un text/discurs. S’analitzen i classifiquen en profunditat catorze pel·lícules d’animació creades per DreamWorks (s’hi empra per a això les categories intertextuals proposades per Sebeok (1986) descrites, d’altra banda, per Hatim & Mason (1990)), amb el propòsit de demostrar com l’animació és un art que engloba d’altres produccions artístiques. En primer lloc, es defineixen els conceptes d’art i animació per a, tot seguit, mostrar mitjançant el corpus quines són les connexions intertextuals que provenen d’altres formes artístiques. Els resultats quantitatius i qualitatius permeten concloure que les produccions animades de DreamWork són un exemple d’intertextualitat cinematogràfica artística. Paraules clau: animació, intertextualitat, formes artístiques, literatura infantil i juvenil.

scholarly journals Teacher’s Views Regarding the Place of Children’s Literature in First Language Education

2017 ◽  
Vol 5 (12) ◽  
pp. 133
Author(s):  
Ahmet Turan Sinan ◽  
Sezgin Demir ◽  
Fatma Döner Doğan
Keyword(s):  
Children's Literature ◽  
First Language ◽  
Children’S Literature ◽  
Language Education ◽  
Language Teachers ◽  
Research Approach ◽  
City Center ◽  
Cultural Codes ◽  
Original Works ◽  
Turkish Language

Children’s literature is the totality of spoken and written products formed with an aesthetic concern that contribute to the development, interests, needs, pleasure, emotions and ideas of individuals between the ages of 2–15. Defects and deficiencies that can be seen in the works of children’s literature—which directly contribute to the developmental fields and the talents of children regarding understanding and telling, comprehension and interpreting—will cause troubles to emerge when addressing to the aforementioned properties. This research aims to determine the views of Turkish language teachers regarding the power and efficiency of the children’s literature products and the acquisition of these properties. The research was conducted by employing a one-on-one interview according to a qualitative research approach. The study group participating in this research study comprised of 14 Turkish language teachers who work in Elazığ city center. A descriptive content analysis was used to evaluate the views of these Turkish teachers. Frequency and percentage distributions were then determined from these findings. The study findings show that the views of the participators regarding the efficiency of the children’s literature products resembled one another other in terms of different variables. Additionally, some views were determined regarding the need for including original works of art, cultural codes and more concretization.

scholarly journals TOWARDS A WELCOMING SOCIETY: AN EXAMINATION OF STEPHEN ALUMENDA’STHE GIRL WHO COULDN’T DANCE AND ANANI THE ALBINO BOY

Imbizo ◽  
2017 ◽  
Vol 5 (1) ◽  
pp. 23-33
Author(s):  
Anna Chitando
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Literary Analysis ◽  
Disadvantaged Children ◽  
Ideological Commitment ◽  
Children's Stories

Children’s literature is a useful resource for transforming society for the better. In this study, I pay attention to Stephen Alumenda’s ideological commitment to disadvantaged children. I undertake a literary analysis of his works that focus on marginalised children in order to establish how he puts forward a proposal for a new society. The study examines how Alumenda’s children’s stories address disability and albinism. It critiques Alumenda’s approach, while appreciating his commitment to marginalised individuals and groups. The study highlights his sensitivity towards children living with disability and albinism. However, it questions his tendency of granting happy endings to his children’s stories. Overall, the study appreciates Alumenda’s willingness and cour­age to address neglected individuals and themes.

scholarly journals A educação matemática inclusiva em livros do 1º ano do ensino fundamental no Pnaic

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Katiane Monteiro Freire Oliveira ◽  
Edvonete Souza de Alencar
Keyword(s):  
Children's Literature ◽  
Primary Education ◽  
Children’S Literature ◽  
First Year ◽  
Teaching Mathematics ◽  
Literature Teaching ◽  
Verbal Language ◽  
Palabras Clave ◽  
The Right ◽  
National Pact

<p>Este trabalho tem por objetivo mapear os livros de literatura infantil no ensino da matemática inclusiva do 1º ano do ensino fundamental do Pacto Nacional pela Alfabetização na Idade Certa (Pnaic) de 2013-2015. Realizamos a leitura na íntegra de todos os livros e fizemos fichamentos buscando trazer uma reflexão sobre a prática da literatura infantil como recurso metodológico. Ao realizarmos as leituras das obras, identificamos três categorias: livros com rimas; livros que apresentam linguagem não verbal e livros sobre o meio ambiente. Percebemos a importância da literatura infantil para o ensino-aprendizagem dos alunos e como pode ser utilizada como recurso metodológico.</p><p><strong>Palavras-chaves</strong></p><p>Literatura infantil. Ensino. Matemática e inclusão.</p><p> </p><p><strong>Inclusive Mathematics Education in Books of the First Year of Primary Education in the PNAIC</strong></p><p><strong>Abstract</strong></p><p>This work aims to map the books of children’s literature for the teaching of inclusive mathematics in the first year of primary education that are listed in the National Pact for Literacy at the Right Age (PNAIC) from 2013- 2015. We read all the books listed and took systematic notes on each of them in order to propose a reflection on children’s literature as a methodological resource. By reading the works, we identify three categories: books with rhymes; books which present non-verbal language; and books on the environment. We realized the importance of children’s literature for teachinglearning and how it can be used as a methodological resource.</p><p><strong>Keywords</strong></p><p>Children’s literature. Teaching. Mathematics and inclusion.</p><p> </p><p><strong>La educación matemática inclusiva en libros del 1.er año de la enseñanza básica en el Pnaic </strong></p><p><strong>Resumen</strong></p><p>Este trabajo tiene como objetivo mapear los libros de literatura infantil en la enseñanza de las matemáticas inclusivas del 1.er año de la enseñanza básica del Pacto Nacional por la Alfabetización a la Edad Adecuada (Pnaic) de 2013-2015. Realizamos una lectura completa de todos los libros e hicimos fichas bibliográficas con el fin de suscitar una reflexión sobre la práctica de la literatura infantil como recurso metodológico. Al leer las obras, identificamos tres categorías: libros con rimas, libros que presentan un lenguaje no verbal y libros sobre el medioambiente. Percibimos la importancia de la literatura infantil para la enseñanza-aprendizaje de los alumnos y cómo puede utilizarse como recurso metodológico.</p><p><strong>Palabras clave</strong></p><p>Literatura infantil. Enseñanza. Matemáticas e inclusión.</p>

PENERAPAN MODEL PEMBELAJARAN PETA PIKIRAN UNTUK MENINGKATKAN KEMAMPUAN MENULIS CERPEN ANAK BERBASIS KARAKTER MAHASISWA PENDIDIKAN BAHASA DAN SASTRA INDONESIA UNIMED

2012 ◽  
Vol 18 (3) ◽  
pp. 102
Author(s):  
Mursini .
Keyword(s):  
Short Stories ◽  
Children's Literature ◽  
Short Story ◽  
Descriptive Analysis ◽  
Children’S Literature ◽  
Learning Model ◽  
Test Results ◽  
Average Value ◽  
Mind Maps ◽  
Children's Stories

The research was motivated by the success of the Children's Literaturecourse. During this time students taking courses in children's literature lessinterested in writing children's stories, because they think children's literature isnot interesting. The use of a less appropriate learning model is very influential inteaching and learning smooth and therefore can not meet the Unimed passingstandards  specified in Children's Literature Lecture Events Unit. Lecturers whoteach the exact learning model is expected to improve the ability of students to writea short story based on the character of the child. Many models can be applied in thelearning process, one of which is a model of learning Mind Map. Learning isproving an increase in the ability of students to write a short story based on thecharacter of the child's learning model implemented Mind Maps. Analysis of thedata used is descriptive analysis that describes the direction of change, improvementchanges, and understanding of concepts. The results of this study began beforeimplementing the learning cycle that initial test results with an average value of69.3. After the first cycle of the pretest is then performed by applying learningmodels with Mind Maps average value of 84.7. These results are considered to beless satisfactory then continue the cycle II conducted by applying the  model oflearning  Mind Map  with the average value of 91.8 were categorized as verycompetent. Furthermore concluded that the model of learning Mind Map canenhance the ability to write short stories character based child student in theDepartment of Indonesian.

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