scholarly journals La formación de los futuros maestros a través de la literatura: los textos literarios desde una perspectiva didáctico-práctica

2015 ◽  
pp. 93-106
Author(s):  
María Victoria Guadamillas Gómez
Keyword(s):  
Children's Literature ◽  
Qualitative Study ◽  
Children’S Literature ◽  
Educational Levels ◽  
First Semester ◽  
La Mancha ◽  
Elective Course ◽  
Faculty Of Education ◽  
Infant Education ◽  
Futuros Maestros

Este artículo pretende reflexionar sobre la formación literaria que reciben los futuros maestros, concretamente, en literatura infantil. Con este objetivo, se presenta el estudio cualitativo llevado a cabo a través de la experiencia didáctica realizada con los estudiantes de Educación Infantil de la Facultad de Educación de Toledo de la Universidad de Castilla-La Mancha y a través de la cual se pretendió efectuar una introducción a la literatura infantil en lengua inglesa con base didáctica en el contexto de la materia optativa Literatura Infantil en Lengua Inglesa y su Didáctica. En primer lugar, se describen algunos beneficios derivados de la inclusión de la literatura infantil y de su utilización en las primeras etapas educativas, revisando para ello algunas aportaciones teóricas relevantes. Posteriormente, se argumenta sobre la necesidad de formación en literatura infantil que presentan los futuros maestros para el provecho desempeño de su ocupación, así como para la transmisión literaria en el aula de niveles educativos iniciales. En tercer lugar, la presente contribución describe en detalle el enfoque didáctico adoptado con los maestros en formación, atendiendo a los objetivos, contenidos, resultados del aprendizaje que se pretenden alcanzar y sistema de evaluación propuesto. Una vez referido el diseño de la investigación, así como el contexto y los participantes, se exponen los resultados del cuestionario que realizaron los estudiantes después de haber completado su formación y realizado las actividades descritas. Por último, y a la luz de estos resultados, este artículo reflexiona sobre la opinión y grado de satisfacción observados en el estudio cualitativo y mostrado por los estudiantes participantes después de la puesta en práctica de esta propuesta de carácter teórico-práctico en el primer cuatrimestre del curso académico 2015-2016. The aim of this contribution is to reflect on literature training provided to future teachers, particularly, Children’s Literature. To this end, a qualitative study has been conducted by means of a didactic experience undertaken at the Faculty of Education in Toledo with the students of the Degree in Infant Education Teaching at University of Castilla-La Mancha. Through this didactic experience, students were assumed to gain knowledge of the main contributions to Children’s Literature in the context of the elective course Children’s Literature in English and its Didactics. Firstly, some advantages of the inclusion of Children’s Literature and its possibilities at early educational levels are revised through some of the most relevant authors on the field. Secondly, this paper pays attention to the necessity of including Children’s Literature in Infant Education Studies, giving its importance in early educational levels. Thirdly, this article shows the approach followed in the course as well as its main objectives, contents, learning outcomes and assessment criteria implemented. Once the main aspects of the study such as the design, methodology and participants have been described, this paper focuses on the analysis of the results obtained in the qualitative study conducted. Finally, this article considers the participants’ opinion and satisfaction rate obtained from the results of the study at the end of the didactic intervention carried out in the first semester of the Academic Year 2015-2016.

scholarly journals La formación de los futuros maestros a través de la literatura: los textos literarios desde una perspectiva didáctico-práctica

2015 ◽  
pp. 93-106
Author(s):  
María Victoria Guadamillas Gómez
Keyword(s):  
Children's Literature ◽  
Qualitative Study ◽  
Children’S Literature ◽  
Educational Levels ◽  
First Semester ◽  
La Mancha ◽  
Elective Course ◽  
Faculty Of Education ◽  
Infant Education ◽  
Futuros Maestros

Este artículo pretende reflexionar sobre la formación literaria que reciben los futuros maestros, concretamente, en literatura infantil. Con este objetivo, se presenta el estudio cualitativo llevado a cabo a través de la experiencia didáctica realizada con los estudiantes de Educación Infantil de la Facultad de Educación de Toledo de la Universidad de Castilla-La Mancha y a través de la cual se pretendió efectuar una introducción a la literatura infantil en lengua inglesa con base didáctica en el contexto de la materia optativa Literatura Infantil en Lengua Inglesa y su Didáctica. En primer lugar, se describen algunos beneficios derivados de la inclusión de la literatura infantil y de su utilización en las primeras etapas educativas, revisando para ello algunas aportaciones teóricas relevantes. Posteriormente, se argumenta sobre la necesidad de formación en literatura infantil que presentan los futuros maestros para el provecho desempeño de su ocupación, así como para la transmisión literaria en el aula de niveles educativos iniciales. En tercer lugar, la presente contribución describe en detalle el enfoque didáctico adoptado con los maestros en formación, atendiendo a los objetivos, contenidos, resultados del aprendizaje que se pretenden alcanzar y sistema de evaluación propuesto. Una vez referido el diseño de la investigación, así como el contexto y los participantes, se exponen los resultados del cuestionario que realizaron los estudiantes después de haber completado su formación y realizado las actividades descritas. Por último, y a la luz de estos resultados, este artículo reflexiona sobre la opinión y grado de satisfacción observados en el estudio cualitativo y mostrado por los estudiantes participantes después de la puesta en práctica de esta propuesta de carácter teórico-práctico en el primer cuatrimestre del curso académico 2015-2016. The aim of this contribution is to reflect on literature training provided to future teachers, particularly, Children’s Literature. To this end, a qualitative study has been conducted by means of a didactic experience undertaken at the Faculty of Education in Toledo with the students of the Degree in Infant Education Teaching at University of Castilla-La Mancha. Through this didactic experience, students were assumed to gain knowledge of the main contributions to Children’s Literature in the context of the elective course Children’s Literature in English and its Didactics. Firstly, some advantages of the inclusion of Children’s Literature and its possibilities at early educational levels are revised through some of the most relevant authors on the field. Secondly, this paper pays attention to the necessity of including Children’s Literature in Infant Education Studies, giving its importance in early educational levels. Thirdly, this article shows the approach followed in the course as well as its main objectives, contents, learning outcomes and assessment criteria implemented. Once the main aspects of the study such as the design, methodology and participants have been described, this paper focuses on the analysis of the results obtained in the qualitative study conducted. Finally, this article considers the participants’ opinion and satisfaction rate obtained from the results of the study at the end of the didactic intervention carried out in the first semester of the Academic Year 2015-2016.

scholarly journals Gender-Labeling of Children’s Books and Reading Preferences as Represented through the KidLitosphere

2017 ◽  
Vol 5 ◽  
pp. 4-21
Author(s):  
Emily Seitz
Keyword(s):  
Children's Literature ◽  
Qualitative Study ◽  
Children’S Literature ◽  
Children's Books ◽  
Children’S Books ◽  
Female Protagonists ◽  
Books And Reading

This article discusses a qualitative study conducted as part of a dissertation on gendered literacy. The findings are based on sampling and analysis of data drawn from 23 blogs that are part of the KidLitosphere, a website aggregating blogs dealing with children’s literature. It discusses the primary findings relating to the genderlabeling of children’s books, including 1) bloggers’ and commenters’ direct labeling of books as “girl”‐ and “boy”‐preferred; 2) educators’ expectations of boys’ reading preferences; 3) bloggers’ and commenters’ consistently mentioning certain books and/or series, coded “iconic boy books,” in reference to boys’ reading; and, 4) educators’ expectation that boys prefer male protagonists and girls prefer female protagonists. It also discusses resistance to these themes in the form of 1) bloggers’ and commenters’ speaking directly against the labeling of books as “girl”‐ and “boy”‐preferred; 2) bloggers’ and commenters’ expressing the belief that a child’s sex should not influence the child’s reading preferences; and, 3) educators’ not expecting girls to prefer what are perceived to be “girl”‐preferred texts, or boys to prefer “boy”‐preferred texts.

scholarly journals Kamil Kilani’s Adaptation of Shakespeare in Arabic Children’s Literature: Acculturation Versus Enculturation

2021 ◽  
Vol 11 (12) ◽  
pp. 1636-1646
Author(s):  
Lamis Ismail Omar
Keyword(s):  
Children's Literature ◽  
Cultural Adaptation ◽  
Arab World ◽  
Children’S Literature ◽  
Literary Form ◽  
Source Text ◽  
Conceptual Content ◽  
Educational Levels ◽  
Arduous Task ◽  
Cultural Content

Children’s literature is a young literary genre which is guided by a complex set of motivational, cognitive and metacognitive considerations. In the Arab world, children’s literature emerged in tandem with the modern translation movement but has started to prosper as an independent literary form only recently. Translating for children is an arduous task with myriad challenges on the linguistic, sociocultural and educational levels. This paper aims to research Kamil Kilani’s Arabic adaptation of King Lear as a model to translate for children. Kilani’s translations are significant because they are adapted in a way which responds to the needs of children without simplifying the lexical and stylistic components of the source texts or compromising their cultural content. The paper adopts a descriptive methodology supporting the main argument with comparative examples from the source text and the target text. The analysis shows that Kilani’s adaptation revolutionized the source text’s form and structure, while preserving its conceptual content, language level and style exquisitely. The results suggest that translating for children does not have to embrace cultural adaptation strategies and can instead embrace a model of acculturation between the source text cultural content and the target text readers.

scholarly journals The Definition of Children’s Literature is Expanding

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Margaret Mackey
Keyword(s):  
Children's Literature ◽  
Young Children ◽  
New Media ◽  
Children’S Literature ◽  
Access Point ◽  
Volume Control ◽  
Faculty Of Education ◽  
The Many ◽  
Definition Of ◽  
The Uk

***Access the interview with author Lana Button by clicking here.*** Dear Readers, The definition of children’s literature is expanding, with digital options opening up whole new worlds of possibility.  As I write these words, I have just learned from a report to British MPs, conveyed by the Telegraph of London, that in the United Kingdom, one child in four under the age of two owns their own tablet computer.  Young children in the UK are apparently more likely to own a tablet than those in any other EU country.  In that country, the average pre-school child, including the under-twos, spends more than an hour a day online. I don’t know the equivalent figures for Canadian children, but I do know that even infants are aware of the potential for interesting material on their parents’ phones.  Very young children indeed are able to swipe through the family photograph album and pick out the videos as offering the most bang for the viewing buck.  I once watched a 17-month-old child in a restaurant as he inspected the mobile phones of his father and a group of his father’s friends, four or five phones in total.  They were all different but this toddler, working without assistance as the adults chatted to each other, successfully deduced how to manage a number of the basics on each phone:  the on/off switch, the volume control, the access point for apps.  I was riveted by his sense of the basic rules:  be mindful of the conventions, be alert for feedback, be careful, and don’t miss a thing!  It’s important that these digitally savvy babies and children continue to be exposed to picture books on paper, that they learn to master the refinements of page turning and how to hold the book right way up and proceed from left to right, top to bottom.  It’s important that they learn about the magnificent world of the literature for the very young that is conveyed on the paper page with all its affordances and restrictions; their lives will forever be the richer for such exposure. But it’s also important that those who work with these digitally aware children be exposed to the many possibilities and opportunities offered by digital materials.  And that’s why it’s vital for the Deakin Review to pursue reviews of multimodal and digital titles as well as those involving print on paper. Sometimes we experience a kind of “either/or” panic, worrying that the digital will drive out the analogue.  All our previous experience with assorted new media suggests that “both/and” is a more productive stance.  Any material that makes the best possible use of its possibilities and affordances will be a compelling text:  a paper book that capitalizes on the vast potential of words and pictures dancing together and that utilizes the page turn for moments of surprise and delight will appeal to children.  A digital text – app, website, even database – that maximizes the potential of words, images, sounds, films, links, and more, will also call to readers.  I am delighted to see the Deakin Review go down the “both/and” road, opening its virtual doors to multimodal as well as print reviews.  Today’s children can only benefit from access not just to all kinds of materials but also to informed and sympathetic adult helpers.  Learning to make critical assessments of multimedia materials will help everyone be a better reader. Margaret Mackey Faculty of Education - School of Library and Information Studies  

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 Historical Material in Maurice Gee's The Fire-Raiser

2012 ◽  
Author(s):  
Vivien Van Rij
Keyword(s):  
New Zealand ◽  
Children's Literature ◽  
World War I ◽  
Small Town ◽  
Children’S Literature ◽  
World War ◽  
Historical Material ◽  
Award Winning ◽  
Faculty Of Education

Award-winning New Zealand writer, Maurice Gee, has written five realistic novels for children, each set during a defining period in New Zealand history.  This essay examines Gee’s use in The Fire-Raiser of historical material, particularly that related to Nelson Central School and its lively headmaster, F. G. Gibbs.  Through his accurate reproduction of precise detail Gee vividly evokes small-town New Zealand during World War I.  But Gee also adapts historical material in order to pursue his ideal of balance.Vivien van Rij is a lecturer in Victoria University's Faculty of Education, specialising in children's literature and literacy.Correspondence about this article may be directed to the author at [email protected]

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