scholarly journals ISSUES IN THE TEACHING AND LEARNING OF CHILDREN'S LITERATURE IN MALAYSIA

k ta ◽  
2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Karen Kow Yip Cheng
Keyword(s):  
Children's Literature ◽  
Teaching And Learning ◽  
Children’S Literature

scholarly journals The Effects of Children’s Literature on Preservice Early Childhood Mathematics Teachers’ Thinking

2018 ◽  
Vol 18 (1) ◽  
pp. 96-114 ◽  
Author(s):  
Christopher Jett
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Children's Literature ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Future Research ◽  
Education Majors ◽  
Childhood Education ◽  
Mathematics Teaching And Learning

In this article, the author shares an intervention of using children’s literature as a pedagogical frame for an undergraduate mathematics content course with early childhood education majors to influence their thinking about mathematics teaching and learning. With this case study of 29 preservice teachers, the author found that literature increased preservice elementary teachers’ excitement about mathematics, heightened their self-efficacy in mathematics, and motivated them to design innovative mathematics lessons. By elaborating on these findings, the author makes a case for the continued need for mathematically competent teachers in elementary classroom spaces, and the author advocates for the incorporation of literature as a means to do this work. Finally, the author provides implications for future research and practice with other SoTL-related projects involving children’s literature.

scholarly journals “I don’t really have a reason to read children’s literature”: Enquiring into Primary Student Teachers’ Knowledge of Children’s Literature

2021 ◽  
pp. 217
Author(s):  
Jennifer Farrar
Keyword(s):  
Children's Literature ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Children’S Literature ◽  
Initial Teacher Education ◽  
Teachers Perceptions ◽  
Reader Identity ◽  
Primary Student ◽  
Literate Identities

Research into in-service teachers’ knowledge of children’s literature indicates there is a powerfully symbiotic relationship between teachers’ perceptions and projections of themselves as readers and students’ engagement with reading as a pleasurable activity (Commeyras et al., 2003; Cremin et al 2014). Less is known about pre-service teachers’ knowledge of children’s literature or their attitudes towards reading and the Scottish context is unexplored in this regard. Inspired by and aligned with the work of Cremin et al (2008) with in-service primary teachers in England, this project investigated the personal reading habits of more than 150 student teachers over a two-year period by capturing snapshots of their knowledge of children’s literature and perceptions of themselves as not only readers, but as readers of children’s literature, at various stages of their initial teacher education. Framed by understandings of literacy practices as socially and locally constructed (Barton & Hamilton, 1998) and of literate identities as fluid, contingent and plural (Moje et al., 2009), this paper also outlines how project findings linked to knowledge of texts for children and reader identity have informed the teaching and learning of children’s literature at university level.

scholarly journals Perspectives on Inclusive Education: Need for Muslim Children’s Literature

Religions ◽  
2020 ◽  
Vol 11 (9) ◽  
pp. 450
Author(s):  
Antum A. Panjwani
Keyword(s):  
Public Schools ◽  
Children's Literature ◽  
Teacher Development ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Development Programs ◽  
Muslim Students ◽  
Unique Position ◽  
Curricular Resources

Muslim students and communities in Western sociopolitical and educational contexts confront substantive challenges of racisms, Islamophobia, and under- and misrepresentations in media as well as in literature. Creating a robust repertoire of curricular resources for teaching and learning, teacher development programs, and schooling in general offers a promise of developing classroom practices, which in turn promotes an inclusive discourse that recognizes the unique position and presence of a Muslim child. The present article examines the prospects of developing such a curriculum called Muslim Children’s Literature for inclusive schooling and teacher development programs in the context of public education in Ontario, Canada. It is situated in the larger umbrella of creating specific theory and methodology for education that lend exposure to Muslim cultures and civilizations. Development of such a literature as curricular resources addresses the questions of Muslim identities through curriculum perceptions so as to initiate critical conversations around various educational challenges that the development and dissemination of Muslim curricular resources faces today. I make a case for developing Muslim Children’s Literature to combat the challenges of having limited repertoire to engage with Muslim students in public schools and teacher candidates in teacher development programs. With the description of the necessity of such a literature, this article outlines characteristics of the proposed genre of Muslim Children’s Literature, as well as the unique position of a Muslim child in the current educational scenarios. A brief peek into select fiction on Muslim themes available in English internationally that can be used as curricular resources at elementary and secondary level serves towards reinforcing the definition of Muslim Children’s Literature. Further, these offer a sample that may be promoted under the proposed genre of Muslim Children’s Literature.

Seeking Diversity in Children's Literature Utilized in Elementary Classrooms

2021 ◽  
pp. 87-102
Author(s):  
Mary-Kate Sableski ◽  
Jackie Marshall Arnold
Keyword(s):  
Children's Literature ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Elementary Classrooms ◽  
Multiple Perspectives

Utilizing literature in classrooms that is representative of all provides opportunities for students to find within a book the truth of their own experiences. Literature provides the windows, mirrors, and sliding glass doors that afford opportunities to consider multiple perspectives and lenses in life. This chapter discusses different representations of diverse literature in classrooms and explores what educators might consider for their teaching and learning. Specifically, the chapter describes books student teachers identify using in their classrooms and considers how the books aligned with the different categories of a rubric used to assess them. Of the 113 books sampled, only nine books distinctly represented diversity. Implications of these findings and how they can support and challenge the children's literature utilized in today's classrooms are discussed.

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.

Culturally Significant Learning in an Online Children's Literature Class

2020 ◽  
pp. 326-345
Author(s):  
Sue Christian Parsons ◽  
Stephen Adam Crawley
Keyword(s):  
Children's Literature ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Children’S Literature ◽  
Literacy Practice ◽  
High Quality ◽  
Student Work ◽  
Online Delivery ◽  
Literature Class

The chapter examines how online delivery of a graduate children's literature class influenced candidates' understandings of culture and culturally-relevant literacy practice. Employing inductive thematic analysis, researchers analyzed student work and reflections on their experiences transacting with high-quality, diverse literature. Analysis led to three primary results illuminating how the shift to online delivery, in conjunction with promoting and supporting access to high-quality diverse literature, influenced candidates' learning and engagement: candidates connected to and affected change in their “place-based” contexts, deepened understandings via interconnectedness and choice, and shifted in pedagogy and perspectives. Descriptions of course design and instructor's problem-solving processes may be particularly relatable to educators seeking insight into effective online teaching and learning.

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