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Parent–child reading critically affects children's learning and development, and dialog reading (DR) is a highly effective strategy for parent–child reading. This study employed the prompt, expand, evaluate, and repeat (PEER) DR strategy to develop a picture book incorporating augmented reality (AR) technology. AR information is extracted from the book using a mobile device to guide children through PEER-based reading. To determine the effectiveness of the AR picture book, a total of 56 preschool children participated in an experiment. The children were divided into an experimental group and a control group. The participants in the control group were accompanied by their parents, and they engaged in conventional parent–child reading; however, the participants in the experimental group engaged alone in AR-assisted reading. The results indicated that the experimental group achieved learning effectiveness significantly higher than that of the control group. A cycle of behavioral changes,"scanning with a mobile device → reading augmented information → answering the questions on the mobile device → scanning with a mobile device", was observed. This cycle indicates that child–mobile device–picture book interaction increased the children's learning effectiveness. [ABSTRACT FROM AUTHOR]

An effective language and learning process must contain interactive, fun, challenging, motivating aspects and provide more space for students to develop their creativity and independence, according to students' talents and interests; thus, appropriate teaching media can be as assisting tools. When selecting media, you need to consider several things, namely learning objectives, effectiveness, easy to obtain, students, use, not rigid, cost, and quality. One of the developments in learning media that is currently still new is learning media using Augmented Reality. This research aims to develop Augmented Reality-based text book learning media for English language learning. Developing text-book media using an application with a barcode scanner on text-books. This application displays 4D images or animations that have sound and movement so that it will help students to understand English texts. The research method used is the research and development method (Research & Development) while the product development model used is the ADDIE model (Analysis, Design, Development, Implementation, & evaluation. After developemnt anf evalution phase, the findings reveals that the outcome of teaching material product is deemed highly valid and appropriate for teaching English to yong learners, especially for primary school in this research context, as it was supported by the result of validation phase with media experts, subject matter experts, and student trials. Additionally, reflecting on the result of this study, the pedagogical implications of this result discussed further in this research.

Picture books as multimodal narratives contain rich data for analysis of multimodal meaning-making. Verbal and visual modes offer various choices for representing different interpersonal relations. In this paper, I focus on the following research question: how visual and verbal resources are used to construct interactive meanings between the reader and characters and between the characters of picture books. In my analysis, I follow Halliday’s social semiotic approach to language within systemic-functional linguistics, according to which every semiotic system operates at three levels corresponding to ideational, interpersonal and textual metafunctions. I focus on the interpersonal level, using methodology and typologies from Kress and van Leeuwen’s (2006) visual grammar, further developed by Painter, Martin, and Unsworth (2012) for the analysis of picture books. Visual resources used for representing interpersonal relations are connected with the categories of contact, social distance, attitude, pathos, affect, ambience, and graduation. Verbal means of realizing interpersonal relations include, among others, mood structures and attitudinal lexis. Martin and White’s (2005) appraisal theory is applied to classify appraisal resources according to three systems: attitude, engagement and graduation. I have analysed interpersonal text-image relationship in two picture books: The Paper Bag Princess by Munsch (2005) and Snow White in New York by French (1989). The analysis of visual resources at the interpersonal level has demonstrated a predominance of long shots, direct eye contact with a reader is rare with the exception of several close-ups. Front-on images situate characters in an equal position with readers, creating a sense of involvement. Overall, the interactions between the visual and verbal components create a synergetic effect in representing interpersonal relations in picture books.

In appealing to readers below the age of thirteen, picture books can prove formative in children’s mental growth and well-being. Nevertheless, despite their potential importance, few studies have explored children’s picture books that focus on children grappling with familial struggles and mental health, such as depression. This research therefore examined the children’s picture book, Balloons for Papa: A Story of Hope and Empathy, written by Elizabeth Gilbert Bedia and illustrated by Erika Meza, primarily aiming to reveal 1) how a child’s determination and depression are portrayed, and 2) the author’s ideology and critical position. A qualitative approach was taken to analyze the data. Hall’s representation theory, which focuses on the constructionist approach, was chosen to gain a better understanding of how the author's culture, situation, and society contributed to their creation of the book. Meanwhile, Barthes' semiotic approach was utilized as a tool to examine the illustrations. The findings underscored the empathetic qualities of Arthur, the main character of the story, which drive his relentless pursuit to restore his father's happiness. However, it is critically acknowledged that the representation of Papa may not offer a definitive portrayal of depression. Nevertheless, Bedia's narrative still aligns with the broader discourse on depression awareness and the resilience of a child's determination, contributing to a nuanced understanding of these complex themes within the context of the picture book. In addition to providing insight into the pivotal themes of hope, empathy, and mental well-being within the context of children's literature, this research unraveled the intricate interplay between hope and empathy, while also portraying a child's determination against the backdrop of depression.

Introduction: The rapid increasing prevalence of ASD has become a significant global health issue. Caregivers of children with ASD are experiencing higher level of psychological stress and mental disorders. However, interventions to improve the psychological health of caregivers of children with ASD have largely been neglected. Methods: Based on the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, we initially did in-depth interviews with 8 caregivers, and conducted field observation in two rehabilitation centers to analyze the daily lives, the empowered components, the emotional moments of the children with autism and their caregivers. Then we designed the outline of the picture book, and developed it by a multi-disciplinary team by 4 rounds. After that, this picture book was sent out to 54 caregivers of children with ASD for family-child reading in one month. A quantitative questionnaire was administered before and after their reading to evaluate the efficacy of reducing their stress and affiliate stigma, and improving self-efficacy, resilience, empowerment capacity; and exit interviews were conducted after their initial reading to assess the acceptability, content appropriateness, perceived benefits and generalizability of this picture book. Quantitative data were analyzed by descriptive analysis and paired t-tests using IBM SPSS 26.0. Qualitative data were analyzed using template analysis. Results: In total, 54 caregivers read the picture book with their child, with the total of 149 (an average of 2.76 per family) times reading in one month. Among them, 39 caregivers returned the following-up questionnaires. Although most of the outcome measures did not showed significant changes except the stress level decreased statistically significant (13.38 ± 3.864 to 11.79 ± 3.238, P=0.001), caregivers reported that the picture book echoed their daily lives and gave them a sense of warmth, inspiration, and hope, as well as some insight on family relationships and attitudes towards the disorder. They also expressed a willingness to disseminate the book to other families with children suffering ASD and the public. Conclusion: This specially designed picture book has been proven to be an acceptable, content-appropriate, and effective family-centered psychological intervention, which could be easily scaled up. [ABSTRACT FROM AUTHOR]

In appealing to readers below the age of thirteen, picture books can prove formative in children's mental growth and well-being. Nevertheless, despite their potential importance, few studies have explored children's picture books that focus on children grappling with familial struggles and mental health, such as depression. This research therefore examined the children's picture book, Balloons for Papa: A Story of Hope and Empathy, written by Elizabeth Gilbert Bedia and illustrated by Erika Meza, primarily aiming to reveal 1) how a child's determination and depression are portrayed, and 2) the author's ideology and critical position. A qualitative approach was taken to analyze the data. Hall's representation theory, which focuses on the constructionist approach, was chosen to gain a better understanding of how the author's culture, situation, and society contributed to their creation of the book. Meanwhile, Barthes' semiotic approach was utilized as a tool to examine the illustrations. The findings underscored the empathetic qualities of Arthur, the main character of the story, which drive his relentless pursuit to restore his father's happiness. However, it is critically acknowledged that the representation of Papa may not offer a definitive portrayal of depression. Nevertheless, Bedia's narrative still aligns with the broader discourse on depression awareness and the resilience of a child's determination, contributing to a nuanced understanding of these complex themes within the context of the picture book. In addition to providing insight into the pivotal themes of hope, empathy, and mental well-being within the context of children's literature, this research unraveled the intricate interplay between hope and empathy, while also portraying a child's determination against the backdrop of depression. [ABSTRACT FROM AUTHOR]

Practices to promote the right of children to participate in the classroom can benefit from picture books that encourage children to be involved in different settings that reflect the qualities of participation. This study aims to examine the effects of the processes planned regarding children's right to participation with picture books on preschoolers' perceptions of their right to participate in the classroom. The study employed a pretest–posttest design, a quasi-experimental research design with a control group. A random sampling method was employed to determine the study sample. The sample consisted of a total of 42 children (21 in the experimental group and 21 in the control group), attending classes of 5-year-olds in a public kindergarten affiliated with the Directorate of National Education in a province located in the Inner Aegean region of Turkey. A "Personal Information Form" and the "Participation Right Scale in Preschool Classes" developed by Koran (2017) and Şallı İdare (2018) were used as data collection tools. Twice a week during eight weeks, the researcher conducted activities with children in the experimental group, which were prepared with picture books and integrated with classroom activities. As the data obtained in the study show a normal distribution, a two-factor ANOVA test was performed with measurements repeated in one factor, and the the t test for the dependent groups and intergroup comparisons. After the experimental study, it was determined that the children in the experimental group started to participate more in classroom activities and decision-making processes, whereas there was no change in the involvement of the children in the control group. Based on this result, to promote preschoolers' right to participate in the classroom, teachers should place more emphasis on processes that are designed to use quality children's books and that the use of such books is integrated with classroom activities. [ABSTRACT FROM AUTHOR]

BackgroundChildren with Henoch-Schonlein purpura nephritis are frequently burdened with psychological problems besides disease treatment and adherence. Currently, there is a shortage of appropriate and effective educational materials to facilitate physical and psychological recovery.ObjectivesTo examine a picture book for the effectiveness of disease-related knowledge, coping strategies, resilience, quality of life and depressive symptoms in children with Henoch-Schonlein purpura nephritis in China.DesignA quasi-experimental design with repeated measures was adopted. The control group received standard care. The intervention group received the standard care plus a free picture book. This disease-specific picture book narrated the story of two rabbits diagnosed with Henoch-Schonlein purpura nephritis who underwent a series of examinations, faced difficulties taking medication, and eventually recovered.ParticipantsThe study recruited 60 children diagnosed with Henoch-Schonlein purpura nephritis.MeasurementsDisease-related knowledge, resilience, coping strategies, depression and paediatric quality of life were measured at baseline, the third day, the first month and the third month after recruitment. The acceptability of the picture book was evaluated at the last data-collection point.ResultsThe data showed that children in the intervention group demonstrated higher levels of knowledge (p

The improbable popularity of the “Kuflis” series by András Dániel raises questions about its causes. What makes this absurd and unlikely fairy-tale world captivating for both a five-year-old and an adult art historian or literature scholar? The “Kuflis” universe is unlike the conventional fairy-tale realm. Its main characters are amorphous, the plot is entirely arbitrary, and the illustrations deliberately defy the traditional beauty ideals of children’s books. Moreover, the moral lessons, or rather the lack thereof, go against the norm, as acknowledged even by the characters within the stories themselves. The series manages to engage the interests of both young children and adults, challenging conventional storytelling norms and aesthetic expectations. The author analyses patterns of the dialogue between text and visuality in the series, that may answer some of the questions discussed above. [ABSTRACT FROM AUTHOR]

This study analyzed how people with disabilities are portrayed in picture books with the Coretta Scott King Award (CSKA) to address the intersectionality of African/African American racial identity and disabilities. Disability critical race theory was foundational for this study. The pool of 134 picture books that received the CSKA from 1971 to 2020 was used as the data for the systematic content analysis. For analysis, the researchers utilized a qualitative approach that guided axial coding and selective coding in looking for emerging themes. They found that 13 picture books portrayed African/African American characters with disabilities. The majority of these books did not necessarily emphasize the disabilities of these characters. When focusing on other dimensions of identity such as gender, age, disability type, and so on, the researchers found underrepresentation, invisibility, and marginalization issues, which led them to discussions of power relations. This study calls for future studies that can discover more portrayals of African/African American people with disabilities and that can deepen scholarly discussions about their representation in children's literature. [ABSTRACT FROM AUTHOR]

With the amount of abundant information in an online environment, critical literacy is needed to encounter misinformation and disinformation. Critical literacy can be taught from the early age to strength the ability to understand information and to think the meaning of information, stories, events, pictures and others. The research aim was to explore the critical literacy activities in early childhood education using a picture book and contextual setting with the theme of environment activities. The research used a qualitative approach using thematic analysis. Themes were gathered through observations and conversations with children. All information and patterns were coded and interpreted to create themes. The sample used purposive sampling, from 13 children aged 5 to 6 year-old in the coastal region of the Tomini Gulf during their literacy activities. The results showed that children had an awareness to connect the issue from the topic to their daily lives. These activities give children the chance to voice their opinion and solution even though the exploration to this activity has not been fully maximized. Lastly, children engaged in the literacy activity through identifying and creating meaning from the pictures and other clues of the book. Therefore, implementing critical literacy should integrate familiar settings and picture books that in line to children's literacy. [ABSTRACT FROM AUTHOR]

This article aims to approach the traditional adaptive phenomenon in reverse; that is, the process by which the narrative world of a film is expanded through literature. To this end, the focus is on the Disney-Pixar film Coco (2017) and four children's picture books that rewrite it. A mixed methodological design has been used, based on the content analysis of multimodal products from a comparative-narratological approach. It has been possible to distinguish two clear uses of rewriting: one of a more illustrative nature, aimed at disseminating the original material, and a more creative one, focused on expanding the original universe. In any case, all the proposals reaffirm the current trend towards the creation of narratives that are expanded through different media, within the new transmedia environment, which requires the updating of the contents of literary and filmic skills and related knowledge. [ABSTRACT FROM AUTHOR]

This paper will present the results of a study of an educational project on visual metaphors in children’s initiated discourse. The purpose of the study was to identify children’s metaphorical skills in recognizing similarities and noticing differences between the target domain and the source domain of visual metaphor in Iwona Chmielewska’s artistic picture book Two People, dedicated to the issue of community. In the designed didactic intervention activities, the research material came from participant observation, focus interviews and analysis of children’s creations (graphic visualizations). The research was carried out with a group of third-graders in selected elementary schools, in a metropolitan environment. The results of the research show children’s preferences for translating one area of metaphor by another, as well as strategies for constructing children’s knowledge about life in the community. In addition, they point to the need to expand the educational environment in Polish educational culture.

The article presents the characteristics of original Slovene rebus stories that have been published in book form in the last five years. Systematically also older (original and translated) rebus stories were looked at, so we are able to suggest that the findings can be applied more generally to this particular form of reading material that has a distinctly didactic function in the learning to read or developing reading literacy phase. Our research focuses on the types of literary genre and themes that appear in rebus stories, the place of illustrations in these stories, and into the characteristics of quality rebus stories. Through the analysis of 24 rebus stories, we identified the genre and themes of these stories as well as their design aspect (the position of illustrations). Through a multimodal analysis of selected work we also identified the basic characteristics of quality rebus stories.

Spain, where 80 % of the population live in cities, is a country that cares about providing a healthy environment for its children, judging by its active participation in programmes such as Ciudades amigas de la infancia and AICE (Asociación Internacional de Ciudades Educadoras) and its place in the latest UNICEF Innocenti Report Card 17. This interest in the well-being of children in urban environments certainly explains the widespread distribution of the writings, all translated into Spanish, of the Italian educational psychologist Francesco Tonucci, on the role of children in the urban ecosystem. Since the society depicted in children’s literature is constructed from the social spaces of childhood and depicts the society experienced by the child, we propose to see whether the children’s literature produced in Spain depicts the urban society experienced by the Spanish child in the 21st century, and whether it forms part of this vast national programme of reflection on the city and the child.

Taiwan will be entering a phase called the super-aged society. In terms of the well-being of the elderly and whether or not people of all ages are equipped to face the aging of the entire social structure, this study interviewed 3 founders, 2 staff members, and 13 readers of Rock YeNai Co., Ltd. and Anke Picture Book House. The study found that picture books for aging readers often focus on the needs of the elderly population, and address issues and psychological dilemmas faced in life. They also possess qualities such as artistic appreciation, emotional impact, stimulating thoughts and reflection, examination of one’s life journey, exchange of ideas, and sharing of experiences. From the process and changes in the thoughts of the interviewed readers in contact with picture books for aging readers, it can be found that if there is no prejudice against picture books for aging readers, it is easier to accept the interpretation of picture books for aging readers by institutions. According to the results, suggestions can be divided into two parts: first, the necessity of using picture books for aging readers phrase: in order to break the stereotype that picture books are children’s picture books, the term picture books for aging readers should be used to create a new type of picture books, and second, the convenience of access picture books for aging readers: separate picture books for aging readers from children’s picture books, set up independent display areas, and design corresponding promotion strategies and activities according to readers with different growth backgrounds, so as to make it easier to access and accept picture books for aging readers. [ABSTRACT FROM AUTHOR]

Background: Children with Henoch‐Schonlein purpura nephritis are frequently burdened with psychological problems besides disease treatment and adherence. Currently, there is a shortage of appropriate and effective educational materials to facilitate physical and psychological recovery. Objectives: To examine a picture book for the effectiveness of disease‐related knowledge, coping strategies, resilience, quality of life and depressive symptoms in children with Henoch‐Schonlein purpura nephritis in China. Design: A quasi‐experimental design with repeated measures was adopted. The control group received standard care. The intervention group received the standard care plus a free picture book. This disease‐specific picture book narrated the story of two rabbits diagnosed with Henoch‐Schonlein purpura nephritis who underwent a series of examinations, faced difficulties taking medication, and eventually recovered. Participants: The study recruited 60 children diagnosed with Henoch‐Schonlein purpura nephritis. Measurements: Disease‐related knowledge, resilience, coping strategies, depression and paediatric quality of life were measured at baseline, the third day, the first month and the third month after recruitment. The acceptability of the picture book was evaluated at the last data‐collection point. Results: The data showed that children in the intervention group demonstrated higher levels of knowledge (p < 0.001), less usage of emotional coping strategies (p = 0.003), reduced depressive symptoms (p = 0.003), improved psychological resilience (p < 0.001), and better quality of life (p < 0.046) than those in the control group in the third month. Most children (83.3%) in the intervention group were satisfied with the picture book. Conclusions: The targeted picture book is an effective educational tool for improving clinical outcomes and was highly accepted by children. [ABSTRACT FROM AUTHOR]

Taking 22 children with mild and moderate autism as subjects and using the TobiiX 120 eye-tracker to record their eye movements in visual search of images in picture books, the characteristics of the process of autistic children viewing picture books were explored. Two measures, fixation counts and gaze duration, were used alongside attention heatmap, to explore the visual patterns among children with autism viewing two types of researcher-made picture books and an ordinary picture book. Using a within-subject design, it was found that children with autism could sustain longer gaze duration and have more fixation points on the effective area of the picture book content when viewing researcher-made picture books than when viewing the ordinary picture book, suggesting better visual attention to single-object and single-pattern picture books. The study offers insights and support for related picture book reading and teaching in the future. [ABSTRACT FROM AUTHOR]

Copyright of Mediterranean Journal of Gender & Women's Studies (KTC) / Akdeniz Kadın Çalışmaları ve Toplumsal Cinsiyet Dergisi is the property of Mediterranean Journal of Gender & Women's Studies (KTC) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Elementary Education in Theory & Practice is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Elementary Education in Theory & Practice is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Elementary Education in Theory & Practice is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research focuses on picture books, a medium for childhood reading, during which gender stereotypes are formed. The colors of the clothing of characters in picture books and the words they utter reveal characteristics of gender expression. The results showed that gender and age were among the most prominent characteristics in depicting characters in picture books, with red used more frequently for females and less bright shades for males. The proportion of colorful colors was higher among children, and the ratio of achromatic colors increased with age. These results are consistent with previous studies on color images and the evolution of color preferences with age. In the text, it was found that the differences between men and women in the way they perceive things are reflected in the text. These results suggest that picture books may influence the formation of children's gender images and color preferences. [ABSTRACT FROM AUTHOR]

The paper examines the role of the picture book as a learning resource in preschool mathematics education and illustrates the possibilities for its application. The paper aims to examine whether preschool teachers use picture books in preschool mathematics education, what areas of mathematics they most use these for, and whether they recognize methodological advantages to their application. Results show that half of preschool teachers use the picture book as a teaching resource in preschool mathematics education, that it is mostly used to develop the concept of natural numbers and spatial relations, as well as that teachers clearly perceive methodological advantages.

The article proposes looking at children's literature, particularly the form of the picture book, as an educational resource for producing body awareness in school. Eight reading steps for as many bodily actions aimed at naming the body, activating it, getting to know it and moving it in space, on and off the pages; between grounding, listening, breathing, playing and moving, the rediscovery of gestures and anatomical truths invites to deepen self-knowledge as a preliminary act to the encounter and relationship with the other and with the environment. The picture books by their specificities of short form and cross-over, offer, even in non-fiction production, the possibility of bringing attention back to the body dimension within the school and educational debate, where it lives today in a state of malaise and oblivion. Meaningful conversations, explorations and relationships flow from the pages of the albums: research on language as a tool that gives dignity and value to each person, and encounters with the artistic representation of the world as an infinite mirror of its multiplicity and variety, constitute valuable opportunities for an education that is aware of the wholeness of learners and teachers and the integrated, erotic and embodied dimension of their relationship.

Picture book reading is an educational experience that occurs when children attend to the text in a book while simultaneously listening to its narration. Whether preschool children with hearing loss reliant on assistive devices behave similarly to hearing children during reading with a narrator remains unknown. Sixty preschool children aged from 3 to 7, with or without hearing loss, read a picture book independently or with a narrator. Children with hearing loss produced more fixations and longer viewing time on the picture and fewer fixations and less viewing time on the text than hearing children. Overall, children reading with a narrator paid more overall attention to the picture and less attention to the print compared to children reading independently. Although preschool children with hearing loss have difficulties with picture book reading, they may potentially reap the benefit of reading with a narrator. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Different from the visual attention of typically developing (TD) children, children with autism spectrum disorder (ASD) have the tendency to pay attention to parts rather than the whole of objects. Hence, the pictures in a typical story-based picture book, which usually contains various objects and elements, may appear distracting and discomforting for children with ASD. By recruiting 4–6-year-old ASD and TD children (N = 40) to participate in an eye-tracking experiment, this study examined participants' visual attention on a typical children's picture book and four other researcher-designed picture books that are simplified in composition and types of elements. Results from between-group comparisons indicated children with ASD had significantly fewer fixation counts and shorter total fixation durations when reading the story-based picture book than TD children. Significant within-group differences were also identified comparing the ASD participants' reading of the story-based and the researcher-made picture books. However, the viewing behaviours of the ASD and TD groups when reading the researcher-designed books were much more similar. Discussion of the visual characteristics and practical implications for educators to effectively design picture books were offered. [ABSTRACT FROM AUTHOR]

Children's publishing disrupts the imaginary museum, not only through small collections that encourage an almost holy relationship to artwork through a contemplative practice, but also by proposing new, exemplary meeting spaces for contemporary reflection on issues of museology. This article will offer a typology of these viewpoints in attempting to theorize their relationship with narrativity: our hypothesis is that these viewpoints follow three main interpretative methods, when considering the time of the art's conception (the artwork has a story), the time of exhibition (the artwork tells a story) and the time of reception (the artwork tells my story). We next look at several representative examples, analyzing the way in which the same work can be the subject of distinct methodology both in its intention and outcome; from this analysis we will consider certain issues on the particular role of children's picture books in the processes of cultural transmission. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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This research is a case study that aims to reveal the experiences of students studying in the visual arts teacher training programme obtained in the process of designing a museum-themed picture book. In the research conducted with the participation of 27 students attending the museum education course, the experiences of the students regarding the process constituted the unit of analysis. Book designs were created through group work. Group diaries, process evaluation form and field notes reflecting the researcher's observations were used as data sources. The results of the research showed that the students tried to fulfil the requirements of picture book designs, that they observed the principle of suitability for children in the stories they wrote, and that they preferred to highlight the artefacts selected from the museum in the book. The design process was shaped by personal learning such as meeting a new design field, developing awareness of the museum, and realizing the benefits of picture books, and professional learning such as having children design picture books in visual arts class and using picture books in class. Although they had difficulty in writing the stories, they did the illustrations with ease. Although the design process created negative emotions such as stress and overwhelm in the students, they felt happiness the most, believing that they had created a useful work. The experiences of the students indicated that picture book design practices, which are an important tool in contributing to awareness of cultural heritage, can be included in museum education courses. [ABSTRACT FROM AUTHOR]

The developments that’s currently being experienced today are passing very fast and growing exponentially, as well as education, teaching methods from the past cannot be applied into the new era. With utilizing developing technology, teaching methods can be developed to adjust to today’s needs. The purpose of this research is to design and develop educational and entertaining picture books to motivate and interest children in learning. This research uses the prototype or designing method with the implementation of Augmented Reality technology into the picture books, where the books will show animation which will draw interest in reading and learning to children. The expected result from this research is the increase of children's literacy interest in Indonesia and implementing the use of books with Augmented Reality in Indonesian education curriculum.

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Academic Library & Information Science is the property of Anhui University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Picture book reading is essential in the early stages of learning and development. The current study aimed to incorporate picture books to improve first graders' scientific thinking, including scientific reasoning and creativity. The study adopted a quasi-experimental research design. There were 24 students in the experimental group and 23 in the control group. The chi-square test was used to analyze the difference between the two groups. The teacher innovatively employed the 5E model strategies to aid students in the experimental group focus on the scientific knowledge and methods proposed in the picture books. The results revealed that students in the experimental group outperformed their counterparts in scientific thinking with small to large effect sizes. Besides, according to students' attitudes and the types of books borrowed, picture book teaching with the 5E model was appropriate for first graders to improve their scientific thinking. [ABSTRACT FROM AUTHOR]

Copyright of Pensares em Revista is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explored how picture books describe the battlefield culture in Quemoy, Taiwan; the cultural authenticity of such books was examined. Six picture books related to the battlefield culture in Quemoy were subjected to qualitative content analysis to examine the pictures, texts, and their relationships. Each center spread was a unit of analysis, and 111 center spreads were analyzed in total. After data immersion, content-coding, and meaning interpretation, the following main results were obtained. First, the relevant picture books demonstrate the complicated relationships among residents of Quemoy island, Taiwan island, and China and provide insight into active and passive military defense activities in Quemoy during wartime. The pictures reveal multiple transformations in the battlefield culture of Quemoy after 1992, highlight family bonds and friendship, and illustrate battlefield stories related to Quemoy. Second, these picture books are culturally authentic. They narrate Quemoy's battlefield culture with precise, reasonable, and representative descriptions. The stories describe the battlefield culture in Quemoy from multiple perspectives and reflect historical incidents, interpersonal relationships, and political issues. The results and implications were discussed in relation to the concepts of cultural authenticity in picture books. [ABSTRACT FROM AUTHOR]