Teaching Young Children to Make Picture Books

Teaching young children to make picture books provides the opportunity to both record and to share personal experiences in a unique format. Two powerful modes of thought and expression, the linguistic and the visual, are naturally integrated in the process of picture bookmaking. The public recognition of picture bookmaking efforts empowers young children who are struggling to master the reading and writing processes as they gain an understanding of how text and image work together to tell the story. The increased self-confidence which comes from mastery of both bookmaking and illustrating techniques is beneficial for all children.     

Using Quilts and Quilt Picture Books to Celebrate Diversity with Young Children

Quilts, with their bright colors, puzzle-like patterns and comforting touch, naturally appeal to children. Quilts may cover beds, blanket naps, or serve some other function in childrens homes, and the family context of quilts makes them appropriate for exploring diversity with young children in the classroom. A rich and extensive collection of quilt-centered picture books is available that explores cultural, intergenerational and social awareness themes through engaging text and captivating illustrations. Quilts and quilt-themed picture books are useful additions to an early childhood environment that explores, celebrates and integrates diversity in the daily life of the young child.     

论图画书阅读与儿童发展

图画故事书对儿童的终生发展起着非常重要的作用。越来越多的老师和家长开始关注这一神奇的发展领域．而在这其中走出思想认识的误区,采取正确合理的教育引导方法,实现幼儿与图画书的交流与对话,无疑具有举足轻重的地位。     

论绘本在学龄前儿童美术教育中的作用

绘本的图画形式多样,风格各异,被认为是儿童的艺术博物馆。许多学龄前儿童通过绘本第一次接触到经典艺术作品,绘本可以在学龄前儿童美术教育中发挥重要作用。从技法层面讲,绘本引导学龄前儿童掌握绘画的媒介、技法和原则;从鉴赏层面讲,绘本给孩子提供了一个理解艺术作品的切入点。绘本消解了艺术的神秘色彩,帮助孩子将自己和美术经典作品联系在一起,从而理解艺术的语言和结构;从美育层面讲,绘本以游戏的形式,帮助儿童感性和理性获得均衡发展,建立完美和谐的人格。     

Young Children, Questions and Nonfiction Books

This article discusses the use of nonfiction as a powerful antecedent for success in the types of reading required later on in the intermediate grades. Recent trends in informational (nonfiction) books, values of bringing together young children, and informational books and criteria for selecting high quality informational books are identified. Several question types are highlighted and incorporated into three strategies for bringing together young children, informational books, and questions. Also, a bibliography of high quality informational books is provided.     

Lap Reading for Young at-Risk Children: Introducing Families to Books

Many at-risk children do not experience lap reading to the degree their more advantaged peers do. To investigate the effects lap reading might have on such children, three families with at-risk children were taught lap reading techniques and were provided with books for lap reading over a 12- to 16-week period. Changes in the children's behavior included choosing books and reading as free-time activities, developing positive attitudes toward books, and persisting in attending to books in the face of other activity choices. Additional outcomes included an increase in higher level questions asked by the children, some improvement in their oral language, and an increase in literacy-specific knowledge. Lap reading is recommended as a tool for parents to increase instructional motivation for their at-risk children.     

英文绘本在幼儿英语教学中的应用——以英文绘本《Peppa Pig》为例

目前,英文绘本在我国幼儿教育中掀起了一股热潮。本文以受欢迎程度较高的英文绘本《Peppa Pig》为例,借助全语言教学理论,分析英文绘本的特色,明确英语绘本教学的意义,发挥英语绘本对幼儿启蒙英语的促进作用。     

Picture Book Biographies for Young Children: A Way to Teach Multiple Perspectives

In today’s global age, it is important for young students to develop multiple perspectives. Some of the standards that today’s teachers are required to adhere to include an understanding of different cultures. The National Council for the Social Studies, for example, indicates that teachers should provide instruction that complies with various thematic standards which include teaching about global connections and cultural diversity. To encourage young students to develop multiple perspectives, teachers need to pay attention not only to how they teach, but also to what they teach. Educators can guide students to develop cross-cultural understanding at an early age by using well-written picture book biographies which represent people from diverse backgrounds. This article explains what multiple perspectives are and offers resources and strategies for educators that will help young students develop an understanding of the frames of reference that different groups of people hold. It also emphasizes the importance of developing multiple viewpoints at a young age.     

浅谈幼儿图画书中中国传统文化的融入

对幼儿进行优秀的中国传统文化教育,是幼儿教育的一大重要课题。把中国传统文化融入到幼儿图画书的创作中去,为幼儿提供大量的有中国特色和中国元素的图画书,充分利用"图画书"这一特殊的文化载体,让幼儿在享受阅读的同时,重拾经典,回归传统,帮助幼儿形成初步的民族心理、民族意识,增强民族的认同感。     

生命教育视野下的幼儿图画书阅读

图画书不是插图书,不是认字书,也不是语言教科书。图画书运用"图"和"文"两种媒介,为幼儿创造了独特的阅读世界。从生命教育的角度看,阅读图画书就是幼儿与图画书、与同伴、与老师展开对话,共同建构多元化意义,从而引领幼儿享受图画书所创造的感性世界、故事世界、幻想世界的乐趣的过程。让图画书走进幼儿的日常生活,需要以合作共享为轴心建立生态阅读圈,以经验整合为轴心建立阅读系统。如此,逐步使阅读成为幼儿的生活方式,图画书才能真正以润物细无声的方式惠泽幼儿的生命。     

运用情绪主题绘本开展幼儿情绪教育的理论基础与教学模式

绘本以其独特的性质与特点日益成为幼儿获得新知的载体.本研究采用行动研究范式,探索利用情绪主题绘本促进幼儿情绪能力发展的教学模式,发现采用绘本阅读与互动讨论、绘画、表演、阅读分享与情绪日记等不同教学形式相结合的感悟体验式教学能够充分发挥情绪主题绘本的情绪教育价值,促进幼儿情绪健康和谐发展.     

图画书中幼儿数学核心概念及其呈现特点

为发掘有价值的包含数学核心概念的图画书,促进其更好地融入幼儿教育实践,采用内容分析法和文本分析法,对30本图画书进行分析:一方面,分析图画书中隐含的具体数学核心概念,梳理每一本图画书涉及的数学领域分布情况;另一方面,从故事、画面、文字三方面分析图画书中数学核心概念的呈现特点,探讨其是否适宜应用于幼儿数学教学活动中。结果发现:图画书中包含集合、数概念、数运算、模式、测量、空间关系、图形这七个领域的具体数学核心概念,其中,涉及数数的原则这一核心概念的图画书最多,涉及组合与分解的次之,涉及测量的最少;每一本图画书包含一种或多种领域的数学核心概念;图画书中数学核心概念的呈现具有故事情境性、画面趣味性和概念传达性等特点,适合作为幼儿数学教育的媒介。最后对运用图画书进行数学教育提出相应建议。     

汉语儿童图画书阅读的视觉关注特点研究

利用眼动仪研究发现,在阅读图画书时,以汉语为母语的3～6岁儿童表现出视线集中的特征,且视线集中在图页中承栽丰富信息的区域.在承载一定信息量的基础上,信息的新旧、色彩、区域的位置和面积等都会对儿童视觉关注的先后顺序产生影响.     

玩转绘本,促使幼儿心灵成长

绘本作为一种独特的幼儿文学形式,所体现出的主题明确、情节有趣、生动形象等特征。本文简要分析了绘本基本概念,然后从开启幼儿心智、启迪幼儿情感、发展幼儿能力、培养良好品格等方面入手,对绘本在启迪幼儿心灵成长中的应用进行了细致分析。     

浅谈家长如何正确看待和指导幼儿图画书阅读

图画书是幼儿早期阅读的重要载体,家庭中的亲子图画书阅读不但能增加亲子间的关系,而且对于幼儿的认知发展、良好的阅读习惯和兴趣的养成有积极的意义。目前家长在亲子图画书阅读过程中存在诸多误区,文章从三个方面阐述了如何正确看待图画书,并对家长参与指导亲子图画书阅读提出建议。     

图画故事书与幼童成长

幼儿的人化过程就是培养审美能力、创造能力和学习能力的过程。儿童文学能够引领着儿童朝着人化的方向整合、规范、提升。由于2—5岁幼童尚处于形象思维为主导的年龄阶段,因此,要选择适合年龄阶段特征的儿童文学样式给予影响。图画故事书是文学与艺术的结合,是优秀作家和画家共同创作的文本,图文并茂。因此,图画故事书是引领幼童成长的最贴切的文学样式。     

图画书阅读的基本特征

图画书阅读就是儿童学习从图画书图文合奏的复杂叙事中获取意义的活动,包括对文字和图画这两种社会文化语言符号进行辨识和语义建构,并对文本进行复杂诠释.在图画书阅读过程中,读者要仔细观察文图,进行联想与推理,整合文图线索建立理解的脉络,联系读者个人经验发展出个人化的意义.这是一个在反复阅读中进行意义建构的过程,也是复杂的诠释策略建构的过程.