Examination of Illustrated Story Books Published Between the Years of 2004-201 for 4-8 Age Group Children in Terms of Illustration (original) (raw)
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During the early childhood for the development of the child, picture books, or illustrated books, have an important role. Illustrations are an indispendable part of the story and an integral element to the text. The purpose of this study is to examine the illustrated story books published between the years of 2004-2013 for 4-8 age group children in terms of illustration. Screening model was used in this study. The study group was determined by random sampling method, and 50 picture story books in Turkish were selected in this regard. The illustration characteristics of the picture books were evaluated by the criteria table prepared taking the expert opinions into account. In general, when picture books enter a child's life, many things are changing. Giving meanings to life, learning concepts, gaining knowledge and experience about life, and acquisition of social rules and manners come into existence. In order for the children who are not yet literate to perceive the story read by adults, they must be supported with visual perception through pictures in addition to auditory perception. Accordingly, preparing visual illustration carefully and according to the developmental characteristics of children by the artists has led to the emergence of more qualified publications on behalf of children's literature.
Examination of Illustrated Children's Books Published in Turkey for Ages 5-8 in
International Journal Of Eurasia Social Sciences, 2020
In this study, it is aimed to examine illustrated children's books published in Turkey for ages 5-8 in terms of format, illustrations and content. In the research, the books of 15 publishing houses that published 50 or more children's books were examined. The books were analyzed through the "Illustrated Children's Book Evaluation Form" created by the researcher. The data obtained are digitized and shown as percentage and frequency in the tables. As a result of the examination, it was observed that while the publication date is shown in all books, 63.1% of the books do not show the age information their covers. In terms of format, it has been concluded that the majority of the books are suitable for cover, binding, font size and page layout, the picture-text relationship is suitable in picture analysis, and partly suitable in developing the child's dream world. In terms of content, it was concluded that the subject is suitable for the age group, that the spiritual state of the protagonists is explanatory, and the language and expression are plain and understandable. It was concluded that the main theme is suitable for age group, understanding the message, problem solving skill, language and expression, plotting, curiosity, being simple to complex, and embodying abstract concepts.
Procedia - Social and Behavioral Sciences, 2009
In this study, it is aimed to determine the opinions of Preschool Education Teachers regarding the Content, Illustrations and Physical Features of Turkish Picture Story Books. A "Personal Information Form" and a "Questionnaire" is used to determine the information and views of the teachers on the Turkish Picture Story Books. The research is carried out on 304 preschool education teachers working in independent nursery schools and classes in Ankara. Data is analyzed in the SPSS software suite. When the results are examined, it is found out that in general the preschool education teachers have insufficient information on the physical, illustration and content features of the illustrated books; however, they stated that the books found on the market do not bear the desired characteristics.
Illustrations, Text, and the Child Reader: What are Pictures in Children's Storybooks for
Picture books are profusely illustrated books in which the illustrations are, to varying degrees, essential to the en joyment and understanding of the story (Tomlinson and Lynch-Brown, 1996). As the most characteristic form of children's literature (Nodelman, 1996), picture books hold a prominent place in children's literature because of the juxtaposition of pictures and words. Thanks to the public's acute awareness of the importance of childhood in human devel opment, to professional critical evaluation of children's literature, as well as to the advances in printing technology and art reproduction, children's literature has witnessed a dramatic increase in wellillustrated picture books. ^fe Illustrations, Text, and the Child Reader: What are Pictures in Childrenfs Storybooks for? Zhihui Fang Picture books are profusely illustrated books in which the illustrations are, to varying degrees, essential to the en joyment and understanding of the story (Tomlinson and Lynch-Brown, 1996). As the most characteristic form of chil dren's literature (Nodelman, 1996), picture books hold a prominent place in children's literature because of the juxta position of pictures and words. Thanks to the public's acute awareness of the importance of childhood in human devel opment, to professional critical evaluation of children's litera ture, as well as to the advances in printing technology and art reproduction, children's literature has witnessed a dramatic increase in well-illustrated picture books.
Library Philosophy and Practice, 2018
This study investigates illustrations use as a factor influencing reading comprehension of children's stories among pupils of selected primary schools in Ibadan, Oyo State, Nigeria. The study adopted the descriptive survey research design of Expost-facto type. The study population consists of 312 primary five and six pupils from which a total of 195 pupils were selected from five private secondary schools in Ibadan, Oyo State, Nigeria adopting the systematic random sampling technique. The questionnaire was the main instrument for data collection. It consists of 64 questions arranged in four sections. Simple percentages, mean, standard deviation and Pearson’s Product Moment correlation were used to analyse the data. The findings revealed that majority (75.4%) of the respondents often read children’s stories with weighted mean ( =2.60). The study also revealed that the level of reading comprehension of the stories by pupils was high with (81.5%) respondents and a weighted mean (...
Description of Turkish Children's Drawing, Early Writing and Narrative Skills Using A Picture Book
This study investigates the drawing, early writing and narrative skills among Turkish children aged 36-61 months using a picture book. The participants were 60 children-28 girls and 32 boys-who attended two preschool institutions in Ankara, Turkey. Two checklists developed by the researchers were used to investigate the drawing and writing skills of children after picture books were read to them following the Dialogic Reading method. In addition, the qualitative methodology of content and descriptive analyses was utilized for transcription and analyses of voice records in order to create categories relating to the participant children's narrative skills. Turkish children did what was expected from them after reading a picture book. Study results suggest some differences occur with regard to line types and human figures between the drawing behavior of children aged 36-48 months and those aged 49-61 months. It was observed that the drawing aptitude of the older group; those aged 49-61 months, was more developed. This result is similar to the findings of other relevant literature. Furthermore, an investigation of the children's writing products indicated that age is a determining factor in skill development. Picture books revealed children's early literacy skills and the results indicated that drawing, writing and narrative skills should be supported through an interconnected learning process.
Art detectives: young children’s behaviour in finding and interpreting art elements within picture books, 2019
Picture book illustrations can provide the opportunity for critical examination of a work of art. There is a growing body of research focusing on how we can respond creatively to the illustrations in picture books as art objects. This study aimed to reveal how children interpret art elements based on various artistic techniques within picture books and how children use these elements when interpreting their own stories. In line with this aim, three picture books for preschool children were examined together along with a study group of four children attending summer school in a private kindergarten in the province of Ankara, Turkey. The research observations were recorded via photographs, audio-video recordings, and written notes. Qualitative data related to the children’s interpretations of art elements in the picture book illustrations were analysed descriptively. The results showed that the children paid closest attention to the elements of colour and shape within picture books, and that these art elements were also those that they placed the strongest emphasis on in their own work.
2018
This study investigates illustrations use as a factor influencing reading comprehension of children\u27s stories among pupils of selected primary schools in Ibadan, Oyo State, Nigeria. The study adopted the descriptive survey research design of Expost-facto type. The study population consists of 312 primary five and six pupils from which a total of 195 pupils were selected from five private secondary schools in Ibadan, Oyo State, Nigeria adopting the systematic random sampling technique. The questionnaire was the main instrument for data collection. It consists of 64 questions arranged in four sections. Simple percentages, mean, standard deviation and Pearson’s Product Moment correlation were used to analyse the data. The findings revealed that majority (75.4%) of the respondents often read children’s stories with weighted mean ( =2.60). The study also revealed that the level of reading comprehension of the stories by pupils was high with (81.5%) respondents and a weighted mean ( =2...
Determination of the Required Features of Children's Picture Books
JOURNAL OF EDUCATION AND FUTURE, 2014
Children's picture books are known to play an important role in a child’s cognitive, language, and personality development. Also, it is well known that a person’s reading habits are most often obtained during childhood. Children’s picture books can also aid in increasing their levels of imagination, vocabulary and language development, as well as, provide a dramatic experience for children. As a result, certain principles and rules in terms of content, form, language, and expression in the selection of children’s picture books should be followed. A review of related literature established the current state of children's picture books, as well as, what criteria parents and teachers should pay attention too when choosing appropriate children’s books. However, there were no studies identified which outlined the necessary qualities of children's picture books for the ages of one to seven. Therefore, the purpose of this study was to determine the recommended qualities of chil...
Theory and Practice in Child Development
In this study, it is aimed to examine the knowledge levels of parents with children aged 0-3 regarding the criteria they consider when choosing a children's picture book. The study was carried out with a qualitative research approach. The study group consists of 69 parents with children aged 0-3, and the data of the study were collected through a semi-structured interview form developed by the researchers. After the data were subjected to content analysis, they were presented in tables. As a result of the research, it has been revealed that parents with 0-3 year old children should have quality children's books and the features they pay attention to when choosing children's books, the child's interest, internal structure and external structure. It has been found that when choosing a children's picture book, parents pay particular attention to its suitability for the age and development of the child, its plain language, the presence of vivid colors and its non-vio...