Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, , 205 - 217, 15.11.2018
https://doi.org/10.12973/ijem.4.4.205

Öz

Kaynakça

  • Ahioglu-Lindberg, E.N. (2011). Piaget and cognitive development in adolescence. Kastamonu Education Journal, 19(1), 1-10.
  • Ak, Behic (2016). The City on the Wind. Istanbul: Can Sanat Yayinlari.
  • Alderson, J. C. (2000). Assesing Reading. Cambridge: Cambridge University Pres.
  • Andersen, H.C. (2016). The little match girl. Ankara: Binbir Cicek Kitaplar.
  • Arizpe, E., & Styles, M. (2003). Children reading pictures: Interpreting visual texts. London: Routledge Falmer.
  • Arnheim, R. (1986). Art and Visual Perception: A Psychology of the Creative Eye. Berkeley, California: University of California Press.
  • Bamberger, R. (1990). Improving Reading Habits. Ankara: Kultur Bakanligi.
  • Bas, B., & Inan Yildiz, F. (2014). An evaluation of Turkish textbooks related to illustration-text contacts. Mustafa Kemal University Journal of Graduate School of Social Sciences, 11(28), 139-151.
  • Bodrova, E., & Leong, D. J. (2007). The Vygotskian Approach to Early Childhood (2nd ed.). Columbus, OH: Merrill/Prentice Hall.
  • Brewer, J. A. (2001). Introduction to early childhood education preschool through primary grades. U.S:Allyn and Bacon.
  • Broemmel, A. D. & Rearden, K. T. (2006). “Should teachers use the teachers' choices books in science classes?”, The Reading Teacher, S. 60(3), s. 254-265.
  • Bromley, H. (2003). Putting Yourself in the Picture: A question of talk. Children reading pictures: Interpreting visual texts, 147-163.
  • Champion, T. B., Hyter, Y. D., McCabe, A., & Bland-Stewart, L. M. (2014). “A Matter of Vocabulary” performance of low-income african american head start children on the Peabody Picture Vocabulary Test-III. Communication Disorders Quarterly, 24, 121-127.
  • Ciftci, S., Sunbul, A. M., & Koksal, O. (2013). An assessment of elementary school teachers’ approaches and practices regarding the constructivist program based on the views of educational inspectors. Mersin University Journal of the Faculty of Education, 9(1), 281-285.
  • Cohen D. (2013). How The Child’s Minds Develops. New York: Routledge.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five traditions. California: SAGE.
  • Danko-Mcghee, K., & Slutsky, R. (2011). Judging a book by its cover: Preschool children’s aesthetic preferences for picture books. International Journal of Education through Art, 7 (2), 171-185.
  • Davies, D. (1999). Child Development: A Practicioner’s Guide. London: The Guilford Press.
  • Feinstein, H. & Hagerty, R. 1994. Visual literacy in general education at the University of Cincinnati. In Visual literacy in the digital age: Selected readings from the 25th Annual Conference of the International Visual Literacy Association. Rochester, New York, October 13-17, 1993; (ERIC Document No. ED 370602 ).
  • Galda, L., & Short, K. G. (1993). Children’s books: Visual literacy: Exploring art andillustrations in children’sbooks. The Reading Teacher, 46(6), 506-516.
  • Gangi, J. M. (2004). Encountering Children’s Literature. Boston: Pearson.
  • Gonen, M., Karakus, H., Uysal, H., Kehci, A., Ulutas, Z., & Kahve, O. (2016). Analysis of children's picture books in terms of certain variables on content and illustration features. Hacettepe University Journal of Education, 31(4), 724-735.
  • Gonen, M., & Ari, M. (1989). Examination of the effects on the language development of which make picture books with four to five year old children going to kindergarten. Education and Science, 13(72), 21-30.
  • Gonen, M., Uludag, G., Tanribuyurdu, E. F., & Tufekci, E. (2014). The examination of children’s picture books’ features for 0-3-year-olds. Hacettepe University Journal of Education, 29 (1), 126-139.
  • Gozutok, D., Akgun, O.E., & Karacaoglu, O.C. (2005). Evaluation of primary education programs in terms of teacher qualifications, Reflections in Education VIII Symposium on the Evaluation of the New Primary Education Program Book. Ankara: Sim Matbaasi.
  • Karweit, N. (1989). The effects of a story-reading program on the vocabulary and story comprehension skills of disadvantaged prekindergarten and kindergarten students. Early Education and Development, 1(2), 105-114.
  • Kiefer, B. Z. , Hepler, S., & Hickman, J. (2007). Charlotte Huck’s children’s literature, U.S: The McGraw-Hill Companies.
  • Kobayashi, C. (2009). Children and language: development, impairment and training. USA: Nova Science Publishers, Inc.
  • Koc, K., Yildiz, S., & Coskun, R. (2015). How do children interpret pictures in a picture book? A research on children’s visual reading of “Uyurgezer fil” by Behic Ak. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(4), 687-706.
  • Korkmaz, I. (2006). Evaluation of the new primary education program by the teachers. I. National Classroom Teachers Congress Report Book. Ankara: Kok Yayincilik.
  • Kress, G., & Van Leeuwen, T. (1996). Reading images: The grammar of visual design. London: Routledge.
  • Lewis, D. (2001). Reading Contemporary Picture Books. London: Routledge Falmer.
  • Maynard, K. L., Pullen, P. C., & Coyne, M. D. (2010). Teaching vocabulary to first-grade students through repeated shared storybook reading: a comparison of rich and basic instruction to incidental exposure. Literacy Research and Instruction, 49, 209-242.
  • McCannon, D., Thornton, S., & Williams, Y. (2008). The encyclopedia of writing and illustrating children’s books. Philadelphia: Running Press.
  • Miles, M. B., & Huberman, A. M. (2016). Qualitative data analysis: An expanded sourcebook. California: Sage Publications.
  • Nadal, M., Amengual-Bunyola, G. A., Ramis, C., Capó, M., & Cela-Conde, C. J. (2006). Recent genetic contributions to the study of language. Ludus Vitalis, 14, 187-204.
  • Nicholas, J.L. (2007). An Exploration of the Impact of Picture Book Illustrations on the Comprehension Skills and Vocabulary Development of Emergent Readers. Unpublished Doctoral Thesis, Louisiana State University, Shreveport, ABD.
  • Nikolajeva, M., & Scott, C. (2000). The dynamics of picturebook communication. Children's Literature in Education, 31, 225–239.
  • Pearson, D. (1993). Teaching and learning reading: A research perspective. Language Arts, 70, 502 - 511.
  • Quinn, P. M. (2014). Qualitative Research and Evaluation Methods. California EU: Sage Publications.
  • Reese, E., Suggate, S., Long, J., & Schaughency, E. (2010). Children‟s oral narrative and reading skills in the first 3 years of reading instruction. Read Write, 23, 627-644.
  • Republic of Turkey Ministry of National Education (2017). The program of early childhood education. Ankara: Talim Terbiye Baskanligi Yayinlari.
  • Republic of Turkey Ministry of National Education (2017). The program of Turkish lesson teaching. Ankara: Talim Terbiye Baskanligi Yayinlari.
  • Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford University Press.
  • Sackes, M., Trundle, K. ve Flevares, L.M. (2009). Using children’s literature to teach standard-based science concepts in early years. Early Childhood Education Journal, 36(5), 415-422.
  • Sever, S. (2012). Children and literature. Izmir: Tudem.
  • Sirin, M. R. (1998). Children's literature in 99 questions. Istanbul: Cocuk Vakfi Yayinlari.
  • Smyth, J. (2005). Storytelling with young children. Early Childhood Australia Inc., Watson, ACT.
  • Tompkins, V., Guo, Y. & Justice, L. (2012). Inference generation, story comprehension, and language skills in the preschool years. Read write, 26, 403-429.
  • van Kraayenoord, C., & Paris, S. (1996). Story construction from a picturebook: An assesment activity for young learners. Early Childhood Research Quarterly, 11, 41-61.
  • Wadsworth, B. J. (1996). Piaget’s theory of cognitive and affective development (5th ed.). White Plains, NY: Longman.
  • Walsh, M. (2003). ‘Reading’ pictures: What do they reveal? Young children's reading of visual texts. Reading, 37(3), 123 - 130.
  • Woolley, J. D., & Cox, V. (2007). Development of beliefs about storybook reality. Developmental Science, 10(5), 681-693.
  • Yazzie A. (2009). Visual-Spatial thinking and academic achievement: A concurrent and predictive validity study. Doctoral Dissertation, Northern Arizona University, Arizona 2009.
  • Yildiz, C., Yazici, D., & Durmusoglu, M. (2015). Examination of the iconography features of illustrated children's books which published between 2010-2015. International Journal of Early Childhood Education Studies, 1(1), 43-55.
  • Young, T. A., Hadaway, N. L. & Ward, B. A. (2013). International children's trade books: Building blocks for character education. Childhood Education, 89(6), 379-386.
  • Zeece, P. D. (1999). “Things of nature and the nature of things: natural science-based literature for young children”, Early Childhood Education Journal, S. 26(3), s. 161-166.
  • Zucker, T. A., Cabell, S. Q., Justice, L. M., Pentimonti, J. M. & Kadaravek, J. N. (2013). The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology, 49 (8), 1425-1439.

Picture in Children's Story Books: Children's Perspective

Yıl 2018, , 205 - 217, 15.11.2018
https://doi.org/10.12973/ijem.4.4.205

Öz

The aim of this study is to collect and analyze
children's comments on the pictures in children's story books. Four students
studied in the first grade of a public primary school in Adana participated in
the study. The research model is an example of phenomenology among qualitative
research patterns. Focus group method was used as the data collection tool and
observation method was used in a second exercise to support the first method.
In focus group discussion "The City on the Wind" by Behic Ak,
selected as the Book 1, was reviewed along with 4 participating students. In
the second exercise, the book named "The Little Match Girl" selected
as Book 2 was reviewed. Descriptive analysis and document analysis methods were
used in the analysis of the research data. Students' comments on the pictures
were collected under four different themes. "Description" among these
themes was the most common in student expressions. The sentences for the themes
of superficial interpretation, imaginative interpretation and critical
understanding were less frequently used by students. Another finding of the
study is the number of words students used to describe the picture. Students
built short sentences not exceeding 2-3 words.  

Kaynakça

  • Ahioglu-Lindberg, E.N. (2011). Piaget and cognitive development in adolescence. Kastamonu Education Journal, 19(1), 1-10.
  • Ak, Behic (2016). The City on the Wind. Istanbul: Can Sanat Yayinlari.
  • Alderson, J. C. (2000). Assesing Reading. Cambridge: Cambridge University Pres.
  • Andersen, H.C. (2016). The little match girl. Ankara: Binbir Cicek Kitaplar.
  • Arizpe, E., & Styles, M. (2003). Children reading pictures: Interpreting visual texts. London: Routledge Falmer.
  • Arnheim, R. (1986). Art and Visual Perception: A Psychology of the Creative Eye. Berkeley, California: University of California Press.
  • Bamberger, R. (1990). Improving Reading Habits. Ankara: Kultur Bakanligi.
  • Bas, B., & Inan Yildiz, F. (2014). An evaluation of Turkish textbooks related to illustration-text contacts. Mustafa Kemal University Journal of Graduate School of Social Sciences, 11(28), 139-151.
  • Bodrova, E., & Leong, D. J. (2007). The Vygotskian Approach to Early Childhood (2nd ed.). Columbus, OH: Merrill/Prentice Hall.
  • Brewer, J. A. (2001). Introduction to early childhood education preschool through primary grades. U.S:Allyn and Bacon.
  • Broemmel, A. D. & Rearden, K. T. (2006). “Should teachers use the teachers' choices books in science classes?”, The Reading Teacher, S. 60(3), s. 254-265.
  • Bromley, H. (2003). Putting Yourself in the Picture: A question of talk. Children reading pictures: Interpreting visual texts, 147-163.
  • Champion, T. B., Hyter, Y. D., McCabe, A., & Bland-Stewart, L. M. (2014). “A Matter of Vocabulary” performance of low-income african american head start children on the Peabody Picture Vocabulary Test-III. Communication Disorders Quarterly, 24, 121-127.
  • Ciftci, S., Sunbul, A. M., & Koksal, O. (2013). An assessment of elementary school teachers’ approaches and practices regarding the constructivist program based on the views of educational inspectors. Mersin University Journal of the Faculty of Education, 9(1), 281-285.
  • Cohen D. (2013). How The Child’s Minds Develops. New York: Routledge.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five traditions. California: SAGE.
  • Danko-Mcghee, K., & Slutsky, R. (2011). Judging a book by its cover: Preschool children’s aesthetic preferences for picture books. International Journal of Education through Art, 7 (2), 171-185.
  • Davies, D. (1999). Child Development: A Practicioner’s Guide. London: The Guilford Press.
  • Feinstein, H. & Hagerty, R. 1994. Visual literacy in general education at the University of Cincinnati. In Visual literacy in the digital age: Selected readings from the 25th Annual Conference of the International Visual Literacy Association. Rochester, New York, October 13-17, 1993; (ERIC Document No. ED 370602 ).
  • Galda, L., & Short, K. G. (1993). Children’s books: Visual literacy: Exploring art andillustrations in children’sbooks. The Reading Teacher, 46(6), 506-516.
  • Gangi, J. M. (2004). Encountering Children’s Literature. Boston: Pearson.
  • Gonen, M., Karakus, H., Uysal, H., Kehci, A., Ulutas, Z., & Kahve, O. (2016). Analysis of children's picture books in terms of certain variables on content and illustration features. Hacettepe University Journal of Education, 31(4), 724-735.
  • Gonen, M., & Ari, M. (1989). Examination of the effects on the language development of which make picture books with four to five year old children going to kindergarten. Education and Science, 13(72), 21-30.
  • Gonen, M., Uludag, G., Tanribuyurdu, E. F., & Tufekci, E. (2014). The examination of children’s picture books’ features for 0-3-year-olds. Hacettepe University Journal of Education, 29 (1), 126-139.
  • Gozutok, D., Akgun, O.E., & Karacaoglu, O.C. (2005). Evaluation of primary education programs in terms of teacher qualifications, Reflections in Education VIII Symposium on the Evaluation of the New Primary Education Program Book. Ankara: Sim Matbaasi.
  • Karweit, N. (1989). The effects of a story-reading program on the vocabulary and story comprehension skills of disadvantaged prekindergarten and kindergarten students. Early Education and Development, 1(2), 105-114.
  • Kiefer, B. Z. , Hepler, S., & Hickman, J. (2007). Charlotte Huck’s children’s literature, U.S: The McGraw-Hill Companies.
  • Kobayashi, C. (2009). Children and language: development, impairment and training. USA: Nova Science Publishers, Inc.
  • Koc, K., Yildiz, S., & Coskun, R. (2015). How do children interpret pictures in a picture book? A research on children’s visual reading of “Uyurgezer fil” by Behic Ak. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(4), 687-706.
  • Korkmaz, I. (2006). Evaluation of the new primary education program by the teachers. I. National Classroom Teachers Congress Report Book. Ankara: Kok Yayincilik.
  • Kress, G., & Van Leeuwen, T. (1996). Reading images: The grammar of visual design. London: Routledge.
  • Lewis, D. (2001). Reading Contemporary Picture Books. London: Routledge Falmer.
  • Maynard, K. L., Pullen, P. C., & Coyne, M. D. (2010). Teaching vocabulary to first-grade students through repeated shared storybook reading: a comparison of rich and basic instruction to incidental exposure. Literacy Research and Instruction, 49, 209-242.
  • McCannon, D., Thornton, S., & Williams, Y. (2008). The encyclopedia of writing and illustrating children’s books. Philadelphia: Running Press.
  • Miles, M. B., & Huberman, A. M. (2016). Qualitative data analysis: An expanded sourcebook. California: Sage Publications.
  • Nadal, M., Amengual-Bunyola, G. A., Ramis, C., Capó, M., & Cela-Conde, C. J. (2006). Recent genetic contributions to the study of language. Ludus Vitalis, 14, 187-204.
  • Nicholas, J.L. (2007). An Exploration of the Impact of Picture Book Illustrations on the Comprehension Skills and Vocabulary Development of Emergent Readers. Unpublished Doctoral Thesis, Louisiana State University, Shreveport, ABD.
  • Nikolajeva, M., & Scott, C. (2000). The dynamics of picturebook communication. Children's Literature in Education, 31, 225–239.
  • Pearson, D. (1993). Teaching and learning reading: A research perspective. Language Arts, 70, 502 - 511.
  • Quinn, P. M. (2014). Qualitative Research and Evaluation Methods. California EU: Sage Publications.
  • Reese, E., Suggate, S., Long, J., & Schaughency, E. (2010). Children‟s oral narrative and reading skills in the first 3 years of reading instruction. Read Write, 23, 627-644.
  • Republic of Turkey Ministry of National Education (2017). The program of early childhood education. Ankara: Talim Terbiye Baskanligi Yayinlari.
  • Republic of Turkey Ministry of National Education (2017). The program of Turkish lesson teaching. Ankara: Talim Terbiye Baskanligi Yayinlari.
  • Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford University Press.
  • Sackes, M., Trundle, K. ve Flevares, L.M. (2009). Using children’s literature to teach standard-based science concepts in early years. Early Childhood Education Journal, 36(5), 415-422.
  • Sever, S. (2012). Children and literature. Izmir: Tudem.
  • Sirin, M. R. (1998). Children's literature in 99 questions. Istanbul: Cocuk Vakfi Yayinlari.
  • Smyth, J. (2005). Storytelling with young children. Early Childhood Australia Inc., Watson, ACT.
  • Tompkins, V., Guo, Y. & Justice, L. (2012). Inference generation, story comprehension, and language skills in the preschool years. Read write, 26, 403-429.
  • van Kraayenoord, C., & Paris, S. (1996). Story construction from a picturebook: An assesment activity for young learners. Early Childhood Research Quarterly, 11, 41-61.
  • Wadsworth, B. J. (1996). Piaget’s theory of cognitive and affective development (5th ed.). White Plains, NY: Longman.
  • Walsh, M. (2003). ‘Reading’ pictures: What do they reveal? Young children's reading of visual texts. Reading, 37(3), 123 - 130.
  • Woolley, J. D., & Cox, V. (2007). Development of beliefs about storybook reality. Developmental Science, 10(5), 681-693.
  • Yazzie A. (2009). Visual-Spatial thinking and academic achievement: A concurrent and predictive validity study. Doctoral Dissertation, Northern Arizona University, Arizona 2009.
  • Yildiz, C., Yazici, D., & Durmusoglu, M. (2015). Examination of the iconography features of illustrated children's books which published between 2010-2015. International Journal of Early Childhood Education Studies, 1(1), 43-55.
  • Young, T. A., Hadaway, N. L. & Ward, B. A. (2013). International children's trade books: Building blocks for character education. Childhood Education, 89(6), 379-386.
  • Zeece, P. D. (1999). “Things of nature and the nature of things: natural science-based literature for young children”, Early Childhood Education Journal, S. 26(3), s. 161-166.
  • Zucker, T. A., Cabell, S. Q., Justice, L. M., Pentimonti, J. M. & Kadaravek, J. N. (2013). The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology, 49 (8), 1425-1439.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

M. Sencer Bulut Ozsezer Bu kişi benim

H. Beyza Canbazoglu

Yayımlanma Tarihi 15 Kasım 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

APA Bulut Ozsezer, M. S., & Canbazoglu, H. B. (2018). Picture in Children’s Story Books: Children’s Perspective. International Journal of Educational Methodology, 4(4), 205-217. https://doi.org/10.12973/ijem.4.4.205