Our Jenny : a story for young people /

Wood engravings: frontispiece, ills., title vignette.

Joh. Amos Comenii orbis sensualium pictus : hoc est omnium principalium in mundo rerum, et in vita actionum, pictura & nomenclatura = Joh. Amos Comenius's Visible world, or, A nomenclature, and pictures of all the chief things that are in the world, and of men's employments therein : in above 150 cuts /

Includes index.

Reading comprehension and mathematical concept acquisition through the use of math stories with bilingual children

Math storybooks are picture books in which the understanding of mathematical concepts is central to the comprehension of the story. Math stories have provided useful opportunities for children to expand their skills in the language arts area and to talk about mathematical factors that are related to their real lives. The purpose of this study was to examine bilingual children's reading and math comprehension of the math storybooks. ^ The participants were randomly selected from two Korean schools and two public elementary schools in Miami, Florida. The sample consisted of 63 Hispanic American and 43 Korean American children from ages five to seven. A 2 x 3 x (2) mixed-model design with two between- and one within-subjects variable was used to conduct this study. The two between-subjects variables were ethnicity and age, and the within-subjects variable was the subject area of comprehension. Subjects were read the three math stories individually, and then they were asked questions related to reading and math comprehension. ^ The overall ANOVA using multivariate tests was conducted to evaluate the factor of subject area for age and ethnicity. As follow-up tests for a significant main effect and a significant interaction effect, pairwise comparisons and simple main effect tests were conducted, respectively. ^ The results showed that there were significant ethnicity and age differences in total comprehension scores. There were also age differences in reading and math comprehension, but no significant differences were found in reading and math by ethnicity. Korean American children had higher scores in total comprehension than those of Hispanic American children, and they showed greater changes in their comprehension skills at the younger ages, from five to six, whereas Hispanic American children showed greater changes at the older ages, from six to seven. Children at ages five and six showed higher scores in reading than in math, but no significant differences between math and reading comprehension scores were found at age seven. ^ Through schooling with integrated instruction, young bilingual children can move into higher levels of abstraction and concepts. This study highlighted bilingual children's general nature of thinking and showed how they developed reading and mathematics comprehension in an integrated process. ^

Socialization of Early Prosocial Behavior: Parents' Talk about Emotions is Associated with Sharing and Helping in Toddlers.

What role does socialization play in the origins of prosocial behavior? We examined one potential socialization mechanism, parents' discourse about others' emotions with very young children in whom prosocial behavior is still nascent. Two studies are reported, one of sharing in 18- and 24-month-olds (n = 29), and one of instrumental and empathy-based helping in 18- and 30-month-olds (n = 62). In both studies, parents read age-appropriate picture books to their children and the content and structure of their emotion-related and internal state discourse were coded. Results showed that children who helped and shared more quickly and more often, especially in tasks that required more complex emotion understanding, had parents who more often asked them to label and explain the emotions depicted in the books. Moreover, it was parents' elicitation of children's talk about emotions rather than parents' own production of emotion labels and explanations that explained children's prosocial behavior, even after controlling for age. Thus, it is the quality, not the quantity, of parents' talk about emotions with their toddlers that matters for early prosocial behavior.

La prima casa editrice femminista per l'infanzia in Italia: gli albi illustrati di "Dalla parte delle bambine" di Adela Turin

La presente tesi di dottorato propone uno studio sulla casa editrice “Dalla parte delle bambine” di Adela Turin. Attiva dal 1975 al 1982 a Milano, si tratta della prima impresa editoriale femminista per l’infanzia in Italia. Nonostante l’originalità e il successo internazionale dei suoi libri, è stata riscontrata una sorprendente scarsità di studi sull’argomento. Questa ricerca interdisciplinare si propone quindi di colmare questa lacuna, inserendosi nel vivace ambito dello studio della letteratura per l’infanzia in prospettiva di genere. La dissertazione è divisa in cinque capitoli, a cui si aggiunge un’appendice iconografica che raccoglie le copertine dell’intero catalogo di DPDB. Nel primo capitolo viene introdotto il quadro teorico della ricerca, dalla complessità della letteratura per il giovane pubblico all’indagine in ottica di genere. Il secondo capitolo si concentra sulle pubblicazioni per bambine e bambini negli anni Settanta, passando in rassegna innovative esperienze editoriali nonché l’opera di scrittori e scrittrici sensibili alle questioni di genere. La terza sezione si occupa di ricostruire il profilo biografico di Turin e il suo decennale impegno contro il sessismo veicolato dai libri per l’infanzia, per poi concentrarsi sulla storia, il catalogo, la diffusione e la ricezione di DPDB. Il quarto capitolo propone un’analisi qualitativa e quantitativa di un corpus di 20 albi illustrati scritti da Turin, oltre a un confronto fra questi libri e diverse ricerche sulla rappresentazione di genere, allo scopo di evidenziare la peculiarità delle proposte di DPDB. La quinta sezione, infine, si occupa del rapporto con la contemporaneità. Dopo aver tracciato un quadro della complessa situazione dell’educazione di genere in Italia e aver proposto una panoramica di esperienze editoriali per il giovane pubblico attente alle questioni di genere, quest’ultima parte indagherà i contesti in cui gli albi di Turin vengono oggi letti e consigliati, offrendosi come narrazione alternativa e tutt’ora attuale.

An open book: what and how young children learn from picture and story books

Looking at and listening to picture and story books is a ubiquitous activity, frequently enjoyed by many young children and their parents. Well before children can read for themselves they are able to learn from books. Looking at and listening to books increases children’s general knowledge, understanding about the world and promotes language acquisition. This collection of papers demonstrates the breadth of information pre-reading children learn from books and increases our understanding of the social and cognitive mechanisms that support this learning. Our hope is that this Research Topic/eBook will be useful for researchers as well as educational practitioners and parents who are interested in optimizing children’s learning. We conceptually divide this research topic into four broad sections, which focus on the nature and attributes of picture and story books, what children learn from picture and story books, the interactions children experience during shared reading, and potential applications of research into shared reading, respectively.

Picture this: how illustrations define dictionaries

Illustrations are an integral part of many dictionaries, but the selection, placing, and sizing of illustrations is often highly conservative, and can appear to reflect the editorial concerns and technological constraints of previous eras. We might start with the question ‘why not illustrate?’, especially when we consider the ability of an illustration to simplify the definition of technical terms. How do illustrations affect the reader’s view of a dictionary as objective, and how illustrations reinforce the pedagogic aims of the dictionary? By their graphic nature, illustrations stand out from the field of text against which they stand, and they can immediately indicate to the reader the level of seriousness or popularity of the book’s approach, or the age-range that it is intended for. And illustrations are expensive to create and can add to printing costs, so it is not surprising that there is much direct and indirect copying from dictionary to dictionary, and simple re-use. This article surveys developments in illustrating dictionaries, considering the difference between distributing individual illustrations through the text of the dictionary and grouping illustrations into larger synoptic illustrations; the graphic style of illustrations; and the role of illustrations in ‘feature-led’ dictionary marketing.

The books of Charles E. Van Loan.

Half-title.

Thought and picture in the Tractatus Logico-Philosophicus

When an elementary proposition is instituted, the pictorial relations establish a contact between the proposition and the fact. This seems to commit the Tractarian project with a psychological view, but this is not the case because the point of view of the Tractatus Logico-Philosophicus is concerned with the conditions of possibility of the representation. In this paper my objective is twofold. First, I show that the thought plays a basic function in the institution of a picture. Second, I show that the fact that the thought plays an important role in the institution of a picture does not commit the Tractarian project with an inquiry of psychological nature.

Book illustration, as (intersemiotic) translation: Pictures translating words

This article examines book illustrations through the prism of Translation Studies. It mainly suggests that the pictures in illustrated books are (intersemiotic) translations of the text and that, as such, they can be analyzed making use of the same tools applied to verbal interlingual translation. The first section deals with the theoretical bases upon which illustrations can be regarded as translations, concentrating on theories of re-creation, as illustration is viewed essentially as the re-creation of the text in visual form. One of the claims in this section is that, because illustration is carried out in very similar ways as interlingual translation itself, the term ""intersemiotic"" relates more to the (obvious) difference of medium. For this reason the word is most often referred to in parentheses. The second section discusses three particular ways through which illustrations can translate the text, namely, by reproducing the textual elements literally in the picture, by emphasizing a specific narrative element, and by adapting the pictures to a certain ideology or artistic trend. The example illustrations are extracted from different. kinds of publication and media, ranging from Virgil`s Aeneid, Lewis Carroll`s Alice in Wonderland and Mark Twain`s Adventures of Huckleberry Finn to an online comic version of Shakespeare`s Hamlet.