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Picture Books (picture + book)
Selected AbstractsDermatology Pocket Picture BookCLINICAL & EXPERIMENTAL DERMATOLOGY, Issue 5 2003R. Suchak No abstract is available for this article. [source] Autonomy and Authorship: Storytelling in Children's Picture BooksHYPATIA, Issue 1 2010LOUISE COLLINS Diana Tietjens Meyers and Margaret Urban Walker argue that women's autonomy is impaired by mainstream representations that offer us impoverished resources to tell our own stories. Mainstream picture books apprentice young readers in norms of representation. Two popular picture books about child storytellers present competing views of a child's authority to tell his or her own story. Hence, they offer rival models of the development of autonomy: neo-liberal versus relational. Feminist critics should attend to such implicit models and the hidden assumptions they represent in children's books. [source] Creativity and Picture BooksLITERACY, Issue 2 2000Judith Graham Where authors and illustrators exercise rigorous constraint with their texts, with neither replicating the work that the other can portray more effectively, they are at their most creative and they make picture books to which readers are repeatedly drawn because of the inherent and deeply satisfying challenges offered. Moreover, the allure is not just to children; teachers find that such texts draw from them their most creative ideas for ways of working with children. Three picture books are examined in terms of their strengths and potential activities. Conclusions are drawn which seek to justify the sharing of such picture books in terms of imaginative empowerment and lasting messages about reading. [source] The Important Books: Children's Picture Books as Art and LiteratureTHE JOURNAL OF AMERICAN CULTURE, Issue 2 2006Eve Blachman No abstract is available for this article. [source] Parental Guidance in Preschoolers' Understanding of Spatial-Graphic RepresentationsCHILD DEVELOPMENT, Issue 3 2004Lisa E. Szechter This research was designed to observe whether parents guide their children's understanding of spatial-graphic representations and, if so, to describe the quality of the strategies they use. Parents read a picture book to their preschoolers (3 or 5 years, N=31) and children completed spatial-graphic comprehension tasks. Observational data revealed a range of creative behaviors used to address the book's spatial-graphic challenges. The incidence and quality of parental spatial-graphic behaviors were significantly related to 5-year-old children's performance on spatial-graphic measures. These findings, as well as the paucity of parent attention to aesthetics or graphic production techniques, are discussed in relation to representational development and educational practice. [source] Autonomy and Authorship: Storytelling in Children's Picture BooksHYPATIA, Issue 1 2010LOUISE COLLINS Diana Tietjens Meyers and Margaret Urban Walker argue that women's autonomy is impaired by mainstream representations that offer us impoverished resources to tell our own stories. Mainstream picture books apprentice young readers in norms of representation. Two popular picture books about child storytellers present competing views of a child's authority to tell his or her own story. Hence, they offer rival models of the development of autonomy: neo-liberal versus relational. Feminist critics should attend to such implicit models and the hidden assumptions they represent in children's books. [source] Creativity and Picture BooksLITERACY, Issue 2 2000Judith Graham Where authors and illustrators exercise rigorous constraint with their texts, with neither replicating the work that the other can portray more effectively, they are at their most creative and they make picture books to which readers are repeatedly drawn because of the inherent and deeply satisfying challenges offered. Moreover, the allure is not just to children; teachers find that such texts draw from them their most creative ideas for ways of working with children. Three picture books are examined in terms of their strengths and potential activities. Conclusions are drawn which seek to justify the sharing of such picture books in terms of imaginative empowerment and lasting messages about reading. [source] Jan Kaplický (1937-2009): Homage to an Extraordinary Life of Unfulfilled Dreams and Major SuccessesARCHITECTURAL DESIGN, Issue 4 2009Ivan Margolius Abstract Jan Kaplický's visionary work for Future Systems was some of the most imaginative and inspiring of the last few decades. His passion and excitement for architecture exudes through such remarkable forms as the Lord's Media Centre and Selfridges in Birmingham. It was also effectively disseminated through his publications: most notably the For Inspiration Only picture books that he produced for Wiley-Academy in the late 1990s. A staunch believer in the power of books and journals, he was a loyal supporter of AD and an editorial board member for many years; always generous with his time and willing to express his ideas candidly. Here, close friend and fellow Czech architect and writer Ivan Margolius, celebrates not only Kaplicky the architect, but also the extraordinary life and sensibility of the man behind his work. Copyright © 2009 John Wiley & Sons, Ltd. [source] Frontal brain activation in young children during picture book reading with their mothersACTA PAEDIATRICA, Issue 2 2010S Ohgi Abstract Aim:, This study was to measure changes in frontal brain activation in young children during picture book reading with their mothers. Methods:, The cross-sectional sample consisted of 15 young Japanese children (eight girls and seven boys, mean age 23.1 ± 3.4). Two experimental tasks were presented as follows: Task 1 (picture book reading with their mothers); Task 2 (viewing of book-on-video). Duration of task stimulus was 180-sec and the 60-sec interval was filled. Brain activation was measured using an optical topography system. Results:, Significant increases in oxy-Hb were observed in both right and left frontal areas in response to Task 1 compared with Task 2. There were significant correlations between child's brain activity and mothers' and children's verbal,nonverbal behaviours. Conclusion:, There was greater frontal lobe activation in children when they were engaged in a picture book reading task with their mothers, as opposed to passive viewing of a videotape in which the story was read to them. Social and verbal engagement of the mother in reading picture books with her young child may mediate frontal brain activity in the child. [source] | |||||||||||||