Picture Books: Creating a Picture of Success in Older Students
Though commonly only viewed as learning materials for younger elementary-age students, picture books are an innovative and exciting teaching tool for older
elementary-age students, too. In fact, picture books can even assist middle and high school students on their respective roads to success. By going “back to the basics,”
as Maybeth, a 3rd grader in Dicey’s Song by Cynthia Voigt did, young and old readers alike will again be struck with the delight and sheer power that picture books
contain. These books help readers affectively—giving them pleasurable experiences with reading and boosting their self-concept; these books help readers culturally and
socially—giving them examples of different ethnicities and personalities and those particular ways of life; and these books also help readers cognitively—giving them
needed reading experiences that will lead to more successes in the future. Voigt’s example, though perhaps not the intentional theme of her book, is very clear: the
implementation of picture books into a curriculum will have enormous effects on students of any age.
In the article, “Look again: Picture books are more than pictures,” Martha Belden outlines four general areas of self-concept that are spoken to by picture
books. First, picture books help students develop an awareness of their bodies. Books dealing with body language, such as Face Talk, Hand Talk, Body Talk by Sue
Castle (1977), and books dealing with kinesthetics, such as Look What I Can Do (1971) by Jose Aruego, illustrate some of the body’s abilities. Belden claims, “The
way a child learns what the body can do shapes his or her feelings, attitudes, and values about him- or herself” (1985, p. 58). Becoming aware of their own bodies will
be the beginning (and perhaps the core) of some students’ future self-concepts. These same picture books also teach students to be content with who they are. Though
their bodies may not be perfect, students can be assured that everyone experiences insecurities. In One Dragon to Another (1976), a caterpillar wants to be a dragon
and blow smoke rings, but finds that he can only fly (a disappointing loss).
...s. Although all of these reforms sought to expand democratic ideals, some had unforeseen and unintended effects. Morse wanted to protect democracy and the US from infiltrators but his paranoia influenced his one-sided view of halting immigration which is against democratic ideals of promoting a safe haven for those seeking liberty from an aggressor. Then there were the transcendentalist’s whose aim it was to create a perfect society. Although well-meaning, fundamentally goes against democratic ideals. The validity that reform movements sought to expand democratic ideals is proven by the domino effect of several movements such as equality brought on by women’s suffrage, temperance, and the abolition of slavery which accomplished similar goals and combined efforts to change society to better our needs and requirement for life, liberty and the pursuit of happiness.
Margaret Wise Brown is an exceptional author that has written many children’s picture books. She has created a style of writing that children can relate to on each of their own level. Each book has a simple and easy structure of writing accompanied with defining illustrations.
Whalley, J. (2009) ‘Texts and Pictures: A History’ in Montgomery H and Watson N (eds), Children’s Literature Classic Texts and Contemporary Trends, Basingstoke, Palgrave Macmillan in association with Open University, pp.299-310
Picture books are one of the first mediums of learning that children encounter. The picture book was first created in 1657 by John Amos Comenius. Comenius’s book was entitled Orbis Pictus (The world of Pictures) and was an alphabet book (Martinez 57). Picture books are used to lay the foundations of the histori...
After the Industrial Revolution, many people saw that structure and organization can actually benefit the society. Therefore, people began to question if the societies of America can also be reformed through that process too. Furthermore, a group of people, named the Reformers believed that through diligence and order, the societies of America can be made to perfection. Therefore, during a period of time known as the Antebellum period, the United States went through a series of changes. The views and ideals of the society began to change between the people of the society. There were many successes and failures in the political and social reform movements during that period. More specifically, abolition and temperance were considered as a
Reading stories with children introduces them to the complex nature of language and helps them in acquiring important language skills. However, the type of books read to children contributes to the depth of their learning. Picture books are not only books with pictures but also a world on its own. When you start to read a book you find interesting, the time flies and you seems to be in a different world. If I as a teacher can help and support my pupils to love books, my mission will be
Currently, I find myself to use pictures to comprehend new information even a child as well. When I was learning about World War II in middle school, I discovered that the images of the war were very intriguing than reading a textbook in social studies class. In the book, Persepolis, by Marjane Satrapi, this piece of literature included so much history that had been tied into the novel displaying comic strips of what Satrapi imagined from her childhood, what had really happened and the life the people in Iran experienced in times of war. Not only the Iran-Iraq War has images that depict the tragic event, but the Holocaust can be taught through pictures as well. War and human cruelty in an image reveals a thousand words much more superior than
Immediately prior to stating her argument, Kathleen O’Neil discusses the use of postmodern picture books by teachers in order to prompt students into questioning and debating issues within their own personal lives. She then transitions into stating her argument in the third paragraph of her article in the last sentence. She says, “This article examines the use of postmodern picture books in classroom settings to spark discussions that lead to greater awareness on the part of the students of the world around them and the possibilities of their roles in it” (41). Immediately after stating her argument O’Neil initiates a separate section of her article titled “We Turn to Storytellers,” where she discusses the advancement of the current world and how postmodern picture books are responding to these changes.
My point is that children have extremely vivid imaginations and they like to have an image of what they are thinking on a page. If an illustrator can capture one of their thoughts on a page they have done an extraordinary task. Authors have a way of jumpstarting a child’s imagination and the illustrator brings it to fruition. Picture books are so important to children’s cognitive development. I still love reading picture books, I often think about how fun it is going to be to be able to read picture books to not only my own children someday but my students.
Some of the books which we read in elementary were examples like, Dr. Seuss and other childish books. As I went to a higher standard of books, and got older,
Although violent video games are thought to encourage real world violence, they actually help to prevent it. I am focusing on violent video games and how they affect juveniles because I feel that this issue needs to be looked at in the criminal justice community. It is an unnecessary distraction to blame the actions of a disturbed youth on a form of entertainment that has been used by millions of people without incident. A review article published in The Psychiatric Quarterly found that many studies which claim to indicate an increase in aggression due to video games are, in fact, biased! Once the bias is taken into account, the studies no longer find any correlation between youths who play violent video games and youths who demonstate aggression and violent behavior. (Ferguson, 2014)
During the 19th century, European countries were implementing a new form of imperialism on many areas. Through this process these European countries gained a lot of power. Some of the areas that were affected from imperialism form the European countries was Asia especially was China and Japan. Asia was a huge area for imperialism, but both China and Asia were very appealing areas to colonize. Both countries reacted differently towards western imperialism, which would change their fates regarding foreign relations and the future of their nation. Japan accepted imperialism and it led them to become a world power and China was against the Western ways and therefore being used by Europe. In this paper I will discuss why China and Japan experienced different fates in the age of imperialism.
Hsiao, C. (2010). Enhancing children 's artistic and creative thinking and drawing performance through appreciating picture books. International Journal of Art & Design Education, 29(2), 143-152. doi:10.1111/j.1476-8070.2010.01642.x
...high power status, Japan had to have a self-reliant industrial common ground and be able to move all human and material resources (S,195). Through the Shogun Revolution of 1868, the abolition of Feudalism in 1871, the activation of the national army in 1873, and the assembly of parliament in 1889, the political system of Japan became westernized (Q,3). Local Labor and commercial assistance from the United States and Europe allowed Japan’s industry to bloom into a developed, modern, industrial nation (Q,3). As a consequence production surplus, and food shortage followed (Q,3). Because of how much it relied on aid of western powers, Japan’s strategic position became especially weak. In an attempt to break off slightly from the aid of the west Japanese leaders believed that it would be essential for Japan to expand beyond its borders to obtain necessary raw materials.
Merchant, G. & Thomas, H. (2012). Picture Books for the Literacy Hour: Activities for Primary