Wordless picture books boost preschoolers’ language production during shared reading

Chaparro-Moreno, Leydi Johana; Reali, Florencia; Maldonado‐Carreño, Carolina

doi:10.1016/j.ecresq.2017.03.001

Cited by 72 publications

(60 citation statements)

References 49 publications

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“…Development takes place in the everyday context of home and society. Children of every age have certain literacy ability, although these skills are not fully developed or conventional because we recognize mature reading and writing [12]. Emergent literacy as the basic writing of children's writing on book pages, although no letters can be seen.…”

Section: A Emergent Literacymentioning

confidence: 99%

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Emergent Literacy Based on Wordless Picture Book to Introduce Minangkabau Cultural Value and Identity for Early Childhood

Eliza¹

2018

Proceedings of the International Conference of Early Childhood Education (ICECE 2017)

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Abstract-Emergent literacy by promoting wordless picture book is a great way for developing the literacy skill of children. The storybook using a good illustration of Minangkabau character is still not widely used in kindergarten to develop emergent literacy of the children. Through the book material that proposed wordless picture book based, the children word recognition skill, the ability to think, concepts thinking skill, and language skill of the children can increase. The strategy used to enhance emergent literacy by developing models that can be applied to motivate and awaken the awareness of reading habits can be begun from an early age. This article explains the importance of introducing Minangkabau values and identity by using wordless picture book for early childhood. Furthermore, introducing traditional wordless picture book based on folklore to develop children's literacy ability needs to be done.

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Section: A Emergent Literacymentioning

confidence: 99%

“…It is also found that the lexical differences of teachers' vocabulary can be predicted due to emergent, word recognition, the ability to understand vocabulary and emergent writing. The quality of teachers' language and good interaction in the classroom are important matters in language development [1].…”

Section: Introductionmentioning

confidence: 99%

Emergent Literacy Based on Wordless Picture Book to Introduce Minangkabau Cultural Value and Identity for Early Childhood

Eliza¹

2018

Proceedings of the International Conference of Early Childhood Education (ICECE 2017)

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“…However, not many know about the potential role of book features -specifically, the role of using word books without words compared to books with text -in children's spontaneous language production and teacher instructional support. In Chaparro-Moreno, Reali, & Maldonado-Carreño (2017), copying the verbal interactions of thirteen Colombian teachers read to early childhood groups during a reading session in Spanish using wordless picture books (condition 1) and prototypical storybooks with text (condition 2). By using Computerized Language Analysis (CLAN), they found that in the condition of the wordless word book, children produced more words, words and words significantly, and the teacher showed a higher level of instructional support.…”

Section: Introductionmentioning

confidence: 99%

Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development

Sari¹,

Suryana

2019

jpud

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The challenge for early childhood educators to be able to provide a touch of education that is creative, innovative, smart, and fun to develop children's intelligence optimally. This study aims to develop Thematic Pop-Up Book products as learning media for the development of Early Childhood languages. The research subjects were 15 participants in class B6 of Khaira Ummah Islamic Kindergarten in the City. The research and development used data analysis using descriptive statistical analysis techniques. The results of the validity test and the practicality of the development of Pop-Up Book media at Khaira Ummah Islamic Kindergarten in Padang City were declared valid by media experts with an average score of 95%. Media Thematic Pop-Up Books, about Healthy and Unhealthy Foodstuffs were also declared valid by material experts with an average score of 95%. The results of the trial of thematic Pop-Up book products in Khaira Kindergarten Islamic Ummah were stated as a practical medium for children with a percentage increase in the test reaching 96%. Based on these results indicate that Pop-Up Book media products get a positive response from children and teachers. Media Pop-Up Book for further research can be used as a medium to improve children's cognitive, and interest in reading. Key Words: Thematic Pop-up Book, Early Childhood Education, Language Development References Arsyad, A. (2017). Media Pembelajaran. PT Raja Grafindo Pursada. Beceren, B. Ö. (2010). Determining multiple intelligences pre-school children (4-6 age) in learning process. Procedia - Social and Behavioral Sciences, 2(2), 2473–2480. https://doi.org/10.1016/j.sbspro.2010.03.356 Berman, R. A. (2018). Language Development and Literacy. Encyclopedia of Adolescence, (October), 2093–2103. https://doi.org/10.1007/978-3-319-33228-4_19 Chaparro-Moreno, L. J., Reali, F., & Maldonado-Carreño, C. (2017). Wordless picture books boost preschoolers’ language production during shared reading. Early Childhood Research Quarterly, 40, 52–62. https://doi.org/10.1016/j.ecresq.2017.03.001 Dato, A., & Radmilovic, V. (2010). Interactive Book With Detachable, Pop-Up Device. Patent Application Publication, 1(19), 20–25. https://doi.org/US 2007/0293118A1 Helmawati. (2015). Mengenal dan Memahami PAUD. Bandung: PT Remaja Rosdakarya. Lin, R. (2012). Creative Thinking for Picture Book Creation. IERI Procedia, 2, 30–35. https://doi.org/10.1016/j.ieri.2012.06.047 Montag, J. L., Jones, M. N., & Smith, L. B. (2015). The Words Children Hear. Psychological Science, 26(9), 1489–1496. https://doi.org/10.1177/0956797615594361 Nazaruddin, M. A., & Efendi, M. (2018). The Book of Pop Up Augmented Reality to Increase Focus and Object Recognition Capabilities for Children with Autism. Journal of ICSAR, 2(1), 9–14. https://doi.org/10.17977/um005v2i12018p009 Obiweluozo, E. P., & Melefa, O. M. (2014). Strategies for Enhancing Language Development as a Necessary Foundation for Early Childhood Education. Journal of Education and Practice, 5(5), 147–155. Retrieved from www.iiste.org Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes. Developmental Psychology, 45(3), 605–619. https://doi.org/10.1037/a0015365 Putra, N. (2011). Research & Development. Jakarta: Raja Grafindo Persada. Rahmawati, D. I., & Rukiyati, R. (2018). Developing Pop-Up Book Learning Media to Improve Cognitive Ability of Children Aged 4-5 Years. Atlantis Press, 249(Secret), 60–69. https://doi.org/10.2991/secret-18.2018.10 Ros, R., & Demiris, Y. (2012). Human Behavior Understanding, 7559, 40–51. https://doi.org/10.1007/978-3-642-34014-7 Safitri, D., & Hartati, T. A. W. (2016). Kelayakan Aspek Media dan Bahasa Dalam Pengembangan Buku Ajar dan Multimedia Interaktif Biologi Sel. Florea, 3(2), 9–14. Retrieved from https://www.google.com/url? Sahlan, Asmaun, Angga, & Prastyo, T. (2016). Desain Pembelajaran Berbasis Pendidi-kan Karaker. Yokyakarta: Ar-Ruzz Media. Sari, S. A. (2017). The Development of Pop-up Book on the Role of Buffer in the Living Body. European Journal of Social Sciences Education and Research, 10(2), 213. https://doi.org/10.26417/ejser.v10i2.p213-221 Sudjana, N., & Rivai, A. (2011). Media Pengajaran. Bandung: Sinar Baru Algensindo. Walter-Laager, C., Brandenberg, K., Tinguely, L., Schwarz, J., Pfiffner, M. R., & Moschner, B. (2017). Media-assisted language learning for young children: Effects of a word-learning app on the vocabulary acquisition of two-year-olds. British Journal of Educational Technology, 48(4), 1062–1072. https://doi.org/10.1111/bjet.12472 Wilcox, M.J., M., K.M, Bacon, C. K., & Thomas, S. (2001). Enhancing Children ’ s Language Development in Preschool Classrooms Using Literacy to Target Verbal Language Goals Enhancing Children ’ s Language Development in Preschool Classrooms Encouraging Complex Verbal Reasoning. Arizona. Retrieved from http://icrp.asu.edu Wiyani, & Ardy, N. (2016). Konsep Dasar PAUD. Yokyakarta: Gava Media. Yu, X. (2009). Levels of meaning and children: An exploratory study of picture books’ illustrations. Library and Information Science Research, 31(4), 240–246. https://doi.org/10.1016/j.lisr.2009.07.003

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“…Story time builds habitual thinking that helps the child listen with understanding which is then able to read with understanding [32]. The interactive reading of books through book-share, read-aloud, and the wordless picture book is another method of assisting in the development of reading skills [33].…”

Section: The Solutionmentioning

confidence: 99%

The Dilemma of Reading, Writing, and Counting in Early Childhood Education: A Qualitative Descriptive Study

Pertiwi¹,

Sujana²,

Pudyaningtyas³

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Playing with children can optimize child development, provide life experience and is the fundamental right of children, however, pencil and paper have become a regular activity for children in this era. Although many studies have concluded that learning to read, write and count is not necessary for early childhood, there are many Early Childhood Education (ECE) still applying it. It happens because of a dilemma between the curriculum and the willingness of parents. This article is the result of qualitative descriptive research that discussed why it happened and how to overcome it. Data collected from ECEs in Karanganyar, Indonesia and Wat Donmuang School in Bangkok, Thailand. The results show that the desire to teach reading, writing and counting to children is not from the ECE, but from the parents who consider that the smart child is a child who can read, write and count. Beside it, several excellent primary schools require the prospective students able to read, write and count. The practical implication of this paper is to widen the perspective of ECE that they don't need academic achievement only but affection and maturation should be the foundation of education.

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Wordless picture books boost preschoolers’ language production during shared reading

Cited by 72 publications

References 49 publications

Emergent Literacy Based on Wordless Picture Book to Introduce Minangkabau Cultural Value and Identity for Early Childhood

Emergent Literacy Based on Wordless Picture Book to Introduce Minangkabau Cultural Value and Identity for Early Childhood

Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development

The Dilemma of Reading, Writing, and Counting in Early Childhood Education: A Qualitative Descriptive Study

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