More than Just Pictures: Using Picture Books to Broaden Young Learners’ Disability Understanding

Abstract

This paper describes a research-intervention path that aims to deal explicitly and consciously with the topic of disability in the classroom, providing children with honest images of disabilities in order to stimulate their awareness, understanding and acceptance. The project, realized by Primary Education Degree students in some Aosta Valley schools, was based on the use of picture books as an educational mediator in which images and text merge together to tell a story, thus becoming a tool used to deal with complex and delicate subjects that characterize the reality in which every child lives, including that of disability.

The Semiotics Analysis on the Environment in “The Journey to Atlantis” Picture Book

“…These three theories are assumed to be related to each other for the following reasons: picture book is a source that consists of morphological and functional features. They consist of design skills, written and illustrated languages, visual symbol, energies that together contribute to the production of a physical object, and metaphors and visions of the world Bianquin & Sacchi (2017). It also refers to books containing both texts and illustrations.…”

“…These two are altogether to tell a story. It represents objects and environments, or color concepts and exposed shape (Bianquin and Sacchi 2017). Peirce (in Liszka, 2012) states that sign refers to all thoughts and knowledge that can only be manifested in signs.…”

“…Readers get the meaning of environment idea from the relationship between text and drawing. The content story also reflects everyday life, such nature of environment and it can develop children's knowledge by offering new narrative experience as explained by Bianquin & Sacchi (2017). In brief, a picture book could influence the children's view of an environment.…”

Pemberian Buku Cerita Bergambar Bertema "Superhero" dapat Meningkatkan Pengetahuan Sayur dan Buah Siswa Sekolah Dasar

“…Selain itu dengan buku cerita bergambar terjadi proses membolak-balik halaman ketika membaca (Bianquin and Sacchi, 2017) . Dalam penelitian Tiara tahun 2019, dan Kusumarani tahun 2018 ditemukan bahwa pemberian buku cerita bergambar yang bertemakan kehidupan sehari-hari sebagai media pendidikan gizi dapat meningkatkan pengetahuan sayur dan buah siswa (Kusumarani, Noviardhi and Susiloretni, 2018;Tiara et al, 2019) .…”

Resi̇mli̇ Çocuk Ki̇taplarinda Yer Veri̇len Oyun Ve Oyuncaklara İli̇şki̇n Bi̇r İnceleme: Gazi̇antep Çocuk Kütüphanesi̇ Örneği̇

“…Bunları 2-3 yaş grubundan itibaren resimli kitaplar takip etmektedir. Çocukların gerçek yaşamlarında bildikleri ortamları, nesneleri ya da kavramları içeren, yazıların ve resimlerin dengeli bir şekilde birleşerek hikâye oluşturduğu, resim/metin işbirliğinin çocuklara uygun olarak yansıtıldığı kitaplar ise resimli çocuk kitapları olarak nitelendirilmektedir (Bianquin ve Sacchi, 2017). Dolayısıyla 4-5 yaş grubuna yönelik kitaplarda resimlemeler ön planda olup kısa metinlere yer verilmekte; 6-7 yaş grubuna yönelik resimli kitaplarda ise dil ve kavram yönünden daha gelişmiş ve detaylı metinler bulunmaktadır (Gönen, 2013).…”