Abstrakt
Štúdia sa zameriava na problematiku preferencií detí v predškolskom veku pri voľbe knihy. Význam tejto problematiky spočíva vo vytváraní vzťahu detí k čítaniu a v rozvoji jazykových schopností a gramotnosti, ktoré prístup ku knihám a ich textom deťom umožňuje. V tejto štúdii sa venujeme analýze empirických zistení, ktoré vypovedajú o odlišných kritériách pri výbere kníh pre deti dospelými a samotnými deťmi. V nadväznosti na to prezentujeme výsledky rozhovorov s 31 deťmi v predškolskom veku (priemerný vek 5 rokov a 6 mesiacov), ktoré sa tematicky týkali identifi kácie obľúbenej knihy dieťaťa, kritérií, podľa ktorých si dieťa volí knihy na čítanie a zvyklostí čítania kníh v rodinnom prostredí dieťaťa. Prostredníctvom induktívnej tematickej analýzy rozhovorov sme identifi kovali, že deti považujú ako dôležité pri výbere knihy jej tému (aj v nadväznosti na už pre ne známe témy a iné príbehy), jej postavy (často známe z mediálneho priestoru), prítomnosť fantazijných prvkov v príbehu, atraktivitu ilustrácií a prítomnosť interaktívnych elementov v knihe. Ako najčastejšie kritérium atraktivity knihy však deti uvádzali prítomnosť humoru v texte knihy. Toto zistenie otvára priestor pre ďalšie skúmanie, špecifi cky v oblasti chápania humoru v textoch kníh pre deti z pohľadu detí.
Reference
- Anderson, J., Anderson, A., Shapiro, J., & Lynch, J. (2001). Father’s and mother’s book selection preferences for their four-year-old children. Reading Horizons, 41, 189–210. Vyhledej v Google Scholar
- Aram, D., & Aviram, S. (2009) Mothers’ storybook reading and kindergartners’ socioemotional and literacy development. Reading Psychology, 30, 175–194. Vyhledej v Google Scholar
- Arizpe, E., & Styles, M. (2015). A critical review of research into children’s responses to multimodal texts. In J. Flood, S. B. Heath & D. Lapp (Eds.), Handbook of Research on Teaching Literacy through the Communicative and Visual Arts, Volume II: A Project of the International Reading Association (p. 363–373). New York, NY: Routledge. Vyhledej v Google Scholar
- Bergman Deitcher, D., Aram, D., & Adar, G. (2019). Book selection for shared reading: Parents’ considerations and researchers’ views. Journal of Early Childhood Literacy 19(3), 291–315. Vyhledej v Google Scholar
- Boraks, N., Hoffman, A., & Bauer, D. (1997). Children’s book preferences: Patterns, particulars, and possible implications. Reading Psychology, 18(4), 309–341. Vyhledej v Google Scholar
- Braun, V. & Clarke, V. (2022). Thematic analysis. A practical quide. Los Angeles: Sage. Vyhledej v Google Scholar
- Carroll, J. M., Holliman, A. J., Weir, F., & Baroody, A. E. (2019). Literacy interest, home literacy environment and emergent literacy skills in preschoolers. Journal in Research in Reading, 42(1), 150–161. Vyhledej v Google Scholar
- Cetin, O. S., & Bay, N. (2015). Enhancing the early reading skills: examining the print features of preschool children’s book. International Education Studies, 8(1), 113–124. Vyhledej v Google Scholar
- Corcoran, L., & Steinley, K. (2017). Early Childhood Program Participation, Results From the National Household Education Surveys Program of 2016. First Look. NCES 2017-101. National Center for Education Statistics. https://eric.ed.gov/?id=ED575975 Vyhledej v Google Scholar
- Damber, U. (2015). Read-Alouds in Preschool. A Matter of Discipline? Journal of Early Childhood Literacy, 15, 256–280. Vyhledej v Google Scholar
- Danko-McGhee, K., & Slutsky, R. (2011). Judging a book by its cover: Preschool children’s aesthetic preferences for picture books. International Journal of Education Through Art, 7(2), 171–185. Vyhledej v Google Scholar
- David, A. (2020) Reading to children is so powerful, so simple and yet so misunderstood. https://www.teachearlyyears.com/learning-and-development/view/reading-tochildren-is-powerful-simple-and-yet-so-misunderstood Davila, D., & Patrick, L. (2010). Asking the experts: What children have to say about their reading preferences. Language Arts, 87, 199–210. Vyhledej v Google Scholar
- Dwyer, J., & Neuman, S. B. (2008). Selecting Books for Children Birth through Four: A Developmental Approach. Early Childhood Education Journal, 35, 489–494. Vyhledej v Google Scholar
- Fasnerová, M. (2014). Celé Česko čte dětem. Výzkumná zpráva projektu. Pedagogická fakulta Univerzity Palackého. Vyhledej v Google Scholar
- Gavora, P. (2016). Preschool Children in Book-Reading Situations with Parents: The Perspective of Personal Agency Theory. Studia Paedagogica, 21(4), 99–116. Vyhledej v Google Scholar
- Gavora, P. (2018). Čtení dětem v rodině: Výzkum důvodů, parametrů a praktik. Pedagogická orientace, 28(1), 24–45. Vyhledej v Google Scholar
- Gee, J. P. (1991). Memory and Myth: A perspective on narrative. In C. Peterson & A. Vyhledej v Google Scholar
- McCabe (Eds.), Developing narrative structure (p. 1–25). Hillsdale, NJ: Erlbaum. Vyhledej v Google Scholar
- Goodman, Y. (1986). Children coming to know literacy. In W. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (p. 1–14). Norwood, NJ: Ablex. Vyhledej v Google Scholar
- Greenhoot, A. F., Beyer, A. M., & Curtis, J. (2014). More than pretty pictures? How illustrations affect parent-child story reading and children’s story recall. Frontiers in Psychology, 5, 738. Vyhledej v Google Scholar
- Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefi ts of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75–90. Vyhledej v Google Scholar
- Haynes, C., & Richgels, D. J. (1992). Fourth graders‘ literature preferences. Journal of Educational Research, 85, 208–219. Vyhledej v Google Scholar
- Heath, S. B. (1986). What no bedtime story means: narrative skills at home and school. In B. B. Schieffelin & E. Ochs (Eds), Language socialization across cultures (p. 97–126). Vyhledej v Google Scholar
- Cambridge: Cambridge University Press. Hume, L. E., Allan, D. M., & Lonigan, C. J. (2016). Links between preschoolers’ literacy interest, inattention, and emergent literacy skills. Learning and Individual Differences, 47, 88v95. Vyhledej v Google Scholar
- Hume, L. E., Lonigan, C. J., & McQueen, J. D. (2015). Children’s Literacy Interest and its Relation to Parents’ Literacy-promoting Practices. Journal of Research in Reading, 38, 172–193. Vyhledej v Google Scholar
- Kiefer, B. Z. (2004). Children’s literature and children’s literacy: Preparing early literacy teachers to understand the aesthetic values of children’s literature. In O. N. Saracho & B. Spodek (Eds.), Contemporary perspectives on language policy and literacy instruction in early childhood education, Vol. V. Greenwich, CT: Information Age Publishing. Vyhledej v Google Scholar
- Kotaman, H., & Tekin, A. K. (2017). Informational and fi ctional books: young children‘s book preferences and teachers‘ perspectives. Early Child Development and Care, 187(3–4), 600-614. Vyhledej v Google Scholar
- Landsberg, M. (1992). Liberating laughter. American Education, 16(3), 34–48. Vyhledej v Google Scholar
- Leech, K. A., & Rowe, M. L. (2014). A comparison of preschool children’s discussions with parents during picture book and chapter book reading. First Language, 34, 205–226. Vyhledej v Google Scholar
- Lonigan, C. J. (1994). Reading to preschoolers exposed: Is the emperor really naked? Developmental Review, 14, 303–323. Vyhledej v Google Scholar
- Mallan, K. (1993). Laugh Lines. Australia: Ambassador Press. Vyhledej v Google Scholar
- McGee, L. M., & Schickedanz, J. A. (2007). Repeated interactive read-alouds in preschool and kindergarten. The Reading Teacher, 60(8), 742–751. Vyhledej v Google Scholar
- Mohr, A. J. K. (2006). Children’s choices for recreational reading: a three-part investigation of selection preferences, rationales, and processes. Journal of Literacy Research, 38, 81–104. Vyhledej v Google Scholar
- Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children’s language skills: A meta-analysis. Educational Research Review, 28. Vyhledej v Google Scholar
- Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. Albany: State University of New York Press. Vyhledej v Google Scholar
- Repasky, L. L., Schumm, J., & Johnson, J. (2017). First and fourth grade boys’ and girls’ preferences for and perceptions about narrative and expository text. Reading Psychology, 38, 808–847. Vyhledej v Google Scholar
- Robertson, S.-J. L., & Reese, E. (2017). The very hungry caterpillar turned into a but terfl y: Children’s and parents’ enjoyment of different book genres. Journal of Early Childhood Literacy, 17(1), 3–25. Vyhledej v Google Scholar
- Robinson, C. C., Larsen, J. M., Haupt, J. H., & Mohlman, J. (1997). Picture book selection behaviors of emergent readers: Infl uence of genre, familiarity, and book attributes. Vyhledej v Google Scholar
- Reading Research and Instruction, 36(4), 287–304. Saracho, O. N., & Spodek, B. (2010). Families’ Selection of Children’s Literature Books. Vyhledej v Google Scholar
- Early Childhood Education Journal, 37, 401–409. Scarborough, H. S., & Dobrich, W. (1994). On the effi cacy of reading to preschoolers. Developmental Review, 14(3), 245–302. Vyhledej v Google Scholar
- Scarborough, H. S., Dobrich, W., & Hager, M. (1991). Preschool literacy experience and later reading achievement. Journal of Learning Disabilities, 24(8), 508–511. Vyhledej v Google Scholar
- Schickedanz, J. A., & Collins, M. F. (2012). For young children, pictures in storybooks are rarely worth a thousand words. The Reading Teacher, 65(8), 539–549. Vyhledej v Google Scholar
- Schwartz, A. (1977). Children, humor, and folklore. The Horn Book, 53, 281–287. Vyhledej v Google Scholar
- Segi Lukavská, J. (ed.) (2018). Dítěti vstříc: Teorie literatury pro děti a mládež. Brno: Host. Vyhledej v Google Scholar
- Sénéchal, M. (2017). Shared reading: an informal literacy activity par excellence. In N. Kucirkova, C. Snow, V. Grover & C. McBride (Eds.), The Routledge International Handbook of Early Literacy Education, 273–283. Oxford: Routledge. Vyhledej v Google Scholar
- Shannon, D. (1999). What children fi nd humorous in the books they read and how they express their responses. HUMOR: International Journal of Humor Research, 12(2), 119–150. Vyhledej v Google Scholar
- Sipe, L. R. (2015). Young children’s visual meaning making in response to picturebooks. In J. Flood, S. B. Heath & D. Lapp (Eds), Handbook of Research on Teaching Literacy through the Communicative and Visual Arts, Volume II: A Project of the International Reading Association, 381–391. New York, NY: Routledge. Vyhledej v Google Scholar
- Sobel, M. D., & Lillard, S. A. (2001). The impact of fantasy and action on young children’s understanding of pretence. British Journal of Developmental Psychology, 19, 85–98. Vyhledej v Google Scholar
- Wallace, J., & Edlefsen, K. (2020). “I Love Paw Patrol!”: Book Selection and the Allure of Popular Media Characters Among Preschoolers. Journal of Research in Childhood Education, 34(2), 208–222. Vyhledej v Google Scholar
- Zhang, M., Hou, G., Chen, Y. C., Zhang, T., & Yang, J. A. (2020). Book Interaction Scheme to Enhance Children‘s Reading Experiences and Preferences. Frontiers in Psychology, 11, 2155. Vyhledej v Google Scholar
Stažení
1
- “I’m Just Looking at the Pictures and … ”: The Role of Illustrations in Books from the Perspective of Preschool Childrenhttps://doi.org/10.1080/02568543.2025.2461563
0
1
1
Vyhledat citace
Údaje o počtu stažení nejsou zatím k dispozici.